The Bulletin ofWellesley College

The Academic Year 1982-1983

Catalog for 1982-83

The Bulletin of Wellesley College, Vol. 72, No. 1 Contents

Academic Calendar, 1982-83 3 The information contained in this Bulletin is ac- curate as of August 1982. However, Wellesley Inquiries, Visits & Correspondence 4 College reserves the right to make changes at its The College 6 discretion affecting policies, fees, curricula or 10 The Campus other matters announced in this Bulletin. Facilities and Resources 10 students, without Student Life 14 Wellesley College admits regard to race, color, religion, or national origin, Student Residences and Resources 14 to all the rights, privileges, programs, and ac- Student Government 16 tivities generally accorded or made available to Career Services 18 students at the College. The College does not Admission 20 discriminate on the basis of race, color, religion or national origin, in administration of its educa- Criteria for Admission 20 tional policies, admission policies, scholarship Admission Plans 21 and loan programs, athletic and other college- Transfer Foreign and Students 22 administered programs or in its employment Costs & Financial Aid 26 policies. Fees and Expenses 26 Wellesley College, as a private, undergraduate educational institution for women, does not Payment Plans 28 discriminate on the basis of sex against its Financial Aid 29 students in the educational programs or activities

Graduate Fellowships 31 which It operates, and does not discriminate on The Academic Program 34 the basis of sex in its employment policies, in IX the The Curriculum 34 compliance with the regulations of Title of Education Amendments of 1972, nor does the Academic Policies and Procedures 36 College discriminate on the basis of handicap in Special Academic Programs 39 violation of Section 504 of the Rehabilitation Act Academic Distinctions 42 of 1973. Honors Awarded, 1982 42 Wellesley College supports the efforts of secondary school officials and governing bodies Courses of Instruction 47 to achieve regional accredited status for their The Faculty 200 schools in order to provide reliable assurance of Presidents 217 the quality of the educational preparation of its The Board of Trustees 218 applicants for admission. The Administration 220 The Bulletin of Wellesley College (USPS The Alumnae Organization 226 078-360) is published September, December, The National Development Fund Council 227 January, March, and May by Wellesley College, Travel Instructions 229 Green Hall, Wellesley, MA 02181. Second-class Index 230 postage paid at Boston, MA. Postmaster: Send Form 3579 to Wellesley College Post Office, Green Hall, Wellesley College, Wellesley, MA 02181. ,

Academic Calendar 1982-83

First Semester Second Semester SEPTEMBER JANUARY

2, Thursday New students arrive 31, Monday Labor Day Orientation Weekend activities for new students

4, Saturday Returning students arrive

7, Tuesday Classes begin

9, Thursday Convocation OCTOBER

8, Friday Fall recess begins after classes

12, Tuesday Fall recess ends NOVEMBER

24, Wednesday Thanksgiving recess begins (after classes)

28, Sunday Thanksgiving recess ends DECEMBER

10, Friday Classes end

1 1 Saturday Reading period begins

15, Wednesday Examinations begin 22, Wednesday Examinations end (Noon)

19, Sunday No examinations 22, Wednesday Christmas vacation (Noon) begins (after examinations) JANUARY

4, Tuesday Christmas vacation ends

5, Wednesday Wintersession begins 28, Friday Wintersession ends Inquiries, Visits & Correspondence

Wellesley welcomes inquiries and visits to the prospective students can also be made during College from prospective students, their parents, vacation periods. Rooms for alumnae and for and other interested individuals. For those who parents of students or prospective students are would like more detailed information on many of available on the campus in the Wellesley College the programs and opportunities described in this Club and may be reserved by writing to the club catalog, the College publishes a number of bro- manager. chures and booklets. These publications, as well A prospective student who wishes to arrange as answers to any specific questions, may be ob- an interview with a member of the professional tained by writing to the appropriate office as staff of the Board of Admission should make an listed. appointment well in advance. For those who would like to visit the College, Student guides provide tours for visitors the administrative offices in Green Hall are open without previous appointment. Visitors to the Col- Monday through Friday, 8:30 a.m. to 4:30 p.m., lege may call the Board of Admission prior to and by appointment on Saturday mornings dur- their visit to arrange a mutually convenient time ing term time. Special arrangements for greeting for the tour.

President Registrar General interests of the College Transcripts of records

Dean of the College Dean of Continuing Education Academic policies and programs Continuing education

Dean of Students Director, Center for Women's Careers Student life Graduate school; employment; Advising, counseling general career counseling of Residence undergraduates and alumnae MIT cross registration Vice President for Financial and Business Exchange programs Affairs International students Business matters Study abroad Vice President for Planning and Resources Class Deans Gifts and bequests Individual students Executive Director, Alumnae Association Director of Admission Alumnae interests Admission of students

Director of Financial Aid Address Financial aid; student employment; Wellesley College fellowships; student loans Wellesley, Massachusetts 02181 Bursar (617)235-0320 College fees The College

Four years of Wellesley have given me one advantage that I will value for the rest of my life: a sense of confidence. If you apply yourself at Wellesley, what you get is a feeling that, as a woman and as an intelligent person, you can do absolutely anything.

Julie Gess '82 The College

A student's years at Wellesley are the the necessary self-confidence as an individual

beginning — not the end — of an education. A and as a woman to fulfill them. Above all, it is Wellesley College degree signifies not that the Wellesley's purpose to teach students to apply graduate has memorized certain blocks of knowledge wisely, and to use the advantages material, but that she has acquired the curiosi- of talent and education to seek new ways to ty, the desire, and the ability to seek and serve the wider community. These are the assimilate new information. Four years at a elements of an education that can never grow women's college can provide the foundation for old and can never become obsolete. the widest possible horizon of ambitions, and

Wellesley is a college for the serious student, one Wellesley find themselves taking courses and

who has high expectations for her intellectual life pursuing interests that elsewhere might be seen and for her career. Beyond this common as more appropriate for men. They also take

ground, there is no Wellesley stereotype. Stu- courses and pursue interests with an emphasis

dents at the College come from all over the on the lives and achievements of women, that

world, from different cultures and backgrounds. elsewhere might not be available at all. The Col- They have prepared for Wellesley at hundreds of lege has always encouraged women to make different secondary schools; two-thirds of them responsible choices, without regard for prevail- attended public secondary schools. Wellesley ing convention. In the early part of this century, students are white, Black, Hispanic, American a woman choosing to become a physician would

Indian, and Asian-American. Through the Con- have been viewed as atypical. Today, it might be tinuing Education Program, a number of older equally unconventional for a Wellesley graduate women, many of whom are married and have to devote herself to a family and to volunteer ac- children, are part of the student body working tivities. Either way, the women's college ex- toward a Wellesley degree. Men and women perience helps each student understand that she from other colleges and universities study at has many choices, that she may set her own

Wellesley through various exchange programs. goals and strive to fulfill them in a way that is

This diversity of people and personalities is satisfying to her. made possible, in large part, by the College's In recognition of the importance of studying continued ability to maintain an "aid-blind" admis- the contribution of women to their world, the Col- sion policy. Students are accepted without lege inaugurated a major in Women's Studies in

reference to their ability to pay. Once admitted, 1982. While the major concentration is new and those with demonstrated need receive financial presents many exciting opportunities, the in- aid through a variety of services. Approximately vestigation of women's work and women's lives 75% of the student body currently has financial has been a respected part of academic life for help; about 42% of those receive aid directly many years. The Wellesley College Center for from the College. Research on Women, a policy-oriented research Wellesley's founder, Henry Fowie Durant, was institution on campus was founded in 1974 and an impassioned believer in educational oppor- has produced much work of national importance

tunity for women. Throughout its 1 07 year history about the role of women in contemporary Wellesley has been one of a handful of preemi- society.

nent liberal arts colleges in the country, and, at Wellesley is not, however, a community com- the same time, a distinguished leader in the posed only of women. Many members of the education of women. faculty and administration are men, and through Wellesley has remained a women's college the various exchange programs there are always because there are priceless advantages for the male students on campus. With Boston and student. These advantages have increased in Cambridge, and their many educational institu-

importance over the last twenty years, especially tions, only 35 minutes away, there is a wealth of since women began entering the paid labor opportunity tor each student to enjoy the kind of

force in large numbers. At a college for women, social life she desires. the student is free to reflect upon herself as an in- In some respects, the liberal arts curriculum at dividual and as a scholar, without the encum- Wellesley, like the traditional commitment to

brance of stereotypes. As a result, students at women, has changed little since the College was The College

founded. The constant features are the grouping Wellesley students are encouraged to spend a of disciplines into several broad areas and the re- semester or a year abroad in programs at many quirement that each student sample widely from institutions throughout the world. Limited finan- courses in each area. Consistent also is the con- cial aid for study abroad is available through cept of the major -the opportunity for each stu- several Wellesley funds. The Slater program dent, through concentrated study during her underwrites the cost of attending European in- junior and senior years, to establish mastery in a stitutions for a summer or academic year, and it single area. The College has adhered to this brings Slater Fellows from abroad to the framework because it emphasizes the building Wellesley campus. The Waddell program pro- blocks of a continuing education: the ability to vides funds for study in Caribbean countries or speak and write clearly, the confidence to ap- in Africa. The Stecher program enables students proach new material, the capacity to make to study art abroad either during the academic critical judgments. Whatever the student year or summer. chooses to do with her life, these skills will be Weliesley's faculty -of which 58 percent are essential. women -bring to the College a vast range of Within this traditional liberal arts framework, academic and professional interests. Poets, ar- the Wellesley curriculum is dynamic, responsive tists, musicians, scientists, political and to social change and quick to incorporate new economic analysts, the members of the faculty fields of study. The dramatic expansion of infor- are scholars dedicated to teaching and commit- mation of the last 20 years has led to an increas- ted to all aspects of life in the Wellesley com- ingly interdisciplinary course of study. Single ma- munity. A number live on or near the campus, jors in traditional disciplines have been joined by and are available to students long after the end double majors, and especially designed inter- of class. disciplinary and interdepartmental majors. At Wellesley there is one faculty member for

Wellesley stresses computer literacy for all its every eleven students. As a result, the average students. In 1982 the College instituted a major size of classes ranges from 18 to 20 students. A concentration in Computer Science. At Wellesley few popular introductory courses enroll more the use of data and word processing is not than 100, but these classes routinely break into limited to the sciences: faculty members are small discussion groups under the direction of a pioneering applications of artificial intelligence faculty member. Upper-level classes and and teaching technology in such fields as seminars bring together 12 to 15 students and philosophy, history, and languages. an instructor to investigate clearly defined areas

The Wellesley curriculum is further extended of concern. The low faculty-student ratio offers through exchange programs, residential and an excellent opportunity for students to under- nonresidential, with a number of other take individual work with faculty on honors pro- institutions. jects and research.

The Wellesley-MIT Cross Registration Program Learning at Wellesley is supported by ex- allows students to combine the strengths of cellent academic facilities. The Margaret Clapp these two very different institutions while remain- Library has an extensive general collection of ing in residence on their own campuses. over 600,000 volumes in its open stacks, as well

Through this program a major in engineering is as many rare books in special collections. In ad- now possible for the Wellesley student. Other dition to the collections in the main library, many MIT courses popular with Wellesley students, in departments have their own libraries. addition to courses in the sciences, are in ar- Weliesley's strength in the sciences dates to chitecture and urban studies. MIT students come the 19th century, when the College's physics to Wellesley for study in such areas as laboratory was the second such laboratory in the psychology, economics, Chinese, and art country (the first was at the Massachusetts In- history. Buses shuttle hourly along the twelve- stitute of Technology). The Science Center mile route between the two campuses. brings together all the science departments, in- The Twelve College Exchange Program cluding mathematics and computer science, in a brings men and women from other member New contemporary setting that fosters inter- England colleges to Wellesley for a semester or disciplinary discussion and study. Laboratories a year, and enables Wellesley students to live in the Science Center are completely equipped and study on another campus. The College also for a wide variety of fields. Resources for the offers an exchange between Wellesley and sciences at Wellesley also include an extensive Spelman College, a distinguished Black liberal complex of greenhouses and a fine observatory. arts college for women in Atlanta, Georgia. Students in the arts find excellent facilities in the Jewett Arts Center, a complex consisting of The College

the art department wing and the theatre and academic departments, they are voting music wing, linked by the Wellesley College members of the curriculum and faculty search Museum. committees. They also serve on committees that Wellesley recognizes that classroom activities set policy for residential life and govern and studying are only part of a college educa- Schneider Center, the focus for much student tion. The residence hall system not only provides and community activity on campus. a pleasant and comfortable place to live, but The Wellesley College Government Associa- seeks, through educational programs and mean- tion was established in 1918 by student and

ingful experiments in collective living, to integrate faculty agreement. Through Senate, its elected

academic and extracurricular life. Residence life representative body, it is the official organization is administered in many different ways, ranging of all Wellesley students. College Government of- from professional heads of houses to student-run ficers are elected each spring on a campus-wide cooperatives. basis; Senate representatives are elected in each For many students, the lessons learned com- residence hall and by the Nonresident Student peting on the athletic field, publishing the Organization.

Wellesley News, or participating in a Wellesley- In its desire to create the best possible educa- sponsored summer internship in Washington are tion for women, we at Wellesley continue to seek of lifelong importance. The College encourages solutions to problems faced by both men and self-expression through any of the 66 established women in a changing world. We also look extracurricular activities, as well as any interest closely at our own immediate environment, and

that a student may choose to pursue alone or try to make it a better place in which to study and with a small number of friends. Wellesley also to grow. Members of the Wellesley community supports those students who investigate are exploring new patterns of work, new ways for religious issues and thought. The College campus groups to communicate more effec-

chaplaincy offers a religious program embracing tively, and new styles of residential life. many faiths, including denominational services Each student who comes to Wellesley College for those who wish to participate. joins an extended community, composed of the Wellesley is a small community, and the quality thousands of women who have preceded her. of life depends upon the involvement and com- Some of Wellesley's alumnae have been out-

mitment of each of its constituents. For this standing scholars and researchers; others have

reason, students at the College participate in been leaders in politics and women's rights; still decision-making in nearly every area of College others have made important contributions to life. Students serve, frequently as voting their communities through volunteer work. We members, on every major committee of the are proud of our alumnae. Their contributions, Board of Trustees, including the Investment however they have chosen to make them, have Committee, and on committees of the Academic proven that four years at Wellesley College is just Council, including the Board of Admission and a beginning. the Committee on Curriculum and Instruction. In The Campus

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There is an atmosphere on the Wellesley campus that is absolutely unmistakable. In that physical beauty, there is the feeling of the wonderful intellectual rela- tionships between students and teachers, the feeling of students who care for their college and care about each other. And there is the seriousness of the students who are admired for their accomplish- ments. I don't know of a single parent who has visited the College and has not come away with the hope that her daughter would choose to attend.

Mrs. Robert Enslein, Parent of Nancy '85 10

The Campus

Wellesley College has a campus of more than styles ranging from Gothic to contemporary. 500 acres bordering on Lake Waban. There The focal point of the campus is the Galen are woodlands, hills and meadows, an ar- Stone Tower, named for its donor, which rises boretum, ponds, and miles of footpaths. In this 182 feet. setting are 64 buildings, with architectural

greenhouses ranges from temperate to tropic Facilities and with many excellent examples of trees and flowers which flourish in the respective Resources temperatures. There is considerable space for ex- periments by faculty and students. The Wellesley's is The broad scope of curriculum greenhouses are open to the public throughout supported by excellent academic facilities, the year. ranging from large lecture halls to study carrels, from tools to create art to equipment for ad- Observatory vanced scientific research. Of equal impor- The Whitin Observatory contains laboratories, tance to the quality of its academic facilities is classrooms, darkroom, and the library of the the College's policy of making them available to astronomy department. Its research equipment all students; even those facilities outside a stu- includes a 6-inch, a 12-inch, and a 24-inch dent's principal interests will enrich her educa- telescope. The observatory was a gift of Mrs.

tional experience. John C. Whitin, a former trustee of the College. It

was built in 1 900, enlarged in 1 962 and 1 966, and is considered to be an unusually fine facility for Classrooms undergraduate training in astronomy. The two primary classroom buildings, Founders Computer Facilities Hall and Pendleton Hall, are located in the academic quadrangle. The humanities are taught Many courses and research projects at Wellesley in Founders and the social sciences in Pendleton involve the use of a computer. The College has its East. own DEC-2060 computer with access on a time- sharing basis to other computers in New Science Center England. It is housed in the Henry David Tishman The Science Center houses the departments of Computer Laboratory. Computer terminals are astronomy, biological sciences, chemistry, com- located in the Public Terminal Room of the puter science, geology, mathematics, physics, Margaret Clapp Library, in the Science Center, psychology, and the human performance and at various locations in academic buildings. laboratory. In the Center are the teaching and Arts Center research laboratories: an extensive array of sophisticated facilities and equipment. Special The Jewett Arts Center, completed in 1958, con- equipment includes two electron microscopes, sists of the Mary Cooper Jewett art wing and the two NMR spectrometers, and an X-ray diffrac- Margaret Weyerhaeuser Jewett music and tometer. There are also environmental rooms, drama wing. Linking the two buildings is the animal quarters, and closed circuit TV. Wellesley College Museum. The Science Center also houses the Science The Museum is open to the general public. It in- Library, comprised of over 78,000 volumes from cludes a fine collection of classical, medieval and five separate departmental collections. Group renaissance sculpture, old master paintings, study rooms, carrels, audiovisual and tutorial prints and drawings, and twentieth century art. In rooms, copying equipment and microfilm addition to the permanent collection, many loan facilities are under the supervision of a trained exhibitions are presented throughout the science librarian. academic year. The art wing consists of the Art Department and Greenhouses Museum, classrooms, an extensive library, Classrooms in the biological sciences depart- photography darkrooms, and a print laboratory. ment open directly into the Margaret C. Ferguson The music and theatre wing contains the music Greenhouses, named after a former Wellesley library, listening rooms, practice studios, and professor of botany. The climate in the classrooms and offices of the Music Department. 11

The Campus

A collection of musical instruments of various Alumnae Hall periods is available to students. The largest auditorium on the campus, seating Auditorium, theatre seating The Jewett a 320 1,500 people, is in Alumnae Hall. The Hall also persons, was designed for chamber music per- has a large ballroom and houses the Wellesley formances, and is also used for special events. In College Theatre and the College radio station, rehearsal addition, there are rooms and other WZLY. Visiting lecturers, concert artists, and pro- theatre facilities. fessional theatre groups often appear there. The part of the Arts Center, con- Pendleton West, building was erected in 1923 and is the gift of tains laboratories, studios, a sculpture foundry, Wellesley alumnae. an extension of the fvlusic Library, the choir rehearsal room, and a concert salon. Chapel The Houghton Memorial Chapel was presented Margaret Clapp Library to Wellesley in 1897 by the son and daughter of The third enlargement and complete remodeling William S. Houghton, a former trustee of the Col- of the Margaret Clapp Library was finished in lege. The chapel's stained glass windows com- 1975. At the center of the modern and functional memorate the founders and others, while a tablet building is the reference room which distin- by Daniel Chester French honors Alice Freeman guished the original building erected in 1910. Palmer, Wellesley's second president. The The library's holdings contain more than chapel, which seats 1 ,000 people, is a setting for 600,000 volumes and an important collection of lectures and community meetings as well as public documents. Subscriptions to periodicals religious services. number over 2,600. Interlibrary loans through the Boston Consortium of Academic and Research Schneider College Center

Libraries augment the College's own collections. The center for extracurricular life at the College is

The Special Collections include letters, Schneider College Center. Its facilities provide manuscripts, and rare books and the Archives lounge areas, a snack bar, meeting rooms, of- contain materials documenting the history of fices for student organizations, and a coffee

Wellesley. The language laboratory and a listen- house. It also contains the offices of the Center ing room for the collection of spoken and Coordinator, the Director of Residence, and the dramatic recordings are in the library. A lecture Chaplain. room is available for meetings. Harambee House and Slater International Center are complementary adjuncts to Child Study Center Schneider. The Child Study Center is a preschool and laboratory which serves the College and the Harambee House

neighboring community. It is housed in the Anne Harambee House is the cultural and social center L. Page Memorial Building, which was specifi- for the Black community at Wellesley. Diverse cally designed in 1913 as a school for young program offerings, which highlight various children. Under the direction of the Psychology aspects of Black culture, are open to the College Department, students and faculty from any community. Harambee has a growing library of discipline can study, observe, conduct approved the history and culture of African and Afro- research, volunteer or assistant teach in classes American peoples and boasts a record library with children ages 2 to 5. In addition to the obser- (classical-jazz by Black artists), which is housed in vation and testing booths at the Center, there is a the Jewett Music Library. The House also con- Developmental Laboratory at the Science Center; tains offices for the staff, Ethos (the Black student research equipment is available at both locations. organization), and Brown Sister (a literary magazine), as well as rooms for seminars, Physical Education Facilities meetings, and social gatherings. Classes for all indoor sports and dance are con- Slater International Center ducted in Mary Hemenway Hall and in the nearby

Recreation Building. The latter has game rooms, Slater International Center is an informal meeting badminton and squash courts, a swimming pool, place for foreign and American students and a practice dance studio, basketball backboards, faculty. The Center serves campus organizations volleyball courts, and an athletic training facility. that have an interest in international affairs and Outdoor water sports center around the helps to sponsor seminars and speakers on inter-

boathouse where the canoes, sailboats, and crew national topics. Located in the Center is the shells are kept. Wellesley also maintains a 9-hole Foreign Student Office, where the Foreign Stu- golf course, 24 tennis courts, hockey, lacrosse, dent Advisor handles immigration and gives other and soccer fields, and a swimming beach. counseling to students from abroad. Slater Center .

12

The Campus

is the headquarters for the Slater International Infirmary

Association, providing a place where foreign Simpson Infirmary is a licensed hospital, ap- students may study, cook, entertain, and get to proved by the American Hospital Association, In addition, the Center know each other better. with an outpatient clinic built in 1942. It is con- coordinates a peer counseling group of foreign nected to the original infirmary which was built in students to help new students make a smooth ad- 1881. justment to the United States. President's House LaCasa The President's House, formerly the country La Casa serves as the center for Alianza, the estate of Wellesley's founders, Mr. and Mrs. organization for Puerto Rican, Chicana, and Henry Fowie Durant, is located on a hill just south American Indian students. Located in La Casa of the main campus. The spacious lawns border with are a kitchen, offices, and a common room a Lake Waban. Remodeled and renovated in 1 968, library record collection. and it is frequently the scene of alumnae and trustee gatherings as well as receptions for distinguished Beit Shalom visitors, for entering students, and for graduating Beit Shalom, the religious, cultural, and social seniors and their parents. center for the Wellesley Jewish community, houses study rooms and kosher kitchen facilities Wellesley College Club

as well as a dining room for Sabbath dinners. The Wellesley College Club is a center for faculty,

Its reception and dining Society Houses staff, and alumnae. rooms are open to members, their guests, and There are three society houses for special interest parents of students for lunch and dinner and are groups. Each house has kitchen and dining also used for many special occasions. Overnight facilities, a living room, and other gathering accommodations are also available for alumnae rooms. Members are drawn from all four classes, and for parents of students and prospective beginning with second semester freshmen. students. Shakespeare House is a center for students in- terested in Shakespearean drama; Tau Zeta Ep- Wellesley College Center for Research on

silon House is oriented around art and music; and Women Zeta Alpha House provides a setting for students The Center for Research on Women was

with an interest in modern drama. established in the summer of 1 974 by a grant from the Carnegie Corporation and has received sup- Green Hall port from the Ford Foundation, Time, Inc., and a The offices of the president, the board of admis- variety of private foundations, government agen- sion, the deans, and all administrative offices cies, corporations, and individuals. The Center directly affecting the academic and business conducts policy-oriented studies of women's management of the College are located in Green educational, work, and family needs and ex- Hall. The building has large rooms for Academic amines paid and unpaid work in the context of in- Council and trustee meetings, class and seminar creasing life choices for both men and women. rooms, and some faculty offices. Named for Hetty R. Green, the building was erected in 1931 Student Life

The fact that each woman in the College has access to every possible role, leadership position, office makes a great difference. It's better than having equal opportunity; it's having every opportunity.

Florence Ladd, Dean of Students 14

Student Life

Intellectual growth is only part of the realization a sense of social responsibility through par- of one's talents and abilities. Wellesley College ticipation in student organizations and college offers many opportunities for a student to governance. develop self-confidence, leadership skills, and

On the Wellesley campus many student groups Life at Wellesley also includes a number of reflect ethnic, social, political, and religious in- traditional social events. Junior Show, terests. Among the organizations are Alianza, an Sophomore Parents' Weekend, Spring association of Chicana, American Indian, and Weekend, and International Week are sup- Puerto Rican students; Ethos, an organization of plemented by frequent informal parties. Black students; the Asian Association, com- Schneider Center, which also has a coffee posed of Asian and Asian-American students; house, conference rooms, and a student-run the Women's Alliance, a group interested in store, is the location of community activity. Sup- feminist issues; and the Nonresident Council. plementing the facilities and resources of Religious groups such as the Newman Club, the Schneider are Slater International Center, which Wellesley Christian Fellowship, Hillel, the Black IS the frequent setting for international events and Christian Fellowship, Canterbury Club, and celebrations, and Harambee House, the social Christian Scientists offer many programs and cultural center of the Black community at throughout the year. Wellesley. Harambee sponsors such evenfe as Students are also responsible for a number of lectures and dance rehearsal performances, publications, among them Wellesley News, the many in conjunction with the Black Studies weekly student newspaper; Legenda, the Col- Department. Lectures and cultural programs are lege yearbook; Brown Sister, a student publica- presented also by Alianza, the Asian Associa- tion for and about Third World women; New tion, and Hillel as well. Voice, a biannual publication devoted to social and political issues; WRagtIme and the Galen Stone Review, literary publications. WZLY, the Student Residences campus radio station, is operated by an all- student staff. and Resources Sports are a significant part of life at Wellesley. There are ten intercollegiate teams, and Although some students live off campus, most numerous opportunities for competition in the in- live in one of Wellesley's nineteen residence tramural program. Other students pursue halls. For resident and nonresident students physical education just for fun, or to stay in alike, the College provides the counseling, shape. Interests range from yoga and fencing to religious, and health services necessary to en- dance and scuba diving. The College has good sure the spiritual and medical health of the facilities and Lake Waban, on the campus, is community. used for water sports and ice skating. Residence Halls The arts have always been a highly visible part of the Wellesley experience. The College Choir, The residence halls are the focus of much cam- the Madrigals, the Tupelos, the Collegium pus life. Each has a character of its own. Much Musicum, the Chamber Music Society, the of the informal learning at Wellesley takes place Chapel Choir, the Ethos Choir, the Canllonneurs in spontaneous discussions and debates in the halls. diversity of Wellesley's Guild, and the MIT Orchestra all offer ex- residence The College differing life periences for students with interests in music. students, who bring to the Those inclined toward the theatre can choose styles and cultural backgrounds, contributes among the Wellesley College Theatre, the Ex- much to this process. perimental Theatre, the Shakespeare Society, The residence hall system at Wellesley is and the Wellesley College Black Repertory Total designed to foster a sense of community, with Theatrical Experience. most of the routine administration and program planning left to the individuals who live within the community. Within this principle of student self- government, the halls offer many opportunities for residents to assume leadership positions. 15

Student Life

The residence experience is also likely to in- Nineteen residence halls are grouped in three clude lectures, faculty, staff and alumnae Guests areas of the campus: Bates, Freeman, McAfee, in Residence, group discussions, dinners with Gray, Oakwoods, Simpson, Dower, Homestead, faculty members, and parties. One tradition, in- Stone, and Davis are near the Route 16 entrance itiated in the early years of the College, is to the campus; Tower Court, Severance, Wednesday Tea— an informal occasion which Crawford House, and Claflin are situated off Col- continues to attract many students. lege Road in the center of the campus; and Each residence hall has a professional Head Shafer, Pomeroy, Cazenove, Beebe, and of House, with the exception of Stone, Davis, Munger are located by the Route 135 entrance Simpson, Homestead, Crawford, Freeman, to the College. Pomeroy, Gray and Oakwoods, which are The residence halls vary in size. Most house staffed by students. The professional or student between 115 and 140 students, while one hall Heads of House serve as advisors and coun- houses approximately 250 students. Three halls selors to individuals and groups in each resi- house less than 25 students. dence hall and as a liaison to the College com- Counseling and Advising Resources munity. A student Resident Advisor is situated on offices of the of Students offer a wide each floor and provides assistance to floor The Dean advising services for in- residents. range of counseling and groups of students. Students in the larger residence halls elect a dividuals and House Council which administers the day-to-day Counseling is readily available. Many students the talk with other than details of living. The Vice President of Program- feel need to someone friends about personal matters ming and her committee in each hall plan a and roommates their college careers, whether their con- variety of social, cultural, and educational events during small, affecting their daily life, throughout the year. Each residence also elects cerns are large or part of sorting out their sense of purpose or representatives to the Senate, and these or a students consult with members of the residence direction. Counseling Service, part of the hall on campus-wide issues and convey opinions The College Center for Developmental Services and of their constituencies to the student govern- Stone ment. Studies, provides short-term counseling and the staff are professionals A residential policy committee reviews many psychotherapy. On who have an interest m individual and group aspects of residential life and is developing ways counseling and in preventive mental health. to involve students in all areas of residential fields including policy making. The Residence Office has been They are trained in a variety of psychology, and psychiatric social working to strengthen the involvement of faculty, psychiatry, work. Long-term psychotherapy is not provided staff, and alumnae in residence hall life. the resources for such treat- Most of the residence halls contain single at the College, but are readily available in the Greater Boston rooms, double rooms, and some suites. Incom- ment area. The counseling service can help students ing freshmen are placed in double rooms. The locate appropriate long-term therapists. Com- cost of all rooms is the same, regardless of plete professional confidentiality Is maintained at whether they are shared, and students are re- all times. quired to sign a residence contract. Each hall of the staff of the Dean of Students has a spacious living room, smaller common Members are available to discuss personal and academic rooms, and a study room. All but five have dining concerns with students. They include the Resi- facilities, and in the remaining halls, facilities are Office staff. of House and student open on a five-day or seven-day basis. There are dence Heads staff in residence halls, the Nonresident Advisor, limited kitchenette facilities in the halls for prepar- staff in Schneider College ing snacks or for use when entertaining. Each the student activities Center, Harambee House, Slater International building is equipped with coin-operated washers religious groups and dryers. Center, and the Chaplain and The College supplies a bed, desk, chair, lamp, advisors. bookcase, and bureau for each resident student. Religious Resources Students may rent linen or supply their own. Wellesley seeks to respond sensitively to a vari- Students supply blankets, quilts, and their own ety of religious traditions. The College en- curtains, pictures, rugs, and posters. They clean courages independent religious involvement on their own rooms and contribute two or three the part of its students. hours a week answering the telephones and do- The College Chaplaincy offers diverse ing other miscellaneous jobs which are sched- religious, personal growth, and social action pro- uled by the student heads of work. grams as well as service opportunities. The 16

Student Life

Chaplain and other members of the Chaplaincy staff are regularly available for religious and per- Student sonal counseling. The Chaplain also officiates at regular Sunday Government morning worship, an ecumenically oriented Prot- Throughout its history the College has based estant service in Houghton Memorial Chapel its policies regarding student life upon the con- with guest preachers invited once a month. cepts of personal integrity, respect for in- Catholic masses are offered on campus on dividual rights, and student self-government. Sundays, as well as a number of other programs The rules and procedures governing student sponsored by the Newman Catholic Ministry. life reflect these concepts, and are designed Jewish students will find a varied program in- chiefly to ensure the privacy and safety of in- cluding high holiday services and a kosher meal dividuals. Legislation concerning all aspects of plan. Wellesley community life is contained in the Ar- Attendance at all worship services is open and ticles of Government, copies of which are voluntary. Many activities are also sponsored by available to all students. other religious groups on campus. Honor Code College Health Service Inherent in Wellesley's system of democratic The services of the College physicians, coun- government, and its accompanying law, is the selors, and nurses are available at Simpson In- honor code. As the vital foundation of govern- firmary which includes a licensed hospital and an ment, the honor code rests on the assumption outpatient clinic. Regular full-time students and that individual integrity is of fundamental value to part-time Continuing Education students who each member of the community. Within the carry three or more courses are eligible for care. philosophy of self-government, the personal There is no health fee. Appropriate charges are honor and responsibility of each individual as he made for inpatient care (medical, surgical, or or she approaches both the regulated and psychiatric). These services are usually covered nonregulated areas of academic, social, and by insurance. There are no charges for out- residence hall life in the Wellesley community are patient treatment except laboratory studies, elec- of central importance. tive examinations or procedures, immunizations The honor code covers all duly adopted rules and treatment of pre-existing or ongoing condi- of the College for the government of academic tions. A College-sponsored student insurance work, for the use of college resources and for the plan is available. Consultation with specialists in special conduct of its members. Each student- all fields is readily available both locally and in degree candidate, exchange student, and spe- Boston. Financial responsibility for these consul- cial student -is bound by all the rules. tations rests with the student, parents, or their Each student is expected to live up to the health insurers. honor code, as a member of the student body of Besides the usual care given by College Wellesley College both on and off the campus. Health Services, members of the staff establish She should remember that she is subject to programs to expand the use of the health ser- federal, state, and local laws which are beyond vices and arrange special programs in response the jurisdiction of Wellesley College. to student interests. The honor code can work only with full support The confidentiality of the doctor-patient rela- among all members of the College community. tionship is carefully preserved. College medical In addition to upholding the regulations and spirit personnel will not share any medical information of the honor code personally, both students and concerning a student with any College authori- faculty are responsible for the success of the ties, or with the parents of students, without the system. This includes guarding against and, if written consent of the student. It may be necessary, reporting any inadvertent or inten- necessary to disclose minimal information to in- tional abuses of the honor code by any member surance companies for verification of medical of the community. claims. Students are required to enroll in the Col- lege Student Health Insurance Plan unless they have equivalent coverage. Parents are requested to sign a statement authorizing the College to proceed with appro- priate treatment in the case of serious illness or emergency in the event they cannot be reached by telephone. 17

Student Life

College Government without the student's prior consent. It will be assumed that every student is a dependent of Most of the legislation and regulations guiding her parents, as defined by the Internal Revenue student lite is enacted and adnninistered by the Code, unless notification to the contrary with student College Government, of which all students are members. Responsibilities supporting evidence satisfactory to the College is filed in writing with the Registrar by October 1 delegated by the Board of Trustees to the Col- of each academic year. lege Government include governance of all stu- Copies of the Privacy Act, the regulations dent organizations, appointment of students to therein and the "Wellesley College Guidelines on College committees, allocation of student ac- Student Records" are available on request from tivities monies, and administration of the Honor the Office of the Dean of Students. Students Code and judicial process. Many of these wishing to inspect a record should apply directly responsibilities are assumed by Senate, the to the office involved. Complaints concerning elected legislative body of College Government, alleged noncompliance by the College with the which also provides the official representative Privacy Act, which are not satisfactorily resolved voice of the student body. by the College itself, may be addressed in writing Serious violations of the Honor Code are ad- the Family Educational Rights and Privacy Act judicated through the student Judicial System. to Office, Department of Education, 550 In- Three separate branches of the Judicial System dependence Avenue, S.W., Washington, D.C. address infractions of residence hall violations, 20201. violations of academic principles, and the appeal process. Directory Information

Confidentiality of Student Records The Privacy Act gives to Wellesley the right to make public at its discretion, without prior Maintenance of the confidentiality of individual authorization from the individual student, the student educational records has been and con- following personally identifiable information: tinues to be important at Wellesley, as is a con- name; class year; home address and telephone cern for the accuracy of each record. Under the number; college address and telephone provisions of the federal Family Educational number; major field; date and place of birth; Rights and Privacy Act of 1974, every Wellesley dates of attendance at Wellesley College; student is assured the right to inspect and review degrees, honors and awards received; weight all college records, files, and data directly related and height of student athletes; participation in of- to her, with certain exceptions such as medical ficially recognized sports and activities; previous and psychiatric records, confidential recommen- educational institution most recently attended. dations submitted before January 1, 1975, rec- The Privacy Act also allows individual students ords to which the student has waived her right of to place limitations on the release of any of the access, and financial records of the student's above information. A student who wishes to do parents. The student may also seek a correction this must file a special form with the Registrar, or deletion where a record is felt to be inaccu- Green Hall, each year by July 1 for the following rate, misleading, or otherwise in violation of the academic year. privacy or other rights of the student. The In practice, College policies discourage the in- Privacy Act also protects the privacy of per- discriminate release of any information about in- sonally identifiable information maintained in stu- dividual students. College directories and lists dent records by prohibiting the release of such are for use within the College community itself. information (other than those facts defined below as "Directory Information") without the written consent of the student, except to persons such as officials or teachers within the College who have a legitimate educational interest in seeing the information, officials of other institutions in which the student seeks to enroll, the studenfs parents if the student is a dependent for tax pur- poses, and certain other persons and organizations. The final regulations for the Act make clear that, in the case of students who are dependents of their parents for Internal Revenue Service pur- poses, information from the education records of the student may be disclosed to the parents 18

Student Life

Career Services Graduate Schools Students seeking information on the academic The Center for Women's Careers provides a programs at specific graduate and professional complete range of services, and students are schools should speak with their academic ad- encouraged to maintain contact with the Office visors and members of the faculty as well as throughout their time at Wellesley. All services career counselors. The Center for Women's are available to alumnae. Careers provides complete assistance and The Resource Center, open Monday through materials for application to graduate school, in- Friday, 10:00 a.m. to 4:30 p.m., houses in- cluding graduate school and professional school formation on specific professions and career examinations, application forms, copies of options, graduate and professional study, en- recommendations solicited by the students but trance examination requirements, and oppor- maintained on file at the Center, and advice on tunities for work and study abroad. completing graduate school applications. The Center for Women's Careers maintains Internships a file of alumnae who are willing to talk to students about their graduate study and/or The Center for Women's Careers is the clear- career experience. The Center also sponsors a inghouse for information concerning all intern- wide variety of programs that bring alumnae ships and can direct students to the appropriate back to the campus to discuss their personal faculty members for those programs ad- and professional working lives. ministered by college academic departments. All internships require early application and con- Counseling siderable planning; students interested in intern- During the school year, there is a counselor ships should consult a counselor well in available in the front office each day to answer advance. career-related questions on a drop-in basis. Group and individual counseling sessions are Scholarships and Fellowships also offered. The Center gives workshops on The Center provides information and assistance career goal setting, resume writing, and applying on a wide variety of scholarships and to graduate and professional schools. These fellowships, some for very specific institutions or workshops take a variety of forms, from simple fields of interest, and others with more general

discussion to role playing and group critique. application. A full listing and description of

Vocational interest inventories are also available. scholarships and fellowships is maintained in the Resource Recruiting Center. The Center for Women's Careers arranges inter- Recommendations views with recruiters from over 50 companies. All students are encouraged to build a reference Students are notified of impending visits by file; all references will be forwarded to schools postings in the Center, in the Weekly Bulletin and and employers upon request. In addition to rec- in the Career Planning News, and are advised to ommendations from faculty, students should consult with a career counselor prior to the consider obtaining references from summer interview. employers, from responsible individuals with the has worked on internships or Job Notices whom student special programs, and from faculty members at notebooks are maintained by the Center Job schools she attends on exchange programs. The staff all students and alumnae. and are open to Center provides standard recommendation Notices of job openings are filed in these forms acceptable to graduate schools and notebooks as they are received by the Center. A employers unless forms are provided in applica- job bulletin newsletter is sent to alumnae upon tion materials. request. Admission

Before coming to Wellesley I had never been outside Arkansas for more than a week at a time. I decided to come here because I wanted a liberal arts degree and I wanted to live in a new region. At first I was afraid that everyone would be too yankee but what I found was an incredible variety of people from all sorts of backgrounds, from all over the United States and from many parts of the world.

Becky Buffalo '85 20

Admission

The Board of Admission chooses students who number of factors: high school records, rank in will benefit from and contribute to the type of class, scholastic aptitude and achievement education offered at Wellesiey and be at)le to test scores, letters of recommendation from meet the standards for graduation from the teachers and principals, the student's own College. Consideration is given to creativity statements about herself and her activities, and high motivation as well as strong and the interview reports of the staff or alum- academic potential. nae. The Board of Admission values evidence The Board of Admission considers each ap- of unusual talent and involvement in all areas plication on its merits and does not discrimi- of academic and social concern. nate on the basis of race, religion, color, creed, Each application is evaluated with care. The or national origin. In accordance with its desire admission decision is never made on the basis to maintain diversity in its student body, of a single factor. For instance, the Board Wellesiey College encourages applications recognizes that standardized tests do not from qualified students who come from a wide measure motivation or creativity and that variety of cultural, economic, and ethnic scores may be influenced by the student's ex- backgrounds. perience with timed examinations. Each part of The Board of Admission at Wellesiey is com- the application, however, contributes to a well posed of representatives of the faculty, the ad- rounded appraisal of a student's strengths and ministration, and the students. In selecting the is useful in attempting to predict whether candidates who will comprise the student Wellesiey would be the right place for her to body, the Board of Admission considers a continue her education.

Criteria for The Application Application forms may be obtained from the Admission Board of Admission. A nonrefundable fee of $25 must accompany the formal application. If the General Requirements for Freshman application fee imposes a burden on the family's Applicants finances, a letter from the applicant's guidance counselor requesting a fee waiver should be sent Wellesiey College does not require a fixed plan to the Director of Admission with the application of secondary school courses as preparation for for admission. its program of studies. However, entering students normally have completed four years of The Interview strong college preparatory studies in secondary A personal interview is required of each appli- school. Adequate preparation includes training cant. If it is not possible for a candidate to come in clear and writing in interpreting coherent and to the College for an interview, she should write literature, training in the principles of mathe- to the Board of Admission for the name of an matics (usually a minimum of three years), com- alumna interviewer in the candidate's local area. petence in least at one foreign language, ancient A high school junior just beginning to think about or modern (usually achieved through three or colleges may arrange for an informal conversa- four years of in study), and experience at least tion with an alumna or member of the Board. The one laboratory science and in history. Board of Admission is closed for interviews from Students planning to concentrate in February 15 to April 1; however, tours will still be in mathematics, premedical studies, or in the given by student guides during this time. natural sciences are urged to elect additional Visit courses in mathematics and science in second- Campus ary school. Students planning to concentrate in Students who are seriously considering language or literature are urged to study a Wellesiey will have a better understanding of stu-

modern foreign language and Latin or Greek dent life at Wellesiey if they can arrange to spend before they enter college. a day on campus. Candidates are welcome to at- There are often exceptions to the preparation tend classes, eat in the residence halls, and talk suggested here, and the Board will consider an informally with Wellesiey students. Prospective applicant whose educational background varies students who plan to spend some time exploring from this general description. the College are urged to notify the Board of Ad- mission in advance so that tours, interviews. 21

Admission

meals, and attendance at classes can be ar- ranged before arrival on campus. Overnights in Admission Plans the residence halls can also be arranged for high Students may apply to Wellesley under several school seniors. admission plans. Most applicants use the College Entrance Examination Board Tests Regular Decision or Early Evaluation plans, The Scholastic Aptitude Test and three Achieve- but for students with special considerations or ment Tests of the College Entrance Examination with particularly strong high school records

Board (CEEB) are required of all applicants for there are plans for early decision and early ad- admission. One Achievement Test must be the mission. Each plan has specific guidelines and English Composition or English Composition deadlines. with Essay Test. Regular Decision Each applicant is responsible for arranging to A candidate who uses the regular plan of admis- take the tests and for requesting CEEB to send sion must file an application by February 1 of the to Wellesley College the results of all tests taken. year for which she is applying. Applicants will be CEEB sends its publications and the registration notified of the Board of Admission's decisions in forms necessary to apply for the tests to all mid-April. Applicants for regular admission may American secondary schools and many centers take Scholastic Aptitude Tests and Achievement abroad. The applicant may obtain the registra- Tests any time through January of the senior tion form at school, or may obtain it by writing year. It is preferred, however, that students take directly to CEEB, Box 692, Princeton, New these tests before the January test date to insure Jersey 08540; or in western United States, that scores will arrive well before the Board of western Canada, Australia, Mexico, or the Admission begins to review records. Pacific Islands, to CEEB, Box 1025, Berkeley, Results of tests taken after January arrive too California 94701. late for consideration by the Board of Admission. It is necessary to register with CEEB approx- imately SIX weeks before the test dates; however, Early Decision limited walk-in registration may be available at This plan is intended for those students with some test centers. strong high school records who have selected Either the SAT or three Achievement Tests Wellesley as their first choice college by the fall may be taken on any of the following dates, but of the senior year. Candidates under this plan it is not possible to take both the SAT and the may initiate applications at other colleges, but Achievement Tests on the same day, so students they agree to make only one Early Decision ap- must select and register for two different test plication, and if admitted under Early Decision, dates. The latest test date from which scores can they must then withdraw all other applications. be used for admission in September, 1983 is Candidates who wish Early Decision must sub- January 22, 1983. mit Part I of the application by November 1 and The CEEB Code Number for Wellesley College is indicate that they want to be considered under 3957. the Early Decision Plan. Although CEEB tests taken through the November 6, 1982 test date Dates of CEEB Tests may be used, it is preferred that students com- 'November 6, 1982 plete the appropriate tests by the end of the December 4, 1982 junior year. All supporting credentials and an in- 'January 22, 1983 terview must be completed by November 15. ** March 19, 1983 (SAT only) Decisions on admission and financial aid will be May 7, 1983 mailed no later than mid-December. June 4, 1983 Early Evaluation 'In New York: ACH only * 'Not held in New York Candidates whose credentials are complete by

January 1 , and who request it by checking the In addition, on October 16, 1982 the SAT only is appropriate box of the application form, will re- offered in California, Florida, Georgia, New York, ceive an Early Evaluation of their chances of ad- North Carolina and Texas. The English Compo- mission. These evaluations will be sent by the sition with Essay Test is offered only on the end of February. Candidates will receive the final December 4, 1982 test date. decision from the Board of Admission in mid- April. 22

Admission

Early Admission Foreign and The College considers applications from can- didates who plan to complete only three years of high school and who have demonstrated Transfer Students academic strength and personal and social ma- Through the years Wellesley has sought and turity. These candidates are considered for ad- benefited from a large body of foreign students applicants mission along with other for the on campus. The College also seeks highly Decision Plan. They are requested to Regular qualified transfer students who believe that identify themselves as Early Admission appli- Wellesley's special opportunities will help them cants in their correspondence with the Board of to achieve specific goals. For foreign and Admission. It is preferable that these candidates transfer students there are some additional have their interviews at the College if distance and different application procedures and dead- permits. Early Admission are not candidates lines. eligible for Early Decision or Early Evaluation. In

all other respects they follow the regular pro- Foreign Students cedures for the Regular Decision Plan. The College welcomes applications from citizens of other countries who have excellent secondary Deferred Entrance school records and are completing the university Application for admission is made tor a stated entrance requirements of their own countries. It

year; however, it is possible to change the in- is possible to receive advance credit toward the tended date of entrance if a written request is Wellesley degree through successful results in sent before the Board of Admission takes formal national matriculation examinations. Foreign action on the application. Students who com- students must apply by January 1 5 of the year in plete their applications and are admitted and which the student plans to enter the College. Ad- who then wish to defer entrance to the freshman mission is for September entrance only. There is class for one year should accept the offer of ad- no application fee for foreign students living out-

mission 1 , at the time request by May and same side of the United States. Foreign students can- a year's deferral. Students who attend another not apply under Early Decision, Early Evaluation, college full-time during the year American or Early Admission. Specific instructions for between high school their entrance to and foreign students wishing to apply to Wellesley Wellesley are not considered deferred students, are contained in the brochure. For Foreign but must reapply for entrance as transfers. Ordi- Students, which may be obtained by writing to narily, transfer students not defer entrance may the Board of Admission. Letters of inquiry should following or year. to the semester include the student's age, country of citizenship, United States Citizens Living Abroad present school, and academic level.

For U.S. citizens living in other countries the en- Admission of Transfer Students

trance requirements and procedures for making Wellesley College accepts transfer students from application are the same as for applicants within accredited four and two year colleges. They the United States. citizens U.S. who have been must offer an excellent academic record at the exclusively in foreign school systems educated college level and strong recommendations from follow the application procedures same as their deans and instructors. Scholastic Aptitude foreign students. Tests are required of Transfer applicants. Incom- ing sophomores and juniors are eligible to apply for entrance in either the first or second semes- ter. Transfers in the middle of the freshman year are discouraged. Students wishing to transfer into Wellesley should make application by

February 1 for entrance in the fall semester, and before November 15 for entrance in the spring semester, on forms which may be obtained from the Board of Admission. Notification is in mid- April and late December, respectively. The preliminary application forms should be returned 23

Admission

with a nonrefundable registration fee of $25, or a has no summer school and courses done in- fee waiver request authorized by a financial aid dependently during the summer may not be officer or college dean; the rest of the application counted toward the 16 units required. Incoming forms will be sent upon receipt of these items. juniors, in particular, should be aware that The College will accept for credit only those Wellesley requires evidence of proficiency in one courses which are comparable to courses of- foreign language before the beginning of the fered in the liberal arts curriculum at Wellesley. senior year. In addition, all transfer students Candidates accepted for transfer will be given a should note Wellesley's course distribution re- tentative evaluation of their credit status at the quirements which must be fulfilled for gradua- time of admission. Transfer credit for studies tion. These requirements are described on p. 34 completed in foreign countries will be granted of this catalog. only when the Registrar has given specific ap- Incoming junior transfer students may not take proval of the courses elected and the institutions part in the Twelve College Exchange Program or granting the credit. Junior Year Abroad. All transfer students may To receive a Wellesley degree, a transfer stu- elect to take courses through the cross registra- dent must complete a minimum of 16 units of tion program with MIT after they have completed work and two academic years at the College. A one semester of study at Wellesley. Candidates Wellesley unit is equivalent to four semester who are older than the usual undergraduate age hours and some transfer students may need to and whose educations have been interrupted for carry more than the usual four courses per several years prior to the date of application, semester in order to complete their degree re- may wish to consult the Office of Continuing quirements within four years. Wellesley College Education.

SUMMARY OF STUDENTS, 1981-82 Non- Class Resident resident Totals Totals

Candidates for the B.A. degree 2,147 Seniors 465 Juniors Sophomores Freshmen Continuing Education Students Nondegree Candidates Special Students 24

Admission

GEOGRAPHIC DISTRIBUTION OF STUDENTS IN 1981-82 Students From the United States and Outlying Areas Students from Other Countries

Alabama Alaska Arizona Arkansas Costs & Financial Aid

When I've put energy into making Wellesley a good place for me, I've always gotten success in return. I've been happiest here when I've been happy with myself. The resources to find self-satisfaction are here. It is com- petitive, but success should be a per- sonal measure, and I believe Wellesley has given me the skills and the confi- dence with which to succeed.

Hilary Pierce '82 26

Costs

The cost of an excellent education is high, both U.S. students regardless of their financial cir- at Wellesley and other comparable institutions. cumstances. The amount and kind of financial To assist students and their families in meeting assistance is determined solely by financial these costs, Wellesley offers a variety of pay- need. At present, there is only limited financial ment plans. At the same time through financial aid available to Continuing Education students aid the College is currently able to make its and foreign students. educational opportunities open to all its regular

Fees and Expenses

At Wellesley the fee represents approximately 60% of the educational cost to the College for each student. In past years the difference has been made up from gifts and income earned on endowment funds. Annual Fee

The fee for the academic year 1982-83 is

$10,890. In addition, there is a student activity fee of $80 and a fee of $180 for the student health insurance program. The breakdown is as follows: 27

Costs & Financial Aid

plans. Students on financial aid who have dif- writing, or the date on which the College deter- ficulty meeting the scheduled payments outlined mines that the student has withdrawn, whichever above should consult the financial aid office. is earlier. Admissions candidates must notify the Director of Admission of withdrawal. Refunds will Student Health Program be made within 40 days after withdrawal and will Information concerning student medical in- be prorated among the sources of original pre- surance is sent to all parents by the Bursar. payment. Wellesley College grants are not sub- Because of the high cost of medical care, ject to refund to the student. parents are required to subscribe to the Continuing Wellesley College Student Health Plan or to pro- Education Fees vide equivalent coverage, especially since The basic fee for a Continuing Education student

Wellesley College does not assume financial IS $929 per semester course, payable August 1 responsibility for injuries incurred in instructional, for the fall semester and January 15 for the intercollegiate, intramural, or recreational pro- spring semester. Continuing Education students grams under the auspices of the Department of taking four units of academic credit a semester Physical Education and Athletics. Full-time Con- may take a fifth unit at no charge. A $10 student tinuing Education students are also required to activity fee will also be charged on a per unit have coverage if they plan to use the College basis with a maximum of $40 per semester. Con- Health Service. Continuing Education students tinuing Education applicants pay the nonrefund- carrying less than three courses per semester able $25 application fee as do all other students. are not eligible for infirmary care or insurance. There is also a nonrefundable registration fee of

The insurance is charged at $90 per semester, $25, payable when the student is accepted. and provides coverage for the period September A Continuing Education student who finds it

1 through August 31. Students subscribing to necessary to withdraw from a course is entitled the Wellesley College Student Health Program to tuition refunds as follows: a full refund of will not be billed for services at Simpson prepaid tuition charges and student activity fee Infirmary. will be allowed for withdrawal from courses dur- Students entering Wellesley College at the ing the first two weeks of classes. Thereafter, beginning of the second semester — transfers. refunds will be prorated on a weekly basis until Twelve College Exchange students — and the midpoint of the semester. No refunds will be students who are ineligible for their parents' in- made for withdrawal after the semester midpoint. surance due to age requirements are eligible for The date of withdrawal shall be the date on enrollment for the second half of the year. which the student notifies the Office of Continu- ing Education of withdrawal in writing, or the Parent Loan Plan date on which the College determines that the Wellesley offers Parent Plan a Loan to enable student has withdrawn, whichever is earlier. parents whose combined income is not more Refunds will be made within 40 days after than $75,000 annually to extend the payment withdrawal and will be prorated among the period for college education expenses beyond sources of original prepayment. Wellesley Col- four years. Wellesley provides funds for loans at lege grants are not subject to refund to the an interest rate lower than is generally available student. commercially. The current rate is 12%. Monthly payments begin at the time a student enrolls and Payment Plans extend over a period of six to eight years. Details It is necessary that a// fees be paid in accordance can be obtained from the Office of the Vice Presi- with the specified plans before the student can dent for Financial and Business Affairs. begin or continue attendance, and all financial obligations to the College must be discharged Refund Policy before the degree is awarded. Degrees and of- Refunds of prepaid tuition, reservation, and ficial manuscripts will be held until all financial other fees, and room and board charges will be obligations are satisfied. Detailed descriptions of for or of prior allowed withdrawal leave absence plans are sent by the bursar to the parents of midpoint the In to the of semester. computing entering students and to others on request. refunds, will such prepayment be prorated on a Although there are minor variations in the pay- weekly basis, except that $1 00 will be withheld to ment plans for Regular Decision and Early Deci- cover administrative costs in any case. No re- sion students, the final due dates for each group funds will be made for withdrawal or leave of are the same. absence after the semester mid-point. The date The ten-payment plan is available only for a of withdrawal shall be the date on which the stu- complete academic year. dent notifies the Registrar of withdrawal in 28

Costs & Financial Aid

Payment Plans -

29

Financial Aid

The Wellesley College program of financial aid sions are made without regard for financial opens educational opportunities to able need, and only after a student is admitted does students of diverse backgrounds, regardless of the Financial Aid staff determine the amount of their financial resources. No entering aid she will require. Approximately 75% of all freshman student should be discouraged from Wellesley students receive aid from some applying to Wellesley because of the need for source, 42% receive financial aid based on financial aid. At Wellesley, admission deci- need from the College.

At Wellesley College financial aid is given solely Repayment of Loans from the College because of demonstrated need. Amounts vary in A student who has received a loan from the Col- size according to the resources of the individual lege has the obligation to repay the loan after and her family, and may equal or exceed the withdrawal or graduation. Before she leaves the comprehensive College fee. Although aid is College she should make arrangements for an generally granted for one year at a time, the Col- exit interview with the Bursar. At that time she will lege expects to continue aid as needed through- be notified of her responsibilities regarding the out the student's four years provided funds are loan and will be given a repayment schedule. available. Determination of the amount of aid begins with Work examination of family financial resources. Using The next portion of aid is met through jobs on a nationally standardized system, the Financial and off campus, generally as part of federal Aid staff establishes the amount the parents can Work-Study programs. Students are expected to reasonably be expected to contribute. The staff devote no more than six hours a week to their next looks at the amount the student herself jobs, earning approximately $700 a year. with summer earnings and a portion of ac- Over 70% of Wellesley College students work cumulated savings and benefits- can con- on or off campus. The Office of Financial Aid is tribute. The total of the parents' and the student's the clearinghouse for student employment, a ser- contributions is then subtracted from the stu- vice open to all students, whether they are dent's budget which is comprised of the College receiving aid or not. Financial aid students fees, an $800 book and personal allowance, and receive priority for on-campus jobs such as office two low-cost round trips from her home state to work in academic and administrative depart- Massachusetts. The remainder, which equals ments. Off campus, students have worked in of- the "financial need" of the student, is awarded as fices, stores, and restaurants. aid. Grants Most financial aid packages are a combination of three types of aid: work, loans, and grants. Whatever portion of the student budget remains is awarded in grants, either by the College from Loans its own resources or from the federal govern-

The first portion of a student's financial aid, ap- ment through the Federal Supplementary proximately $1,900, is met through low-cost Educational Opportunity Grants Program. loans. There are several kinds of loans available Students who are eligible for other federal or with different interest rates. In most cases a stu- state grants are required to apply; if the student dent is required first to apply for a Student does not apply, the College reduces her grant by Guaranteed Loan from a lending institution in her the amount she would have received. In addi- local area; the federal government allows col- tion, whenever possible, students should seek leges to be only the lender of last resort. grants from local programs, from educational foundations, and from other private sources.

Town Tuition Grants

Wellesley College offers ten Town Tuition Grants to residents of the Town of Wellesley who qualify for admission and whose parents or guardian live in the town. These students may live at home 30

Costs & Financial Aid

or on campus. Those who choose to live on cam- Application Form pus may apply to the College for financial aid, The Wellesley College Application for Financial and their applications will be reviewed in light of Aid should be returned to the Director of Finan- the same financial aid considerations presently cial Aid, Box FA, Wellesley College, by applicable to all Wellesley students. November 1 from Early Decision applicants; Financial Aid for Transfers and February 1 from Regular Decision applicants Continuing Education Students and fall semester transfer applicants; and November 15 from spring semester transfer Financial aid funds are available to assist a applicants. limited number of Transfer and Continuing Education students. Those students with Financial Aid Form demonstrated need will be eligible to receive aid This form is available in the secondary schools, for the number of semesters determined by the or may be obtained by writing to the College Registrar as necessary for degree completion. If Scholarship Service, Box 176, Princeton, New a transfer student not receive grant does a upon Jersey 08540; or Box 1025, Berkeley, California admission to the College, she will not qualify for 94701. A copy can also be provided by the a grant while she is at the College. It is possible, Director of Financial Aid if specifically requested however, that she receive may work study or by an applicant. The Financial Aid Form should loans. be filed with the College Scholarship Service Assistance for Families which will then forward a copy for confidential Not Eligible for Aid use to the college or colleges indicated on the form. Wellesley has special concern for the growing The Financial Aid Form must be filed by number of middle and upper income families February 1 from Regular Decision applicants; who find it difficult to finance their daughters' February 1 from fall semester transfer applicants; education through current income. The services and November 15 from spring semester transfer of the Office of Financial Aid are designed to applicants. From Early Decision applicants, a assist all families, regardless of the need for aid. special financial aid form, the Family Confidential For those families not eligible for aid, the Col- Statement, available from the Financial Aid Office lege Will assist in several ways. First, Wellesley must be filed by November 15; Early Decision will help any student find a job, on or off campus. applicants should also file the 1983-84 Financial Second, the College will furnish information and Aid Form of the College Scholarship Service by advice on obtaining a Student Guaranteed Loan February 1. (every state in the country has such a program) or a Parent Loan for Undergraduate Students Federal Income Tax Return (P.L.U.S., also called A.L.A.S. in some states). If a student is admitted and enrolls at Wellesley Third, two new payment programs, the Insured College, parents are required to submit a cer- Tuition Payment Plan, a monthly prepayment tified copy of their latest federal income tax plan, and the Parent Loan Plan, in which the return. The certified copy is forwarded directly to parents, not the students, obtain loans, are being the College by the District IRS Office at the re- offered by the College. quest of the parent on a form provided by the For Further Information Financial Aid Office. Financial aid awards are not final until the IRS form is submitted. Detailed information on all the material sum-

marized here is available in a booklet entitled

Financial Aid at Wellesley. This booklet is sent to every student who requests this information.

Applying for Financial Aid

Each registered applicant for admission who is

applying for financial aid must file three forms: the Wellesley College Application for Financial Aid, the Financial Aid Form of the College Scholarship Service, and a certified copy of the latest federal income tax return. 31

Graduate Fellowships

Vida Dutton Scudder Fellowship for graduate Graduate study in the field of social science, political science, or literature. Fellowships Stipend: $2,000

Perry Fellowship for the A number of fellowships for graduate study are Sarah Wood Medical of Nonrenewable. open to graduating seniors and alumnae of study medicine. Wellesley College, while others administered Stipend: $6,000 by Wellesley are open to women graduates of Trustee Scholarships are awarded on a com- any American institution. Awards are usually petitive basis to seniors who intend to pursue made to applicants who plan full-time graduate graduate studies. These scholarships are

study for the coming year. Preference in all unrestricted as to field of study. The title Trustee cases, except for the Peggy Howard Scholar is honorary and in cases of financial Fellowship, will be given to applicants who need stipends may be awarded to the scholars

have not held one of these awards previously. or, if not needed by them, to alternates who need financial assistance. All applications and creden- For Graduates and Undergraduates of tials are due by December 1. Recipients share Wellesley College the total annual stipend. Fellowships open to Wellesley College alumnae Stipend: $6,000 and graduating seniors are listed below. Fanny Bullock Workman Fellowship for graduate Anne Louise Barrett Fellowship, preferably in study in any field. music and primarily for study or research in Stipend: $3,000 musical theory, composition, or in the history of Mary Elvira Stevens Traveling Fellowship for music; abroad or in the United States. travel or study outside the United States. Any Stipend: $3,000 scholarly, artistic, or cultural purpose may be Margaret for first Freeman Bowers Fellowship a considered. Candidates must be at least 25 year of study in the fields of social work, law, or years of age on September 1 of the year in which public policy/public administration. Also eligible the fellowship is first held. Applications must be are candidates with plans for in MBA a career filed with the Secretary to the Stevens Fellowship the field of social services. Preference will be Committee, Office of Financial Aid, before given to financial candidates demonstrating December 1. need. Stipend: $10,000 Stipend: $1,000 For Graduates of Other Institutions and Professor Elizabeth F. Fisher Fellowship for Wellesley College research or further study in geology or geography, including urban, environmental or Some graduate fellowships for study at the in- stitution of the candidate's choice are ad- ecological studies. Preference given to geology and geography. ministered by Wellesley College and are open to Stipend: $500-$1,000 alumnae of any American institution, including Wellesley. Horton-Hallowell Fellowship for graduate study Alice Freeman Palmer Fellowship for study or in any field, preferably in the last two years of research abroad or in the United States. The candidacy for the Ph D. degree, or its years of at equivalent, or for private research of equivalent holder must be no more than 26 age standard. the time of her appointment, and unmarried Stipend: $4,000 throughout the whole of her tenure. Non- Wellesley candidates should file through their in- Peggy Howard Fellowship in Economics, to pro- stitutions. Wellesley will accept no more than four vide financial aid for Wellesley students or alum- applications from another institution. nae continuing their study of economics. Ad- Stipend: $4,000 ministered by the economics faculty who may name one or two recipients depending on the in- come available.

Edna V. Moffett Fellowship for a young alumna, preferably for a first year of graduate study in history. Stipend: $1,500-$2,500 . .

32

Graduate Fellowships

Mary McEwen Schimke Scholarship, a sup- Harriet A. Shaw Fellowship for study or research plemental award for the purpose of affording in music and allied arts, abroad or in the United relief from househiold and child care while pursu- States. The candidate must be no more than 26 ing graduate study. The award is made on the years of age at the time of her appointment. basis of scholarly expectation and identified Preference given to music candidates; need. The candidate must be over 30 years of undergraduate work in history of art required of age, currently engaged in graduate study in other candidates. literature and/or history. Preference given to Stipend: $2,000-$3,000 American Studies. Information and application forms may be ob- Stipend: $500-$1,000 tained from the Secretary to the Committee on M. A. Cartland Shackford Medical Fellowship for Graduate Fellowships, Office of Financial Aid, the study of medicine with a view to general Box GR, Wellesley College, Wellesley, practice, not psychiatry. Massachusetts 02181. Application forms for the Stipend: $3,500 Peggy Howard Fellowship may be obtained from the Economics Department, Wellesley Col- lege, Wellesley, Massachusetts 02181. The ap- plications and supporting materials should be

returned to the same address by April 1

Applications and supporting materials for all

other fellowships are due December 1 The Academic Program

To get turned on by puzzles, to care about questions of knowledge for the sake of knowing, as well as for what it can allow us to do in making a differ- ence in the world — these are the marks of a liberal arts education. A good liberal arts education should also teach us to be aware that even as we push and thirst for knowledge, there will remain areas of uncertainty and unknowability.

Nannerl O. Keohane, President 34

The Academic Program

The process of learning begins with the mind sonal intellectual interests in depth. It provides and motivation of the student herself. The most for the acquisition of knowledge and of the tempting array of courses and the most skills appropriate to the liberal arts but above

carefully planned requirements alone will not all it is responsive to the student who genuinely

guarantee the growth of an educated mind. wishes to acquire the habit of learning. It seeks The academic experience is designed for the to stimulate the mind, refine the eye and student who seeks a broad acquaintance with enlarge the capacity for free, independent and the many and diverse fields of human inquiry discriminating choice. as well as the opportunity to explore her per-

Requirements for Degree of The Curriculum Bachelor of Arts

Each student is responsible for meeting all The curriculum at Wellesley is structured to provide strong guidance and to allow, at the degree requirements and for ensuring that the same time, great personal choice. Central to Registrar's Office has received ail credentials. candidate for the of Bachelor the curriculum is the concept of diversity, the Each degree of concept that the student should pursue a Arts is required to complete 32 units of academic number of disciplines during her four years at work at a C average or better. Each semester the College. Accordingly, by the time the course is assigned one unit of credit. A unit of credit is equivalent to 4 semester hours or Bachelor of Arts degree is earned, she should 6 quarter hours. The normal period of time in be acquainted with the main fields of human in- terest, capable of integrating knowledge from which to earn the degree is four years and a nor- three five various fields, and prepared for continuous mal program of study includes from to scholarly and personal growth. In her major courses a semester. Freshmen are encouraged to carry of four courses each field, the student is expected to demonstrate a maximum maturity of thought, acquaintance with semester, but upperclass students may take five.

Courses are classified in I, II, III. recognized authorities in the field, and general Grades and are 100-199 competence in dealing with sources of Introductory courses numbered research or analysis. (Grade I); intermediate courses, 200-299 (Grade

11); advanced courses, 300-399 (Grade III). Each Academic Advising student must include at least four units of Grade

At Wellesley academic advising for the freshman III work, at least two of which shall be in the ma-

and sophomore classes is the responsibility of jor. The program in the senior year may not in-

the Class Dean. The advising of juniors and clude more units of Grade I than of Grade III

seniors is shared by faculty and class deans. work, and at least two must be Grade III. Direc- This arrangement provides for systematic and tions for Election of the major vary with the equitable supervision of each student's progress department. Please see departmental listings for

toward the B.A. degree. In addition, it has the specific requirements for the major. double benefit of specialized advice from faculty Distribution Requirements in the major field, and objective and detailed ex- with flex- amination of the student's overall program. In order to provide students as much ibility as possible, Wellesley requires no specific courses. To ensure, however, that students gain insight and awareness in areas outside their own major fields, the College does require that they elect three semester courses in each of three academic areas as part of the 32 units required for graduation. (Courses numbered 350- Research or Individual Study -do not satisfy this requirement.) The three groups of academic disciplines are: 35

The Academic Program

GROUP A Second Year College Level Courses Literature, Foreign Languages, Art, and Chinese: 201 (1-2), 202 Music (1-2) French: 111-122 (1-2), or 121-122 (1-2) or Three units chosen from courses in the Depart- 141-142 (1-2) ments of Art, Chinese, English, French, German, German: 101-103 (1-2), or 102-103 (1-2) or Greek and Latin, Italian, Music, Religion, (Greek 104-105 and Hebrew), Russian, Spanish; or from those (1-2) courses offered by the Department of Black Greek: to be chosen in consultation with Studies and from those extradepartmental the department chairman literature courses which are designated as fulfill- Hebrew: (see Religion Department): 209 (1-2) ing the requirement in Group A. Italian: 202 (1) 203 (2) 204 (2) GROUP B Latin: to be chosen in consultation with the department chairman Social Science, Religion, Philosophy, and Russian: 200 (1-2) Education Spanish: 102 (1-2) Group B^ Students may take introductory courses in One or two units chosen from courses in the only two modern foreign languages. Departments of History, Philosophy, Religion, Fulfillment of the foreign language requirement and courses offered by the Departments of through work done at another institution must be Black Studies and Education in these fields and approved by the appropriate department. A stu- dent whose native language is not English will be Group b2 exempted from this requirement, subject to ap- One or two units chosen from courses in the proval of the Class Dean and the Academic Departments of Anthropology, Economics, Review Board. Political Science, Psychology, Sociology, and Other Requirements courses offered by the Departments of Black Students are expected to use acceptable stan- Studies and Education in these fields. dards of spoken and written English in their col- GROUP C lege work. Special assistance in English, mathematics, and other basic and special skills

Science and Mathematics IS offered at the College.

Three units, at least one of which shall be a In addition, all students must complete the course with laboratory, chosen from courses of- physical education requirement described on fered in the Departments of Astronomy, p. 139 for which no academic credit is given. Biological Sciences, Chemistry, Geology, Preparation for Medical School Mathematics, Physics and courses in Computer Medical, dental and veterinarian schools require Science above the Grade I level. special undergraduate preparation. Students Foreign Language Requirement should consult as early as possible with the Before the beginning of the senior year, students Premedical Advisory Committee to plan their must exhibit a degree of proficiency in the use of academic preparation to meet their individual one foreign language, either ancient or modern. needs and interests. Appointments can be made

Many students fulfill this requirement by passing with the premedical secretary who is located in one of the language tests offered by the College the Science Center Focus. Entrance Examination Board (CEEB). Wellesley In general, most health profession schools re- requires a score of 610 or better on the CEEB quire 2 units of English and 2 units each of the Achievement Test, or a score of at least 3 on the following science courses (with lab): Introductory Advanced Placement Examination (AP). This re- Biology, Introductory Chemistry, Organic quirement can also be met by the completion of Chemistry, and Physics. Many schools also re- 2 units of language study at the second year col- quire Math, in some cases 2 units of Calculus, lege level or 1 unit of language study above the and additional science courses. Veterinary second year college level. schools frequently require courses such as speech, technical writing, animal nutrition, genetics, biochemistry, etc. Requirements vary and catalogues of individual schools should be consulted. 36

The Academic Program

All science requirements should be completed before taking the Medical College Admission Academic Test (MCAT) or the Dental Admission Test (DAT) which are taken approximatey 16 months before Policies and entering medical or dental school. Procedures The Major Students may choose from among 27 depart- The academic policies and procedures of the mental majors, eleven interdepartmental College have been subject to continuous majors- American Studies, Architecture, change and examination throughout the Col- Chinese Studies, Classical Civilization, Classical lege history, responding to changes in student and Near Eastern Archaeology, French Studies, life-styles and innovations in the curriculum. Italian Culture, Medieval/Renaissance Studies, The policies and procedures that govern most Molecular Biology, Psychobiology, and routine aspects of academic life are described Women's Studies- or they may design an in- below. dividual major. Of the 32 units required for Academic Standards graduation, at least 8 are to be elected in the ma- Academic standards at Wellesley are high, and jor, and at least 18 must be elected outside of students take full for any one department. responsibility attending classes, submitting required work on time, and Students who are interested in an individual appearing for examinations. If students have dif- major submit a plan of study to two faculty ficulties with course work, become ill, or have members from different departments. The plan other problems which interfere with their should include 4 units in one department above academic work, they should consult with their the introductory level. The program for the in- class deans for assistance in making special ar- dividual major is subject to the approval of the rangements for their studies. Tutoring and pro- Committee on Curriculum and Instruction. Some grams in study skills are offered through the students wish to center their studies upon an Academic Assistance Program. area, a period, or a subject which crosses con- Students are expected to maintain at least a C ventional departmental lines. Examples of possi- average throughout their college career. At the ble area studies include East Asian Studies, end of each semester each student's record is Italian Culture, Latin American Studies, Russian reviewed, and appointments with the Class Dean Studies; of periods, the Middle Ages, the are arranged if needed. The College tries to pro- Renaissance; of subjects. Comparative vide the appropriate support services to students Literature, International Relations, Theatre in difficulty. Students who show consistent effort Studies, Urban Studies. are rarely excluded from the College. In the second semester of the sophomore year each student elects a major field and prepares Academic Review Board for the Registrar a statement of the courses to be The Academic Review Board is the principal included in the major. Later revisions may be body for review of academic legislation and for made with the approval of the chairman of the overseeing each student's academic progress. major department, or in the case of the individual Chaired by the Dean of Students, the Board is major, with the student's advisors, and be composed of the class deans, the Dean of Con- presented to the Registrar not later than the se- tinuing Education, and seven elected faculty and cond semester of the junior year. Directions for student representatives. The student members Election of the major vary. See departmental of the Academic Review Board do not partici- listings for specific requirements for the major. pate in discussions of individual student's stand- ing, but they do contribute to discussions of academic policy and of student requests for ex- ceptions to regulations. The Board researches and recommends changes in academic policy and IS also responsible for proposing an annual academic calendar. Dates of Academic Review Board meetings are posted in the Registrar's Of- fice. Students wishing to submit a petition to the Academic Review Board should do so in writing and in consultation with class deans and deliver

it to the Registrar at least one week before the petition IS to be considered. 37

The Academic Program

Credit for Advanced Placement from the chairman of the department concerned. Examinations In addition to the evidence offered by the ex- Students entering under the Advanced Place- amination, some departments may require the ment Program of the College Entrance Examina- student to present a paper or an acceptable tion Board, and who make the scores specified laboratory notebook. by Wellesley College, will receive credit toward Research or Individual Study the B.A. degree, provided they do not register in Each academic department provides the oppor- college for courses which cover substantially the tunity for qualified students to undertake a pro- same material as those for which they have gram of individual study directed by a member received Advanced Placement credit. Two units of the faculty. Under this program, an eligible of credit will be given for each AP examination in student may undertake a research project or a which a student received a grade of 4 or 5 with program of reading in a particular field. The the following exceptions: 1 unit of credit will be results of this work normally are presented in a given for the Latin 4 examination; 1 unit of credit final report or in a series of short essays. The will be given in the Mathematics AB examination; conditions for such work are described under 1 unit of credit for a score of 3 in the Mathematics the course numbered 350 in each department. BC examination. Not more than 2 units may be Wellesley offers further opportunities for offered for credit in any one department. Note: research and individual study. (See Honors in the taking of a course deemed equivalent to one the Major Field.) for which credit has been granted will nullify the credit previously awarded. Credit for Summer School and Summer In- dependent Study Credit for Other Academic Work Some students undertake planned programs of Of the 32 units required for the degree of summer independent study which they have Bachelor of Arts, a student may earn a maximum designed with members of the faculty and their of 16 units through a combination of the follow- Class Dean. Two units of credit may be earned ing: AP examinations (no more than 8); courses in this way. Four units may be earned by a com- taken at another institution during the summer or bination of summer school and independent the academic year; or study independent of study. Other students attend summer school. Wellesley courses which is then evaluated by ex- The amount of summer school credit allowed amination by a Wellesley department. (See Ex- toward the degree is limited to 4 units, and is not aminations.) Four units may be earned in sum- automatic. Students should consult their class mer school, or by a combination of summer deans before enrolling in summer school school and summer independent study. No courses. Students should get approval from more than 2 units may be earned for summer in- department chairmen before enrolling in a dependent study. Eight units, in addition to sum- course from which they expect to receive credit; mer school, may be earned through courses approval forms are available in the Registrar's Of- taken at another institution. Students, including fice. Only courses which carry credit for 4 transfer students, must complete 16 units at semester hours or 6 quarter hours are eligible for Wellesley. Candidates for the B.A. degree in the one unit of Wellesley credit. program for Continuing Education must com- plete a minimum of 8 units of work at the College. Grading System Exemption from Required Studies Students have the option of electing courses on a letter or nonletter grading system. At the begin- Students may be exempted from any of the ning of the eighth week of a semester, students studies required for the degree, provided they notify the Registrar and their instructor whether can demonstrate to the department concerned a they plan to take the course for a letter grade or reasonable competence in the elements of the on the credit/noncredit basis. Credit is given to course. Exemption from any of the studies re- students who have attained a satisfactory quired does not affect the general requirement familiarity with the content of a course and have for completion of 32 units of credit. It does, demonstrated ability to use this knowledge in a however, make it possible for some students to competent manner. If credit is not earned, the select more advanced courses earlier in their col- course does not appear on the student's perma- lege careers. nent record. Such exemption may be achieved in one of two ways: a score of 4 (Honors) or 5 (High Examinations Honors) on the CEEB AP tests, or passing a An examination period occurs at the end of each special exemption examination. Permission for semester. Within this period, students may the exemption examination must be obtained devise their own examination schedules for the 38

The Academic Program

majority of courses. Examinations are scheduled Adding or Dropping Courses for some art, music, and foreign language Add/Drop cards are available from the require audiovisual equipment. courses which Registrar's Office during the first week of classes. Special examinations are offered in September A student may submit only one Add/Drop card, to qualified students to earn credit for work done and it must include all changes in the schedule to independently, for admission advanced for that semester. All Adds are due by the end of without the stated prerequisites, and for courses the first week of classes. Permission is required exemption from required studies. from the department chairman or the major ad- Students who wish credit for work done in- visor if the student wishes to drop a course which dependently in the summer should consult the affects the major. If a course is dropped, with the appropriate department and the Class Dean, permission of the Class Dean, before the beginn- and should apply to the Registrar at least a ing of the eighth week, it will not appear on her month in advance for a special examination to be record. given at the beginning of the college year. Examinations may be taken for credit, for ad- Auditing Courses mission to a more advanced course, or for ex- A student who wishes to attend a class as a emption from the required studies in Groups A, regular visitor must have the permission of the in- B, and C. Examinations for credit passed at a structor. Auditors may not submit work to the in- satisfactory level also count for advanced place- structor for criticism, and audited courses will not ment and/or exemption; examinations for ad- be considered for credit. vanced placement also count for exemption. Acceleration Examinations passed at a satisfactory level for exemption do not count for credit. A few students complete all the requirements for the degree in less than the usual eight Transcripts and Grade Reports semesters. After two semesters at Wellesley, Official transcripts may be ordered in writing students who wish to accelerate should consult from the Office of the Registrar. The request for their deans and then write a letter to the

transcript should include the name and address Academic Review Board, petitioning to fulfill the

of the person to whom the transcript is to be sent, requirements in less than the normal period of the name by which the person was known as a time. Wellesley, the years of attendance student at and The petition should include the month and year at the College. There is a charge of $2 for each in which the degree requirements will be fulfilled, transcript, and this fee should accompany the and all units which will be counted toward the request. degree. Grade reports are issued to students at the Normally, a plan to accelerate must include 8 end of each semester. Grade reports for the first units at Wellesley in two consecutive semesters semester are available at the beginning of the during the junior and senior years. In ac- second semester and are delivered to the cumulating units in addition to courses taken at residence halls. Grade reports for the second Wellesley, an accelerating student may count: semester are mailed to the students' home ad- 1 dresses in June. Advanced Placement credit (no more than 8 Registration for Courses units);

All returning students must register in April for 2 of units either in summer the courses they select for the fall semester, and a maximum 4 earned or combination of school in November for the spring semester. Upon school by a summer the returning to college at the start of each semester, and independent study during summer, validated the College. more than 2 units the student will be issued a schedule card of her by No for study; classes. All changes to this schedule must be may be earned summer independent recorded in the Registrar's Office by the end of and

the first week of classes. A student will not re- 3 university ceive credit for a course unless she has regis- a maximum of 2 units of college or credit earned prior to graduation from secondary tered for It, and a student who has registered for IS not included in the units of a course will remain registered unless she takes school, which secondary school work required for admission. formal action to drop it. student maintain at least Any conflicts in scheduling must be reported An accelerating must all times. to the Registrar's Office immediately, A student is a C average at

not permitted to take a course if it conflicts with any other course on her schedule. 39

The Academic Program

Leave of Absence Readmission Recognizing that many students benefit educa- A student who has withdrawn from the College tionally if they interrupt the normal sequence of and wishes to return should apply to the Office of four continuous years at Wellesley, the College the Dean of Students for the appropriate forms. has established a policy for temporary leaves of Readmission will be considered in the light of the absence. Leaves may be taken for as short a reasons for withdrawal and reapplication, and in period as one semester or as long as tv^/o years, the case of resident students, available and for a variety of reasons which may include residence hall space. A nonrefundable fee of study at another institution, work, travel, or other $15 must accompany the application form for activities which meet personal needs. Applica- readmission. tion for leave of absence may be made to the Class Dean at any time after a student has com- pleted at least one year at Wellesley. Freshmen Special Academic who have completed only one semester may re- main on leave for a maximum of three Programs semesters. A student who goes on leave of absence cannot remain in residence on campus The traditional four-year curriculum offered at more than 48 hours after the effective date of Wellesley is expanded by many special leave. academic programs. Some are administered To obtain permission to spend the year at by the College and some are programs run by another institution as nonmatnculated students other institutions in which Wellesley students or guests, students submit a detailed plan to the may participate. Students may participate in Class Dean or advisor and, if a major has been some while in residence at the College; others chosen, to that department. The plan should list involve living at other colleges or abroad for a the course of study for the year and justify its semester or a year. relationship to the four year program. No more Cambridge Humanities Seminar than 8 units of credit may be earned at another institution during a one-year leave of absence. The Cambridge Humanities Seminar is a col- laborative effort by universities in the Boston- WITHDRAWAL Cambridge area to enrich and diversify their in- in at an Voluntary Withdrawal terdisciplinary offerings the humanities advanced level. The program is centered at the Students who plan to withdraw must inform the Massachusetts Institute of Technology and offers Class Dean. A withdrawal form will then be sent subjects to students in the humanities at par- to the parents or guardian for their signature. The ticipating institutions during the last two years of official date of the withdrawal is the date agreed undergraduate and the first two years of upon by the student and the Class Dean and graduate work, in an area of scholarship written on the withdrawal card which is signed by periodically determined by its membership. The the Class Dean. The withdrawal date is important program involves faculty in literature, history, in order to compute costs and refunds. (See Re- philosophy, and fine arts. Its current subject is fund Policy p. 27.) Students who have officially the idea of the past as it plays a role in the study withdrawn from the College cannot remain in of various cultural activities. All seminars have residence on campus more than 48 hours after limited enrollment. Subjects to be offered in the effective date of withdrawal. 1982-83 are described on p. 185. Required Withdrawal Freshman-Sophomore Colloquia The College reserves the right to require the These courses are designed for freshmen and withdrawal of any student whose academic work sophomores to undertake concentrated study of falls below its standards, who violates its rules a significant, well-defined topic. They offer and regulations or the rights of others, or whose students the opportunity to work in small groups continuing presence constitutes a risk to the in association with individual faculty members. health, safety, or general well-being of the Col- They are similar to advanced seminars in lege community or herself. In addition, the Col- method and approach in that they stress discus- lege may require the withdrawal of any student sion, independent work, and oral and written who fails to meet financial obligations to the presentations. College. 40

The Academic Program

Cross Registration Program with the Twelve College Exchange are the National Massachusetts Institute of Technology Theater Institute in Waterford, Connecticut, and

A program of cross registration of students at the Williams Mystic Seaport Program in Wellesley and the Massachusetts Institute of American Maritime Studies. Students in good Technology was officially inaugurated in standing may apply through the Exchange Coor- 1968-69. The progrann allows students to elect dinator for a semester or full academic year in courses at the other institution, and extends the residence at any of the member institutions. The of places is limited is diversity of educational experiences available in number and admission the curricula and in the environments of both. competitive. Preference is given to students The two schools combine their academic, ex- planning to participate in their junior year. tracurricular, and operational resources while Students must request that transcripts be sent to the Registrar's Office maintaining their separate strengths, in- to receive credit for work dependence, and integrity. done away from Wellesley. A Wellesley student interested in exploring the The Wellesley-Spelman Exchange Program possibilities of electing specific courses at MIT Wellesley maintains a student exchange pro- should consult the Exchange Coordinator, the gram with Spelman College in Atlanta, Georgia, department advisor, or the appropriate ex- a distinguished Black liberal arts college for change program faculty advisor. Registration in women. The exchange, initiated as a three-year MIT courses takes place each semester in the experimental program in 1974-75, was ap- MIT Exchange Office. Application must be proved in spring 1977 as one of the continuing received by the Wellesley Exchange Office the exchange opportunities available to students. preceding semester. Students must follow the in- The program is open to students in their junior struction sheet carefully to ensure that they or senior year, with a maximum four-semester register for courses that are equivalent in credit enrollment per year (one to four students) at to Wellesley courses. each institution. Students may apply through the Students who are on leave of absence need Office of the Exchange Coordinator. not pre-register for MIT courses. As soon as they return to the campus, they should pick up infor- The Junior Year Abroad mation about registering for MIT courses, at the Oualified students may apply for admission to MIT Exchange Office, 339B Green Hall. various groups spending the junior year in Opportunities in Engineering Europe and in other foreign countries. A few Wellesley Slater Junior Year Abroad scholar- Cross registration with MIT makes it possible for ships are available to juniors, eligible for financial Wellesley students to take advantage of both the aid, who have been accepted for programs ap- opportunities of a women's liberal arts college proved by the Foreign Study Committee. and the resources of a superior engineering pro- Stecher Scholarships for the study of art abroad gram. Students interested in mathematics, are awarded to qualified students who are eligi- physics, chemistry, or biology can apply these ble for financial aid. Candidates are selected by interests in a very practical way through the Art Department Stecher Scholarship Commit- engineering, an expanding field for women. tee and the Foreign Study Committee. Limited Engineering can be pursued at Wellesley in financial support for students wishing to spend two ways: by designing an individual major com- the junior year in Africa or the Caribbean is pro- bining Wellesley and MIT courses or by fulfilling vided by the Waddell Fund. The selection of re- a Wellesley major while taking advantage of MIT cipients for awards from the three funds is made courses to prepare for graduate study in early in the second semester of the sophomore engineering. year on the basis of academic qualifications and Students interested in engineering should take faculty recommendations. The amount of each mathematics and physics at Wellesley freshman individual award is determined according to year in preparation for MIT courses. Information need. Information about these awards may be concerning possible fields, prerequisites, and obtained from the Office of Foreign Study. contact persons at MIT is available through the The Office of Foreign Study helps students Office of the Class Deans. with individual plans for study abroad, for exam- The Twelve College Exchange Program ple, applications for direct enrollment as visiting

in British universities. Undergraduates Wellesley belongs to a consortium which in- students cludes Amherst, Bowdoin, Connecticut College, with strong background in their majors may the Foreign Committee for two Dartmouth, Mount Holyoke, Smith, Trinity, apply to Study University, and Vassar, Wesleyan, Wheaton, and Williams. Two places at New Hall, Cambridge one-semester programs associated with the for three at Oxford University. 41

The Academic Program

Students who are interested In spending the Community Involvement junior year abroad should consult their Class Wellesley students can become involved in the Dean and the Advisor during the Study Abroad Greater Boston community in a variety of ways. freshman year to ensure connpletion of Wellesley Some students choose to work in communities eligibility requirements. than units of No more 8 where they can participate in legal aid, tutoring, credit may be earned at another institution dur- and health services, or church work. Others ing a one-year leave of absence. work with the City of Boston or the Town of Students request that transcripts must be sent Wellesley in various departments. to the Registrar's Office in order to receive credit Credit may be given for supervised field work for study done abroad. as a research component of some courses or in- Internships dependent study; in other instances, experience in the community forms part of the required work The Center for Women's Careers houses infor- of courses dealing with social, political, or mation on a wide variety of internship programs economic issues. Generally, students become available through the College, the local com- involved in community work for many reasons munity, and the country, during the term, besides the possibility of earning academic January, and summer. As well as working credit. closely with the Wellesley academic departments to share information and to develop oppor- Summer Study Abroad tunities, the Center for coor- Women's Careers Students planning summer study in foreign dinates efforts with two internship groups: The countries should consult the Office of Foreign Shared Educational Experience Program and Study. Wellesley awards Stecher Summer the Massachusetts Internship Office. Scholarships for study of art to students who Summer Internships need to have access to materials available only in foreign countries. First consideration is given The College sponsors a Washington Summer In- to applicants whose summer studies are related ternship Program which provides a unique op- to honors projects approved for the senior year. portunity for students to learn about the national Waddell Summer Scholarships provide oppor- government through direct participation in tunities for students wishing to study in Africa or political activity. Interested juniors may apply for the Caribbean. An application for a Stecher or a 15 available summer internships, in governmen- Waddell Scholarship requires the support of the tal and nongovernmental offices. Interns hold student's major department and a statement full-time jobs for ten weeks and also participate in from the Director of Financial Aid showing what evening seminars with guest speakers on funds are needed to supplement the student's governmental or political problems. Job financial resources. assignments are made according to the interest of the student and the potential for learning. Re- Continuing Education cent assignments have included positions in The Continuing Education program provides an congressional offices, in the Department of opportunity for women to resume their education Justice, in the Department of Education, with the by electing to study for the Bachelor of Arts Federal Trade Commission, in the Office of the degree, or to take courses as special students President, and with a major broadcasting sys- not in pursuit of a degree. This program enables tem. Salaries are offered in of these posi- some students to enroll either part-time or full-time. tions; the College provides stipends for students Continuing Education students enroll in the same hold nonsalaried positions. who courses as the traditional Wellesley In Wellesley Politics addition, the Urban Sum- undergraduate and meet the same degree mer Internship Program offers juniors the oppor- requirements. tunity to focus on of the dilemmas of con- some Candidates for the B.A. degree are normally temporary urban life. participating in Students women whose educations have been interrupted this program spend ten weeks working for for several years prior to the date of application. government agencies or private organizations in At least 8 of the thirty-two units required for the Los Angeles. Interns attend seminars and other B.A. degree must be completed at Wellesley. meetings designed to stimulate analytical think- There is no time limitation for completion of the ing about politics, government institutions, and degree. public policy-making. Interns receive a stipend The College will accept for credit only those from the College. courses which are comparable to courses of- fered in the liberal arts curriculum at Wellesley.

One Wellesley unit is equal to 4 semester hours 42

The Academic Program

or 6 quarter hours. The Registrar will evaluate achievement in college. Seniors who are ma- credit earned at accredited colleges with the of- joring in the sciences may be elected to asso- ficial transcript and catalog from those colleges. ciate membership in the Wellesley chapter of Special students may be graduates of an ac- Sigma Xi. credited college or university who wish to do On recommendation of the faculty, the trus-

coursework at the undergraduate level, tees award the title of Trustee Scholar to four matriculated students currently affiliated with seniors who intend to pursue graduate studies. another accredited college or university who The awards are made on a competitive basis; wish to take courses for degree credit at the af- the title IS honorary. In cases of financial need,

filiate, or others who have special needs for stipends are awarded to the Scholars or, if not re- nondegree course work. The College reserves quired by them, to alternates who need financial the right to limit the number of semesters and/or assistance. Applications and supporting creden- courses that a special student may take for tials should be sent to the Secretary to the Com- credit. mittee on Graduate Fellowships by January 4. For further information about the program, Certain prizes have been established at the write to the Office of Continuing Education, College for the recognition of excellence in a par- Wellesley College, Wellesley, fVlassachusetts ticular field. The selection of the recipient is made 02181. by the appropriate academic department; each award carries a small stipend or gift and usually bears the name of the donor or the person Academic honored. Distinctions Honors Awarded, 1982 In the Class of 1982, 67 students achieved the highest academic standing and were named To give recognition for superior or advanced Durant Scholars; an additional 176 students won work, either upon graduation or during the stu- recognition as Wellesley College Scholars for dent's career, the College confers a number of high academic achievement. The names of academic distinctions. members of the Class of 1982 who were Departmental Honors awarded other honors and prizes appear below. Students who have shown marked excellence Departmental Honors and an unusual degree of independence in their Glynis Allen, Spanish work may be invited to participate in the Honors Evelyn Bennett Arthur, Biological Program, based on their record in the major Sciences field. Under this program, an eligible student Duffey Ann Asher, Political Science may be invited to undertake independent Joanne Marie Avallon, English research or special study which will be super- Katherine Anne Banks, History vised by a member of the faculty. In several Andrea Marie Barnes, Psychology departments, options for general examinations, Judith Anne Benini, Music special honors seminars, and opportunities to Karen Elizabeth Bowen, Physics assist faculty in teaching introductory and in- Denise Ann Brooks, Psychobiology termediate level courses are available to honors Deborah Betty Brown, Philosophy candidates. The successful completion of the Catherine Anne Caires, Studio Art work and of an oral honors examination leads to the award of Departmental Honors. Katherine Myung Hi Choo, Political Science Andrea Cogliano, History Other Academic Distinctions Sarah Amy Cohen, Religion The College names to Freshman Distinction Gail Alexandra Cook, History those students who maintain high academic Mary Louise Cornille, Art History standing during the freshman year. Wellesley Alison Cornish, Art History College Scholars and Durant Scholars are Catherine Mary Cotell, Chemistry named at Commencement, based on academic records after the freshman year. Wellesley Col- Catherine Ann Crosby, History lege Scholars have achieved high academic Anne de Bruyn Kops, Biological Sciences standing and Durant Scholars highest academic Karen Elizabeth Dowdall, Political Science standing. Katherine Ann Eggleston, English Juniors and seniors are elected to member- Ardith Ann Eicher, Psychology ship in the Eta of Massachusetts chapter of Phi Anita Cheryl Estner, Greek Beta Kappa on the basis of their total academic Juliet Floyd, Philosophy 43

The Academic Program

Margaret Morrison Flynn, Art History Deborah Ann Seid, Art History Joan Friedman, Psychobiology Ellen Joy Shadur, Political Science Suanne Leigh Garber, Psychobiology Susan Lynn Shoobe, Religion Julie Gess, Political Science Navjeet Kaur Sidhu, Biological Sciences Anne Lyons Goddard, History Katherine Louise Signorelli, Chemistry Sarah Gray, Music Roslyn Jean Solomon, Political Science Katherine Laura Hansen, Studio Art Joann Florence Swasey, Psychobiology Marguerite Ann Hawley, Molecular Biology Deborah Ann Tate, Political Science Sheryl Louise Henderson, Molecular Biology Sally Pai-shih Teng, Chemistry Vicki Lorraine Hengen, English Raffaella Angela Ma/ia Torchia, Molecular Anne Michelle Hogan, Studio Art Biology Deborah Andrea Housen, Anthropology Elizabeth Trefts, English Joi Collette Huckaby, An History Beth Alison Umland, English Marcia Ian, English Anne Wyatt Vaughan, Geology Andree Adele Jacobs, French Rebecca Lu Wakefield, English Jennifer Anne Jenkins, English Ann Walsh, Political Science

Kristi Jones, Studio Art Rebecca Marie Weaver, Psychobiology Karen Eileen King, Molecular Biology Nancy Randolph Werth, Psychology Kristen Elizabeth Konrad, English Valerie Miriam White, Political Science Susan Margot Krumholz, French Julie Ann Wilson, Physics Emily Anne Lagace, Molecular Biology Corinne Wong, Molecular Biology Lynn Marie Lambert, Latin Karen Margaret Yokoo, Molecular Biology Tina Siu Lau, Psychobiology Heewon Yu, Chemistry Hilary Martin Lea, English Melissa Kaye Zeppa, Studio Art Maria Leydon, Intellectual History Phi Beta Kappa Mary Catherine Longtin, Mathematics Class of 1982

Lydia Jeanne Luz, Women's Studies Glynis Allen Patricia Ann Mabrouk, Chemistry Amy Mane Bihrle Nora Ann Maloney, Political Science Karen Elizabeth Bowen Louise Mary Mamrus, Psychology Denise Ann Brooks Sheila Anglin Marks, Art History Kathleen Carey Maryann Martone, Psychobiology Lauren-Anne Cheng Katherine Myung Hi Choo Kathleen Ann Mawhinney, English Gail Alexandra Cook Pamela Gwynneth Mayne, English Catherine Ann Crosby June Louise Melvin, English Alice Lynne Cunningham Gayle Pearl Milton, Biological Sciences Diane Davignon Bernadette Erlefneda Moffat, Political Science Ingnd Elizabeth Desilvestre Amanda Ford Neal, Studio Art Susan Mane DiBartolomeis Nevra Necipoglu, History Katherine Ann Eggleston Susan Hamlin Nelson, Biological Sciences Juliet Floyd Alexandra Perez Norton, Chemistry Margaret Morrison Flynn Carrie Kay Freedheim Lauren Jean Oshry, Molecular Biology Joan Friedman Mary Patrice OToole, Political Science Tracey Ann Funari Leslie Ellen Papke, Economics Susan Lubell Gaudette Lisa Mane Petti, Molecular Biology Anne Lyons Goddard Hilary Pierce, French Sarah Gray Faith Kathryn Putney, Religion Kathryn Griner Patricia Whiteford Rettew, English Lee Sheryl Gruber Elizabeth Dale Rhinehart, Psychology Mei Yee Ho Melitta Rorty, Geology Sandra Horbach Deborah Andrea Housen Alicia Gabriela Rosenberg, Political Science Marcia Ian Alice Margaret Rudy, Romantic Studies Emily Anne Lagace Harshbeena Sahney, Anthropology Christina Laidlaw 44

The Academic Program

Tina Siu Lau Alexandra Perez Norton, Chemistry Maria Leydon Lauren Jean Oshry, Molecular Biology

Elizabeth Sian Liebson Lisa Marie Petti, Biology Macronis Melanie Anne Elizabeth Dale Rhinehart, Psychology Debra Jean Magee Melitta Rorty, Geology Stephanie Martin Navjeet Kaur Sidhu, Biology Maryann Martone Katherine Louise Signorelli, Chemistry Kathleen Ann Mawhinney Pannela Gwynneth Mayne Joann Florence Swasey, Psychoblology Patricia Ellen Meili Sally Pai-shih Teng, Chemistry Helen Margaret Morrison Raffaella Angela Maria Torchia, Biology Alison Joy Moser Pamela Yasemin Gilson vanBeuzekom, Biology Suzette Eileen Mullen Anne Wyatt Vaughan, Geology Audrey Mane Nahabedian Rebecca Marie Weaver, Psychoblology Nevra Necipoglu Nancy Randolph Werth, Psychology Susan Hamlin Nelson Julie Ann Wilson, Physics Marian Louise Obuch Mary Hyde Windels, Biology Lauren Jean Oshry Leslie Ellen Papke Corinne Wong, Molecular Biology Virginia Fay Pittnnan Karen Margaret Yokoo, Molecular Biology Elizabeth Dale Rhinehart Heewon Yu, Chemistry Kristen Konrad Robbins Trustees Scholars Alicia Gabriela Rosenberg Arlene Rozzelle Marcia Ian Ellen Joy Shadur for graduate study in English and American Kimnnarie Sinatra Literature Roslyn Jean Solomon Patricia Ellen Meili Christina Addison St. Clair for graduate study in Development Economics Anne Wyatt Vaughan Nevra Necipoglu Lawrence Williams for graduate study in History Julie Ann Wilson Anne Wyatt Vaughan Corinne Wong for graduate study in Geochemistry Karen Margaret Yokoo Melissa Kaye Zeppa Academic Prizes

Sigma Xi The Academy of American Poets Prize is ad- ministered by the English Department for the Evelyn Bennett Arthur, Biology Academy of American Poets. It is awarded each Amy Mane Bihrle, Psychoblology year for the best work of poetry by an under- Karen Elizabeth Bowen, Physics graduate. Denise Ann Brooks, Psychology REBECCA LU WAKEFIELD, JOANNE MARIE AVALLON Catherine Mary Cotell, Chemistry Prize given in 1934 Anne de Bruyn Kops, Biology The Lucy Branch Allen was by an anonymous friend in memory of Lucy Ardith Ann Eicher, Psychology Branch Allen of the Class of 1897, "to perpetuate Joan Friedman, Psychoblology the spirit of one who was endlessly generous; Suanne Leigh Garber, Psychoblology who loved everything that walks or flies, or Hawley, Molecular Biology Marguerite Ann scrambles in the world of out-of-doors; to whom

Sheryl Louise Henderson, Molecular Biology the poetry of life was a perpetual joy." It is Karen Eileen King, Molecular Biology awarded in the field of Biological Sciences. Emily Anne Lagace, Molecular Biology DENISE ANN BROOKS Tina Siu Lau, Psychoblology The Adelaide Niles Belyea Prize in Botany was Patricia Ann Mabrouk, Chemistry founded m 1974 and is awared to a student who Debra Jean Magee, Chemistry has exhibited general excellence in plant Louise Mary Mamrus, Psychology science. Daria Lisa Martel, Biology RAFAELLA ANGELA MARIA TORCHIA. Maryann Martone, Psychology DEBRA JEAN MAGEE Gayle Pearl Milton, Biology Susan Hamlin Nelson, Biology 45

The Academic Program

The Billings Performance Award in Music was a The Allan Eister Award for Academic Excellence gift from the estate of Robert C. Billings in 1903. in Sociology was founded in dedication to Allan

This award is given in recognition of an outstand- Eister, Professor of Sociology, for his love of the ing contribution to the community through the intellectual life and his devotion to enhancing performance of music. academic excellence in the liberal arts. It is JUDITH ANNE BENINI, MONICA MEEHAN MACKEY awarded annually to the sociology major graduating with the very highest academic The Billings Prize in Music. gift from the estate A record in her sociology major. of Robert C. Billings in 1903, the income pro- LORA ELIZABETH SPERBER vides a prize in recognition of excellence in music studies. The Erasmus Prize in History was a gift from a SARAH GRAY member of the Class of 1 920 and is awarded an- nually for the best piece of historical or political Natalie V. The Bolton Faculty Prize in Economics research presented by a senior. was established to honor the memory of this PAMELA JANE LIVINGSTON distinguished alumna. Its purpose is to en- courage good scholarship and analytical ability The Jacqueline Award in English Compostion in the field of economics and is awarded to the was established by Eleanor and Rosamond student who has written the best economics Peck in memory of their sister Jacqueline, of the paper during the year. Class of 1934. It is awarded with particular ELIZABETH SELKE reference to the ability of the student to write with delicacy and beauty of expression as well as The Natalie V. Bolton Student Prize is awarded power. annually to the economics major designated by MARCIA IAN her peers as an outstanding economist. PAMELA JOYCE DeGRAFF The Germaine Lafeuille Prize in French was established by her colleagues in the French Botanical Society of America— Botanist Young Department to show their respect and affection Recognition Award is awarded in honor of ex- for Germaine Lafeuille on her retirement in 1975. cellence and outstanding promise to a student It IS awarded in alternate years for the best as a contributor to the advancement of academic work which is submitted to a three per- knowledge in the botanical sciences. son jury of department members or for work of RAFAELLA ANGELA MARIA TORCHIA a creative nature. TAMAH MEREDITH TERRY, NANCY AYKANIAN The Cervantes Prize in Spanish is awarded for the best paper written on Cervantes. Given by The Hubert Weldon Lamb Prize in Musical Com- former Professor Alice Bushee. position was established in 1976 in the Music GLYNIS ALLEN Department to honor the accomplishments of Wellesley composers, past and present, and The Davenport Performance Prize for Acting was thereby encourage composition as a field of established is 1922 by George H. Davenport endeavor on the part of present and future and is awarded to an undergraduate who has Wellesley students. performed in an outstanding manner in one of the regularly scheduled college dramatic NARCISSA REEDER CAMPION, MELANIE ANNE MACRONIS productions. NANCY HARRIET NAYOR. BETH ALISON UMLAND The Mary C. Lyons Prize for Writing was founded in 1978-79 by friends of Mary Lyons of the Class The Joanna Mankiewicz Davis Prize for Fiction of 1 935, former editor of the Alumnae Magazine. was established in 1975 in her memory and is The prize is awarded to a senior and can be a awarded for an outstanding work of fiction writ- story, a scholarly study, or an essay. It must ten by an undergraduate, reflect topical interest and show literary CATHERINE DUFFIELD WHITING (First Prize) distinction.

The Deborah W. Diehl Prize for Distinction in MARCIA IAN History was established as a memorial by the The Barnette Miller Foundation Prizes in History friends and family of Deborah Diehl of the Class and Political Science. They were established in of 1973 to be awarded to the outstanding senior 1980 as an essay contest in the field of interna- graduating in history chosen by vote of the tional relations in the History and Political faculty. Science Departments to encourage interest and GAIL ALEXANDRA COOK. ANNE LYONS GODDARD, excellence in international relations studies. NEVRA NECIPOGLU SUZETTE EILEEN MULLEN 46

The Academic Program

The Northeast Conference on the Teaching of The Dudley Folk Templeton Memorial Prize Foreign Languages Award recognizes ex- founded in 1979 is awarded annually to a cellence in the study of the Spanish language Wellesley student for the best article, poem or and Hispanic cultures. story on a religious subject in the opinion of the DEBRA CLARICE SMITH senior ordained member of the faculty of the Department of Religion at Wellesley College. The Mary White Peterson Prize was established BETSEE VON PARKER in 1926 by the mother and husband of Mary

White Peterson, of the Class of 1908. It is The Virginia Wainwright Sonnet Prize was

awarded to a student "for evidence or promise, established in 1 963 by Virginia Wainwright and is of exceptional ability to do independent work" in awarded annually.

the field of Biological Sciences or Chemistry. BETH ALISON UMLAND (First Prize). PATRICIA ANN MABROUK VICKI LORRAINE HENGEN (Second Prize)

The Plogsterth Award in Art was established by The Wall Street Journal Student Achievement W. Thomas Plogsterth, whose daughter Ann is a Award is given for an outstanding paper in member of the Class of 1965, for outstanding modern politics. work in art history, perferably to a senior. PATRICIA ELLEN MEILI MARGARET MORRISON FLYNN, MADELEINE JOHNSON The Woodrow Wilson Prize in Political Science

The Royal Society of Arts London Silver Medal is was founded by Phillips Bradley, Assistant Pro- a silver medal awarded to a student who has a fessor of History at Wellesley College 1922-25. distinguished academic record directly con- The prize is awarded to a senior for an outstand- cerned with art or application of art and/or ing paper in modern politics. science to industry and/or commerce, and who KATHERINE MYUNG HI CHOO, BARBARA CAROL CORRY has played some significant part in student The Florence Annette Wing Prize in Lyric Poetry activities. was established by her sister, Mable Wing Castle MELISSA KAYE ZEPPA of the Class of 1887, in 1942 and is awarded an-

The Mayling Soong Foundation Prize is awarded nually for a lyric poem. annually for the best paper submitted by REBECCA LU WAKEFIELD (First Prize), students on any aspect, ancient or modern, of PATRICIA WHITEFORD RETTEW (Second Prize) the anthropology, art, economics, history, The Natalie Wipplinger Prize in German was literature, philosophy, politics, religion, sociology established in 1940 by former students of Miss of or scientific development in East or South Wipplinger teacher of German, at Wellesley Col- Asia. lege from 1904-1940. The prize is awarded to a LIZA HALL CULICK junior or senior for outstanding work in German.

The Lewis Atterbury Stimson Prize in Mathe- ANA MANUELA FERNANDES matics was founded in 1920 by Miss Candace The Mary Ann Youngren Memorial Award in Stimson of the Class of 1892. It is awarded to a Critical Reading was established for Mary Ann student in memory of her father "because of his Youngren, a former member of the Wellesley love of mathematics." College English Department. In memory to her KATHLEEN CAREY, MARY CATHERINE LONGTIN great gift and passion for fine reading, it is awarded to a graduating senior. MARCIA IAN 47

Courses of Instruction

A semester course which carries one unit of sciences. Classes are scheduled from Monday credit requires approximately eleven hours of morning through late Friday afternoon; ex- work each week spent partly in class and partly aminations may be scheduled from Monday in preparation. The amount of time scheduled morning through late Saturday afternoon. for classes varies with the subject from two Prerequisites are given in terms of Wellesley periods each week in many courses in the hu- courses, exemption examinations, AP scores, manities and social sciences to three, four, or and "admission units." Admission units refer to five scheduled periods in certain courses in the secondary school credits acquired in foreign languages, in art and music, and in the various precollege courses.

Freshman-Sophomore Colloquia may, however, apply for more than one, in-

(150 courses) Directions for Election dicating their preference. If a course is over- subscribed, the chairman or instructor, in For a general description see page 39. The col- con- loquia have no prerequisites, although some are sultation with the Class Dean, will decide which applicants will open only to freshmen. Each course counts as be accepted. one unit, and may be elected to satisfy in part In 1982-83 colloquia are offered by the Depart- one of the distribution requirements. Since class ments of Art, Black Studies, English, History, and sizes are limited, students ordinarily may not Mathematics. enroll in more than one of these courses. They

Legend

Courses numbered: Not offered every year. Note: Unless spe- cifically stated such courses will be offered

100-199 Grade I courses in 1982-83.

200-299 Grade II courses Course may be elected to fulfill in part the distribution requirement in Group A 300-399 Grade III courses

Course may be elected to fulfill in part the (1) Offered in first semester distribution requirement in Group Bl or (2) Offered in second semester Group B2 as designated

(1) (2) Offered in both semesters. Course may be elected to fulfill in part the distribution requirement in Group C (1-2) Continued throughout the academic year. Unless specifically stated, no A Absent on leave credit IS awarded unless both semes- A1 leave the first ters are completed satisfactorily. Absent on during semester A2 [ ] Numbers in brackets designate Absent on leave during the second courses listed only in earlier catalogs. semester

Units of Unless stated otherwise, a course is Part-time instructor Credit equal to one unit of credit. 48

Anthropology

Professor: Assistant Professor; Shimony (Chairman) Merry, Godoy Associate Professor: Kohl

104 (1) (2) Introduction to Anthropology 205 (2)* Social Anthropology Consideration of man's place in nature. Brief A comparative approach to the study of social

survey of physical anthiropology, arcfiaeology and organization. Emphasis is placed on the influence linguistics. Ethnological study of social and political of ecology and economy, and on the roles of kin- systems, religion, and art. Examination of the ship, marriage, politics, and religion in the orga- nature of culture with examples primarily from non- nization of tribal societies. Western societies. Prerequisite: 104 or Sociology 102 or by permis-

Open to all students. sion of the instructor.

Mr. Godoy, Mrs. Merry, Mrs. Shimony Not offered in 1982-83,

106 (1) (2) Introduction to Archaeology 206 (2)* Heredity, Evolution, and Society A survey of the development of archaeology and A study of the causes of human diversity- genetic, a presentation of methods and techniques. In- environmental, and social -and of the role of

troduction to prehistoric cultural evolution from natural selection in the evolution of modern human hominid sites in Africa to the rise of civilizations populations. The concept of adaptation will be the in the Old and New World. Students will have the unifying theme of the course. Topics for discus- opportunity to participate in field excavations. sion will include the biological role of sex and ag-

Open to all students. ing, nature vs. nurture, the biological concept of Mr Kohl race, and the political implications of genetics. Prerequisite: 104 or Sociology 102, or Biological 200 (2)* Current Issues in Anthropology Sciences 110 or by permission of the instructor. An examination of current controversial issues in Not offered in 1982-83. anthropology. Topics covered will include Sociobiology, Race and Intelligence, Anthropo- 210 (2) Racism and Ethnic Conflict in the logical Interpretations of Malthus, the Culture of United States and the Third World Poverty, and Neo-Colonialism. A comparative view of racial and ethnic conflict Open to sophomores, juniors, and seniors without in Western and non-Western societies, focusing prerequisite, and to freshmen with previous an- on underlying social processes and barriers to in- thropological experience, and by permission of the tercultural communication. Topics for discussion instructor. include the history of American immigration, racial Mrs. Shimony conflict in American neighborhoods, school bus- ing, separatist movements, refugee problems, and 204 (2)* Physical Anthropology the competition for subsistence in multi-ethnic The origin of man as a sequence of events in the nations.

evolution of the Primates. This theme is ap- Prerequisite: 104 or Sociology 102, or one unit in proached broadly from the perspectives of Black Studies, political science or economics, or anatomy, paleontology, genetics, primatology, and permission of the instructor. ecology. Explanation of the interrelationship be- Mr. Godoy tween biological and sociobehavioral aspects of human evolution, such as the changing social role of sex. Review of the human fossil record and the different biological adaptations of the polytypic species Homo sapiens sapiens.

Open to all students, Mr. Kohl 49

Anthropology

234 (2)* Urban Poverty 245 (1)* Societies and Cultures of Central An anthropological analysis of urban poverty in and South America the U.S. and the Third World. Cultural and struc- A survey of the tribal, rural, and urban peoples tural interpretations of poverty. The strategies of of South America, with attention to their histories the poor for coping with poverty. Ameliorating and current social conditions. Topics include poverty as a problem in applied anthropology. ecology and village economies, male/female roles,

Prerequisite: 1 04 or Sociology 1 02, or one unit in race and social class, religious groups and mass political science, economics, or European history; movements. open to juniors and seniors without prerequisite. Prerequisite: 104 or Sociology 102, or one unit in political science, economics, or history. Not offered in 1982-83.

Mrs. Shimony Mr. Godoy

242 (1)* The Rise of Civilization 269 (1) The Anthropology of Sex Roles, Marriage, the A comparative survey of the emergence of the and Family An examination of the variations in sex roles and Early Bronze Age civilizations in Mesopotamia, family life in several non-Western societies. Egypt, the Indus valley, and Shang China, as well Com- parisons of patterns of behavior and belief systems as pre-Columbian developments in Mesoamenca surrounding marriage, birth, sexuality, parenthood, and Peru. The course will examine ecological set- female power, and masculine and tings, technologies, and social structures of the male and feminine temperament in non-Western and earliest complex urban societies. Offered in alter- nation with 243. Western societies. Emphasis on the ways kinship and family life organize society in non-Western Prerequisite: 1 06 or by permission of the instructor. cultures. Mr. Kohl Open to all students. 243 (2)* Food Production: Origins and Mrs. Merry Development in the Old and New World An examination of the beginnings of agriculture 301 (1) Anthropological Theory History of ethnological theory. Examination of cur- and domestication of animals in the Old and New rent evolutionary functional theories of culture. World and a discussion of the causes and effects and Discussion of the relationship personality of the "neolithic revolution." A survey of traditional between subsistence systems throughout the world, such and culture. Problems of method in anthropology. as swidden agriculture, pastoral nomadism, and Prerequisite: 104 or Sociology 102, and two Grade

II units, or of the instructor. Asian wet-rice cultivation, and an examination of permission their effect on social development and structure. Mrs. Shimony Offered in alternation with 242. for Materials Prerequisite: 104 or 106 or by permission of the 308 (1-2) Seminar Research instructor. in Archaeology and Ethnology 2 An examination of the way in which scientific Not offered in 1982-83. analysis of archaeological ceramics contribute to Mr. Kohl our understanding of the cultures that produced

the artifacts. This inquiry will include technological 244 (1)* Societies and Cultures of the aspects such as physical properties, processing, Middle East fabrication and firing techniques as well as socio- Comparative study of political, economic, and economic aspects of production such as identify- other social institutions of several major cultures ing workshops and trade. All students undertake of the Middle East. Traditionalism vs. moderniza- analytical projects on archaeological collections. tion. International conflict in anthropological per- Open to juniors and seniors with sufficient prepara- spective. tion in anthropology/archaeology by permission Prerequisite: 1 04 or Sociology 1 02, or one unit in of the instructor. political science, economics, or history. Mr. Kohl and S.P. De Alley (taught at MIT) Not offered in 1982-83. 50

Anthropology

317 (1)* Economic Anthropology 345 (2)* Seminar in Urban Anthropology Analysis of economic structures of non-Western Comparative analysis of the nature of urbanism societies In relation to our industrial capitalistic in the United States and non-Western societies. systenn. Concentration on substantive issues in Topics for discussion include the nature of urban economic anthropology, such as the debate on kinship and friendship, social networks, the decline the applicability of formal economic theory to of community, urban social disorder, crime, the simpler societies, the nature and importance of the role of urban courts, urban housing and gentrifica- economic surplus, and problems of scarcity and tion, as well as migration and housing in the development. Not open to students who have developing world.

taken [217]. Prerequisite: same as for 301 , or one Grade I and

Prerequisite: 104 or Sociology 102 or Economics two Grade II units in political science, or

101 or 102 and one Grade II unit of anthropology economics. or or sociology, or permission of economics by Not offered in 1982-83. the instructor. Mrs. Merry Mr Kohl 346 (2) Colonialism, Development 342 (1)* Seminar on Native American and Nationalism: The Nation State Ethnology and Traditional Societies Selected topics concerning Native Americans. Joint MIT-Wellesley rotating seminar. Examination North culture Ethnographic review of American of the impact of modern national political systems Indian communities; areas; problems of modern on traditional societies as these are incorporated conflicts; legal questions. ethnic sovereignty and into the nation state. Focus on the nature of Native Americans in literature and art. development, colonialism, and dependency and Prerequisite: same as for 301 or permission of the the implications for cultural minorities, technolog- instructor. ically simple societies, peasant populations, and Not offered in 1982-83. the urban poor. Topics related to an understand- ing of the impact of world capitalism on indigenous Mrs. Shimony peoples will also be covered.

344 (1) Seminar. Archaeology of Prerequisite: two Grade II courses in any of the Southwest Asia following: anthropology, sociology, political sci- A rotating seminar on the cultural history of four ence, economics, or by permission of the in- selected areas in Southwest Asia from the begin- structor. nings of food production through the appearance Mrs. Merry, Ms. Jackson of written records. Reliance on primary ar- chaeological site reports. 350 (1) (2) Research or Individual

Prerequisite: 106 and two Grade II units or per- Study 1 or 2 mission of the instructor; 242 or 243 are suggested Open by permission to juniors and seniors. but not required. 370 (1-2) Thesis 2 to 4 Not offered in 1982-83. Open only to honors candidates. Mr. Kohl CROSS-LISTED COURSES

Extradepartmental 114 (1) Introduction to Linguistics For description and prerequisite see Extradepartmental 114. 51

Anthropology

DIRECTIONS FOR ELECTION

Majors in anthropology must take eight courses (which nnay Include courses from MITs anthro- pology offerings), of which 1 04 and 301 are oblig- atory. In addition, at least one "methods" course is strongly suggested. Preferably this should be calculus or statistics in the mathematics depart- ment, or a computer science course, but it may also be the methods course offered by economics, psychology, or sociology (depending on the par- ticular need and interest of the student).

Students may take Grade II and Grade III courses upon the presentation of either Sociology 102 or Anthropology 104, but anthropology majors may not substitute Sociology 1 02 for Anthropology 1 04. 52

Art

Professor: Assistant Professor;

O'Gorman, Armstrong, Rayen, Wallace '^, MacNeil p, Harvey, Carroll, Freeman *, Drew, ^ Fergusson, Janis Friedman, Davies, Hentschel . Schmidt, p Visiting Professor: Hoffman Bialostocki P, Instructor: Kathryn W. Davis Professor in Slavic Studies Grossman p, Rhodes

Associate Professor: Lecturer: Clapp (Chairman), Marvin ^, Adams ^ Gabhart p

The Department of Art offers courses in the history 150 (2) Colloquium of art, architecture, and in studio art. Some of the For directions for applying see p. 47. Open by per- courses in art history include laboratory work in mission to freshman and sophomore applicants.

one or more media with which the course is Limited to 15 students. concerned. One of the studio courses, 204, is a The Eloquent Object survey of the techniques of painting from the An orientation to art using originals. Examination Middle Ages to the present, and is required of all of the material properties of objects and the man- art history majors. The department believes that ner in which they may incorporate and express laboratory training has great value in developing social, political, historical, literary, and aesthetic observation and understanding of artistic ideas. Extensive reading on art by poets, problems. However, no particular artistic aptitude philosophers, and critics as well as art historians. is required, and the laboratory work is adjusted Reading, conversation, writing and rewriting to the student's ability. several short papers as well as field trips to Boston An art major may either concentrate in history of and Cambridge. A course in basic drawing or art, in architecture, or in studio art. design to accompany this course is strongly ad- Stecher Scholarships are available to qualified vised but not required. students for the study of art abroad during the Not offered in 1982-83. school year, Wintersession, or summer. Ms. Jams

History of Art 200 (1)* Classical Art Greek art from the end of the Dark Ages to the

100 (1-2) Introductory Course 1 or 2 death of Cleopatra. The course will be a historical

A foundation for further study in the history of art. survey of the arts of Greece in this period, but The major styles in Western architecture, sculpture, special attention will be paid to sculpture. Some and painting from ancient Egypt to the present are time will also be spent on the influence of classical presented in lectures and in conference sections. form on the later Western art. Topic for 1983-84: Simple laboratory work requiring no previous train- Roman Art. ing or artistic skill planned to give the student a Open to sophomores, juniors, and seniors who greater understanding of artistic problems. One have taken 100(1) or 215, or by permission of the

unit of credit may be given for 100 (1), but 100 instructor. (2) cannot be taken without 100 (1). Ms. Hentschel Open only to freshmen and sophomores.

The Staff 53

Art

201 (2)* Egyptian Art 214 (2) Art and Ideology A survey of Egyptian architecture, sculpture, paint- Case studies of selected monuments from the 5th ing and minor arts from 3000 to 31 B.C. The through the 20th centuries A.D. affording a survey course will trace historically the development of of important phases in the development in Western ancient Egyptian style, stressing sculpture and Christian and secular iconography. The historical

painting. context and ideological function of these works will Open to sophomores, juniors, and seniors, and be analyzed, allowing the class to consider the

to freshmen who have taken 100 (1). problem of the generation and demise of symbolic for Not offered in 1982-83. codes political legitimation and dissent. Prerequisite: 100 (1) and (2) or 215 and 216. 202 (1) Medieval Art Not offered in 1982-83. Topic for 1982-83: From the Catacombs to the Mrs. Carroll Court of Charlemagne. Particular concentration given to the formation of art and iconography and 215 (1) European Art to the Renaissance to large-scale architecture in the period of Chris- The major movements in architecture, sculpture, tian Antiquity, to the mosaics at Ravenna, to and painting from ancient Egypt to c. 1400. manuscript painting during the Insular period, and Students attend course 100 lectures and are to the programs of renewal under Charlemagne strongly urged to attend course 100 conferences. and his successors. Reading and paper assignments differ from those Prerequisite: 100 (1) or permission of the instructor. of 100. Students will be assigned staff advisors. Mr. Fergusson Open only to juniors and seniors who have not taken 100. 203 (2) Cathedrals and Castles of the High Middle Ages The Staff A study of the major religious and secular buildings 216 (2) European Art from the of the Romanesque and Gothic periods with em- Renaissance through the Nineteenth phasis on France and England. Attention will be Century given to the interpretation and context of buildings Western art from the Renaissance to the present and to their relationship to cult, political and ur- with emphasis on painting, sculpture, and architec- ban factors. Occasional conferences. ture. Students attend course 100 lectures and are Open to all students. strongly urged to attend course 100 conferences. Mr. Fergusson Reading and paper assignments differ from those of 100. 204 (2) General Techniques Course (1) Prerequisite: same as for 215. A survey of significant technical material related The Staff to the history of Western painting from the Middle Ages to the modern period. Laboratory problems 217 (2) Themes and Meaning in Asian Art of purely technical nature requiring no artistic skill. Topic for 1982-83: Early Islamic Art. An explora- Prerequisite: 100 and or permission of the (1) (2) tion of the origins, character, and evolution of early instructor. 204 or 209 (1) is required of all art history Islamic art from the 8th through the 13th centuries. majors. Open to all students. The Staff Ms. Hoffman

21 1 (2) African, Oceanic and 219 (1) Painting and Sculpture of the Pre-Columbian Art Nineteenth Century Topic for 1982-83: Arts of South Pacific Islands. A survey of painting and sculpture of the 1 9th cen- Study of diverse art forms on the Island of Bali and tury in Europe with special attention to the French eastward to Papua, New Guinea and Polynesia. contribution. Emphasis on the relationship of Examines the techniques, social background, and academic ideals to emerging individualism and to symbolic interpretation of these art forms which the social context of artistic innovation and style. include architecture, puppetry, textiles, wood and Re-writing of papers is encouraged. stone sculpture. Resources include films and local Open to sophomores who have taken 100 (1) and art collections. (2), by permission of the instructor to freshmen who Open to all students. are taking 100, and to juniors and seniors without Ms. Adams prerequisite. Ms. Janis 54

Art

220 (1) Painting and Sculpture of the Later 228 (2) Nineteenth- and Twentieth-Century Sixteenth and Seventeenth Centuries in Architecture Southern Europe A survey of the major movements in architecture A study of Italian and Spanish painting and in Europe and the United States from Neo- sculpture from early Mannerism through the late Classicism to the present. Baroque. Among the principal artists studied are Prerequisite: same as for 220.

Michelangelo, II Rosso Florentine, Pontormo, Ms. Friedman Parmigianino, Tintoretto, El Greco, the Carracci, Caravaggio, Bernini, Pietro da Cortona, Ribera, 231 (1) The Art of the English Colonies Velasquez, Tiepolo. and the United States to the Civil War

Open to sophomores who have taken 100 (1) and A survey of American art from the colonial period

(2), and to juniors and seniors without prerequisite. to the Civil War. Attention given to the relationship between art and the social history and literature Not offered in 1982-83. of the time. Mr. Wallace Prerequisite: 100 (1) and (2).

221 (2) Seventeenth Century Art in Mr. O'Gorman Northern Europe Art in the United States from the Dutch and Flemish painting, drawing and print- 232 (2) Civil II making of the 17th century with emphasis on War to World War Rubens, Van Dyck, Hals, Rembrandt, and American art from the Civil War to the foundation Vermeer. of the New York School. Attention given to the rela- tionship art the social history Prerequisite: same as for 220. between and and literature of the time. Mrs. Carroll Prerequisite: same as for 231.

222 (1) Late Gothic and Renaissance Art Mr. O'Gorman in Eastern Europe 233 Domestic Architecture and Daily The course will concern the 15th-and 16th-century (1) architecture, painting, sculpture and decorative Life A survey of European and American houses, their arts in Bohemia, Poland and Hungary as related the late Middle to the to Western developments. design and use from Ages present. Economic and social conditions will be Prerequisite: 100, 215, or by permission of the stressed, with particular attention to in instructor. changes family structure and the role of women. The use Mr. Bialostocki of rooms and furnishings will also be discussed.

Open to all students. 224 (1-2) Modern Art 1 or 2 Painting, sculpture, and the related arts of the 20th Not offered in 1982-83. century. One unit of credit may be given for either Ms. Friedman

semester. Background reading is required if elected m second semester only. 248 (1) Chinese Art

Prerequisite: 100 (1) and (2), or 216, or 219, or Survey of the major artistic traditions of China permission of the instructor. through monuments of the Bronze Age, Buddhist the Ch'ing Mr. Rhodes sculpture, and painting from the Han to Dynasty.

225 (1) Cinema Open to all students who have taken one unit either Detailed analysis of selected fiction and nonfiction in the history of art, or in Asian history or religion, films. Classics of world cinema, products of the or by permission of the instructor. Hollywood studio system, documentary features Mrs. Clapp and shorts, and tfie work of controversial ex- perimental and avant garde filmmakers. 249 (2) Far Eastern Art Open to all students. Topic for 1981-82: Japanese art. An introduction to the sculpture and pictorial arts of Japan from Not offered in 1982-83. the early Buddhist period through the 18th cen- tury woodblock print. Prerequisite: same as for 248.

Not offered in 1982-83. ,

55

Art

250 (1)* From Giotto to the Art of the 304 (2)* Problems in Italian Sculpture

Courts Major Italian Renaissance sculptors of the 1 5th and Italian and French painting and sculpture from 16th centuries will be considered. Topics include: 1260-1420. The great narrative tradition in Italian the formation of the Early Renaissance style by sculpture and painting: Nicola and Giovanni Donatello and Ghiberti; the revival of interest in

Pisani, Giotto and Duccio; the Sienese painters antique sculpture; patterns of patronage and its Simone Martini and the Lorenzetti in the context effect on Luca della Robbia, the Rossellini, and of the emergent Italian city state; the spread of the Berrocchio; the High Renaissance sculpture of International Gothic Style through the Valois courts Sansovino and Michelangelo; and the Mannerist (the Limbourg Brothers and the Due de Berry) and sculpture of Benvenuto Cellini and Giovanni its later impact in Italy on Ghiberti and Gentile da Bologna. Fabriano. Open to sophomores who have taken 220 or 251 Open to sophomores who have taken 100 (1) and to juniors and seniors who have taken or are taking to juniors and seniors without prerequisite. one Grade II unit in history of art, or by permis- sion of the instructor. Not offered in 1982-83. Ms. Armstrong Ms. Armstrong

Arts 251 (2) Italian Renaissance Art 305 (1) The Graphic A history of prints visual Painting and sculpture in Italy in the 15th and early and communication from 16th centuries. Topics included in this survey are: the time of Gutenberg to the present alternating the formation of the Early Renaissance style by between the achievements of great masters such Masaccio, Donatello, and Ghiberti; the develop- as Durer, Rembrandt, Goya, Picasso, and the pro- liferation of popular ment of sculpture in relation to architecture in Luca imagery and ephemera della Robbia; Medici patronage; the spread of the leading to the invention of photography. Emphasis Renaissance outside of Florence by Piero della is on class participation, the examination of origi- nals, Francesca, Mantegna and Bellini; and the forma- re-wnting short papers, as well as occasional tion of the High Renaissance by Leonardo, field trips to collections in the Boston area. Raphael, and Michelangelo. Open only to seniors. Prerequisite: same as for 250. Ms. Janis Ms. Armstrong 306 (2) History of Photography 254 (1)* Art of the City: Medieval, A seminar treating the language of photography Renaissance, and Baroque and Its peculiar formal code. Treats work by well artists in Aspects of the history of urban form, and of art amateurs as as professionals and 19th in public areas of the city in the medieval. and 20th century France, England, and Renaissance, and Baroque periods. Analysis of America. Topics range from problems of realism various urban types such as medieval market and documentary to what constitutes art in photography. Students will also learn photog- towns, ideal city plans in the Renaissance, and in- how raphy has affected of art history. novations in city planning in the 17th century. the study Em- phasis IS writing Attention will be given to sculptural programs on student discussion, and designed to enhance public spaces and buildings. rewriting from originals. Laboratory is not only re- quired but constitutes a fundamental aspect of this Open to sophomores who have taken 100 (1) and course. Limited to 20 students. (2), or 202 or 203 or 250 or 251, to juniors and seniors without prerequisite, or by permission of Open to juniors and seniors who have taken 219 the instructor. or 305. Ms. Armstrong Ms. Jams ,

56

Art

309 (1)* Renaissance and Baroque 330 (2) Seminar. Italian Art Architecture Topic for 1983-84: Venetian art and culture The Early and High Renaissance, Mannerist, and 1450-1570. Venetian painting, architecture, and Baroque styles of the 15th through the 18th cen- patronage in the Renaissance. Consideration of turies, with particular emphasis on Italy. historical, literary, and musical topics. Commis- Open to sophomores who have taken 251, to sions executed by the painters Bellini, Carpaccio, juniors and seniors who have taken or are taking Giorgione, Titian and Tintoretto, as well as the ar-

one Grade II unit in the department, or by permis- chitecture and urban projects of Sansovino and sion of the instructor. Paliadio.

Ms. Friedman Prerequisite: any Grade II or Grade III course in Renaissance art or history, or by permission of the 311 (1)* Northern European Painting and instructor.

Printmaking Not offered in 1982-83. Painting and printmaking in Northern Europe from Ms. Armstrong the late 14th through the 16th centuries. Emphasis on Jan van Eyck, Rogier van der Weyden, Bosch, 332 (2)* Seminar. The Cathedrals of Durer, and Pieter Brueghel the Elder. England taken or Open to sophomores who have 202 251 Topic for 1982-83: Examination of six cathedrals: are tak- to juniors and seniors who have taken or York, Ely, Wells, Norwich, Gloucester and Canter-

ing one Grade II unit in the department, or by per- bury. Emphasis will be placed on the architecture of the instructor. mission of the buildings, on liturgical customs, on patron- Not offered in 1982-83. age, and on the cathedrals' intended functions

Mrs. Carroll through different historical periods. Prerequisite: 203 or by permission of the instructor.

312 (2)* Problems in Nineteenth- and Mr. Fergusson Early Twentieth-Century Art This study of special problems of critical interpreta- 333 (1) Seminar tion takes into account arfs relationship to literature Topic for 198^-83: Rembrandt. The Seminar will

and social context. Emphasis is on extensive examine various aspects of Rembrandt's work, in- reading, class discussion and sustained research cluding such topics as: Rembrandt's artistic culminating in a long paper. Reading knowledge development, Rembrandt as a draughtsman,

of French or German is desirable. problems in interpretation, laboratory examination Prerequisite: 219 or permission of the instructor. of Rembrandt's paintings. The class will look ex- Ms. Janis tensively at original works by Rembrandt in local and New York collections. 319 (1) Problems in Eastern European Art Prerequisite: 221 or permission of the instructor. and Architecture in the Fifteenth and Mrs. Carroll Sixteenth Centuries Problems will include art of M. Corvinus' court; the 334 (2)* Seminar. Problems in work of Veit Stoss in Poland; Renaissance tombs; Archaeological Method and Theory Mannerism and Vernacular in gentry residences Tell el-Amarna, the city of Akhenaten. An examina- and town architecture, etc. tion of the art and architecture associated with

Prerequisite: 100, 215, or permission of the Egypt's heretic Pharaoh and the life of the city that instructor. was his new capital.

Mr. Bialostocki Open by permission of the instructor. Not offered in 1982-83. 320 (1) American Architecture in the Miss Marvin Nineteenth Century A survey of the building arts of the last century with special emphasis upon theory. The course will focus upon the rise of an "American" style follow-

ing the Civil War and its dissolution at the end of the century. Lectures, field trips, reading, research papers. Limited to twelve students.

Prerequisite: 100 (2) or 231, or by permission of the instructor.

Mr. O'Gorman 57

Art

335 (1) Seminar. Modern Art 340 (2) Seminar. The Boole Arts in Topic for 1982-83: Picasso, Stein and Company. Nineteenth Century America Pablo Picasso and Gertrude Stein will serve as focii Research devoted to the development of the il- for the examination of the arts in Pans ca. lustrated book in America during the last century.

1 900-1 920. Other important figures to be studied Reading, guest lectures, field trips, research include the painters Matisse, Braque, Leger and papers. Limited to eight students.

DuChamps; the poet and critic Apollinaire; the Prerequisite: 100 (2) or 231 , or by permission of composers Debussy, Satie and Stravinsky; and the instructor. Diaghilev, Nijinsky and Bakst of the Ballet Russes. Mr. O'Gorman Difficulty IS one of the hallmarks of modern art generally. This course seeks to develop skills in 345 (1) (2) Seminar. Historical Approaches the analysis, interpretation and evaluation of dif- to Art for the Major ficult works in several arts, e.g., Picasso's Ma Jolie Comparative study of the major art historical ap- Stein's Tender Buttons and Stravinsky's Le Sacre proaches and their philosophical bases: con- du Printempts. noisseurship, iconography, theories of the evolu- Prerequisite: 224, and by permission of the tion of art, theories of style, psychoanalysis and instructor. art, psychology of perception, and theories of art criticism. Strongly recommended to all art majors. Mr. Rhodes Open to juniors and seniors who have taken or

336 (1) Seminar. Museum Problems are taking one Grade II unit in the department. investigation of the history and structure of the An Mr. Rhodes (1), Ms. Friedman (2) museum, the philosophy of exhibitions and ac- quisitions, and the role of the museum in modern 350 (1) (2) Research or Individual society, combining the theory and practice of all Study 1 or 2 aspects of museum work. Problems of conserva- Open to qualified students by permission of the tion, exhibition, acquisition, publication, and instructor and the chairman of the department. education will be discussed. If the museum 370 (1-2) Thesis 2 to 4 schedule permits, students will be involved in the Open only to honors candidates. planning and mounting of an exhibition. Visits to museums and private collections in the area will Boston Museum of Fine Arts Seminar be arranged. Limited enrollment. A limited number of qualified students may elect Open by permission of the instructor to junior and for credit seminars offered by the curators of the senior art majors. Boston (Vluseum of Fine Arts. These are held in Ms. Gabhart the museum and use objects from the collections for study. For enrollment procedures, consult the 337 (2)* Seminar. Chinese Art department chairman. Seminar topics to be offered Chinese painting of the northern and southern in 1982-83 to be announced. Sung dynasties. An examination of the classical Sung paintings of figures, landscapes, birds and flowers from the 10th to the 13th centuries with CROSS-LISTED COURSES consideration of the origins of Sung painting in the (1-2) 2 Tang dynasty and of its philosophical and religious Anthropology 308 background. Seminar for fvlaterials Research in Archaeology Prerequisite: 248 or permission of the instructor. and Ethnology For description and prerequisite see Mrs. Clapp Anthropology 308.

History 334 (2) Seminar. Material Culture and Daily Life in Renaissance Europe. For description and prerequisite see History 334. 58

Art

DIRECTIONS FOR ELECTION Studio Art

Studio courses meet twice a week for double History of Art periods.

in An Art major concentrating History of Art must 105 (1) (2) Drawing I elect both semesters of 1 00 (unless an exemption Introductory drawing with emphasis on basic

examination is passed), or 100 (1) and 150; 204 forms in spatial relationships. Stress on the essen-

or the first semester of 209 (not the second tial control of line in a variety of media.

semester), and at least five further units in history Open to all students.

of art. For distribution, students must elect at least The Staff one unit each in three of the following six areas

of specialization: ancient, medieval. Renaissance, 108 (1) (2) Photography I Baroque and 18th century, 19th and 20th cen- Photography as a means of visual communication. turies, non-Western art. Art 345 and 305 may not Problems dealing with light, tonal values, two- and

be used to meet this distribution requirement. If three-dimensional space, documentary and approved by the chairman, courses elected at aesthetic approaches to the medium. Emphasis other institutions may be used to meet the distribu- on printing and critical analysis of photographs. tion requirement. Although the department does Limited enrollment. not encourage overspecialization in any one area, Open by permission of the instructor. by careful choice of related courses a student may Ms. MacNeil plan a field of concentration emphasizing one period or area, for example, medieval art or orien- 204 (1) (2) General Techniques Course tal art. Students interested in such a plan should A survey of significant technical material related consult the chairman of the department as early to the history of Western painting from the Middle in the freshman or sophomore year as possible. Ages to the modern period. Included are laboratory problems of purely technical nature re- Students planning to major in history of art should quiring no artistic skill. plan to take 204 or 209 (1) in the second semester Prerequisite: 100 and or permission of the of the sophomore year or in the first semester of (1) (2) the junior year. instructor. 204 or 209 (1 ) is required of all art history majors. Art 345 IS strongly recommended for all majors, especially those who are considering graduate Mr. Drew study in history of art. 206 (1) Drawing II A reading knowledge of German and French, or Problems dealing with the realization through Italian, is strongly recommended for maprs. graphic media of form, light, and volume. Students

Students intending to major in art history whose will be required to establish and work out an in- high school preparation does not include a dividual project during the second part of the thorough grounding in history should take History course.

1 00 and 101. They should also consult the Catalog Prerequisite: 105. carefully for other courses in History as well as in Ms. Sclimidt Literature, Religion, Philosophy, and Music, which

will be relevant to their interests. 207 (1) (2) Sculpture I An introduction to sculpture through basic prob- Students interested in graduate study in the field lems as well as modeling from the figure utilizing of conservation of works of art should consult with various materials such as clay, wax, plaster, wood, the chairman of the department regarding and metal. The student will be introduced to lost chemistry requirements for entrance into conser- wax and sand casting in bronze and aluminum. vation programs. Ordinarily at least two semesters Studio fee for materials: $30. of Chemistry at the college level should be elected. Prerequisite: 1 05 or 209 (1 -2) or permission of the attention of is called to the inter- The students instructor. departmental major in Architecture, in Classical Ms. Davies and Near Eastern Archaeology, and in Medieval/ Renaissance Studies. 59

Art

208 (2) Photography II 316 (2) Life Drawing The development of a personal photographic Intensive analysis of anatomy, perspective, com- vision through intensive technical and aesthetic position, chiaroscuro, with direct visual observa- studies in photography. Each student works in tion of the model. either book or portfolio form exploring relationships Prerequisite: 105. between photographers and/or between Mr. Drew photographs and words. Study of the work of master photographers and various forms of the 317 (2) Seminar. Problems in the Visual photographic book. Limited enrollment. Arts Prerequisite: 108 or permission of the instructor. Concentrated study of individual problems in a variety of media. Each student will be required to Ms. MacNeil formulate a specific project to pursue throughout

209 (1-2) Basic Design 1 or 2 the semester. Emphasis will be given to group Consideration of a series of interrelated problems discussions and criticisms on a regular weekly in two-dimensional and three-dimensional design basis. The attention of all studio majors is drawn intended to develop both observational and for- to this course; it is especially recommended as ad- mal skills. Techniques of drawing, sculpture, paint- vanced preparation for those who are contem- ing, and graphic design. plating a 350 or 370 project.

Open to all students. One unit of credit may be Prerequisite: 206, 307, 315 or 316, or permission given for the first semester. Semester II requires of the instructor.

Semester I. Mr. Rayen

Mr. Drew (1), Ms. Schmidt (1), Ms. Davies (2) 318 (2) Intermediate Painting 210 (1) Color Continuing problems in the formal elements of pic- Basic problems in the interaction of color. Special torial space, including both representational and attention will be given to considerations of value, abstract considerations in a variety of media. intensity and the natural mutability of hue. Prerequisite: 105 and 218. Open to all students. Ms. Harvey Mr. Rayen 321 (1) Advanced Painting 212 (2) Printmaking Advanced studies in painting. Each student will Instruction in the monotype and basic intaglio be required to establish and develop personal im- techniques including line and aquatint etching, lift agery. Emphasis will be given to the roles which ground etching, and engraving. Studio fee for observation and memory play in the development materials: $30. of individual concepts.

Prerequisite: 1 05 or 209 (1 -2), or permission of the Prerequisite: 318. instructor. Ms. Harvey Ms. Schmidt 350 (1) (2) Research or Individual 218 (1) (2) Introductory Painting Study 1 or 2 A study of basic forms in plastic relationships in Open to qualified students by permission of the a variety of media. instructor and the chairman of the department.

Prerequisite: 1 05 or 209 (1-2), or permission of the Thesis 2 to 4 instructor. 370 (1-2) Open only to honors candidates. Ms. Harvey (1), Mr. Rayen (2) Applied Arts Program 307 (1) (2) Sculpture II In addition to the regular studio curriculum, a The advanced development of sculpture concepts separately funded program makes it possible to through problems dealing with construction, offer one noncredit course each year in such fields abstraction, imagery, and the figure. Emphasis on as metal casting and enameling, ceramics, wood- foundry techniques. Studio fee for materials: $30. working, and weaving. Topic for 1982-83: To be Prerequisite: 207 or permission of the instructor. announced. Ms. Davies 60

Art

DIRECTIONS FOR ELECTION

Studio Art

An art major concentrating in studio art nnust elect

1 00 (1 and 2), 1 05, 209 (1 and 2), plus a mininnum

of four additional Grade II or Grade III units in studio art. Course 100 is counted toward the degree but not toward the major. Since the depart- ment believes in the importance of an understand- ing of the history of art, the attention of students

is drawn particularly to 224 (1 and 2) and 21 9 (see History of Art).

For students particularly interested in design, at-

tention is further drawn to Theatre Studies 206. 61

Astronomy

Professor: Assistant Professor: P, f, p Birney (Chairman) Little Little- Marenin Hagen * French

103 (1) (2) Introduction to Astronomy 302 (2)* Galaxies and Cosmology A survey of the solar system, stars, galaxies and Study of distribution and kinematics of the stellar cosmology. Two periods of lecture and discussion and nonstellar components of the Milky Way weekly; laboratory in alternate weeks, and galaxy and of other galaxies. Extragalactic topics, unscheduled evening work at the Observatory for including cosmology, peculiar and active galax- observation of stars and constellations, and use ies, and quasistellar sources will be treated. of the telescopes. Prerequisite: 210 or [204] and Mathematics 1 16.

Open to all students. Ms. Little-f^arenin The Staff 304 (1)* Stellar Atmospheres and Interiors 104 (2) Recent Developments in The formation of continuous and line spectra in Astronomy stellar atmospheres. An introduction to stars with Contemporary topics in optical, radio, and space unusual spectra. The structure of and energy astronomy. Topics include cosmology, pulsars, generation in stellar interiors. Stellar evolution. quasars, black holes, exploration of the planets, Prerequisite: [204] or 210 and Mathematics 205. and extraterrestrial communication. Not to be Physics 204 or [200] is recommended. the major. counted toward minimum Not offered in 1982-83. Prerequisite: 103, or by permission of the in- Ws. Hagen structor. 307 (2)* Planetary Astronomy Study of the properties of planetary atmospheres, 206 (1) Basic Astronomical Techniques I surfaces and interiors with emphasis on the photographic of the telescopes. Visual and use physical principles involved. Topics covered in- Optics applied to astronomical instruments. clude the origin and evolution of the planetary Spherical Astronomical coordinate systems. system, comparison of the terrestrial and giant of trigonometry. Conversion of time and use planets, properties of minor bodies and satellites Ephemeris. Star catalogs. Photometry. in the solar system and inadvertent modification trigono- Prerequisite: 103 and a familiarity with of the earth's climate. Recent observations from metric functions. the ground and from spacecraft will be reviewed.

Mr. Little Prerequisite: 21 or [204] and Physics 1 06 or 1 1 or permission of the instructor for interested stu-

II 207 (2) Basic Astronomical Techniques dents majoring in geology or physics. fvleasurement of stellar radial velocities. Spec- Not offered in 1982-83. troscopy. Classification of stellar spectra. Applica- tions of the Method of Least Squares and statistical Mr. French methods. The semester's work includes an in- 310 (2) Astrophysics II dependent project at the telescope. Kinematics and dynamics of stars and stellar Prerequisite: 206 and some familiarity with systems, galactic structure, special and general calculus. relativity, and cosmological models. /Wr Birney Prerequisite: 210 or [204]. Mr. French 210 (1) Astrophysics I The physical principles behind the analyses of stars, interstellar matter and galaxies. Prerequisite: 103 and Physics 106 or 110 taken previously or concurrently, or by permission of the instructor. Not open to those who have taken [204].

Mr. French 62

Astronomy

349 (1)* Selected Topics DIRECTIONS FOR ELECTION Topics in previous years have included Variable Stars, Galaxies, Stars of Special Interest. The follow/ing courses form the minimum major: Open by permission of the instructor. 207, 210, 310; Mathematics 205; Physics 204 and

either 201 or 202; one more Grade III course in Mr. Birney Astronomy plus an additional Grade III course in

350 (1) (2) Research or Individual astronomy or physics. Extradepartmental 1 10 and Study 1 or 2 216 are strongly recommended. In planning a Open to juniors and seniors by permission. major program students should note that some of these courses have prerequisites in mathematics 370 (1-2) Thesis 2 to 4 and/or physics. Additional courses for the major Open only to honors candidates. may be elected in the Departments of Physics, Mathematics, and Astronomy.

CROSS-LISTED COURSES A substantial background in physics is required for graduate study in astronomy. Mathematics 205 (1) (2) A student planning to enter graduate school in Multivanable Vector Calculus astronomy should supplement the minimum major For description and prerequisite see with courses in physics, including Physics 306 and Mathematics 205. other Grade III work. The student is also urged to acquire a reading knowledge of French, Russian, Physics 2^4 (2) or German. Modern Physics For description and prerequisite see See p. 10 for a description of Whitin Observatory Physics 204. and Its equipment. 63

Biological Sciences

Professor: Laboratory Instructor: \Nidmayer. Allen a, Coyne (Chairman) Muise, Dermody, Cooper, Hall, Hacopian, Hoult Associate Professor: Webbf^\ Hams Assistant Professor: Williams, Eichenbaum, Hirsch, Hendricks, Raper, Smith, Langman, Standley

Unless otfnerwise noted, all courses meet for five 200 (2) Cellular Physiology periods of lecture, discussion, and laboratory Intensive study of cell function, physical weekly, except for seminars tfiat meet for two characteristics of cells, energy metabolism and periods. metabolic pathways, irritability of cells, membranes and membrane transport, evolution of enzyme 108 (2) Horticultural Science systems, and control mechanisms. Fundamentals of cultivation and propagation of Prerequisite: 1 1 and 1 1 1 and one unit of college plants, tfie effects of chiemical and environmental chemistry. factors on their growtfi, and metfiods of control Mrs. Coyne, Mr Harris, Mr. Hendricks, of pests and diseases. Laboratory includes work Ms. Cooper, Mrs. Hall in tfie field and in the greenhouses. Not to be major in biological counted toward the minimum 201 (1) Ecology sciences. The relationships among living organisms and the Open to all students. environment, including population growth and Mrs. Raper, Ms. Standley, Mrs. Muise regulation, intraspecific and interspecific inter- actions, ecosystem structure and function, and 109 (1) Human Biology biogeography. Emphasis on evolutionary aspects Study of anatomy and physiology of man. Some of ecology. Laboratory exercises include exten- work on human genetics, nutrition, and immu- sive field work and data analysis. lectures weekly with a double period nology. Two Prerequisite: 1 1 1 or permission of the instructor. every other week for demonstration-discussions. Mr Williams, Ms. Standley Does not meet the laboratory science distribution to counted toward the requirement. Not be 202 (1) Comparative Anatomy minimum major in biological sciences. A systems approach to the study of chordate Open to all students except those who have taken anatomy emphasizing the relationship between 111. embryology, structure, and function which lead to Mr. Eichenbaum, Mr. Langman, Mr. Hacopian an understanding of evolutionary trends within the vertebrate group as a whole. Laboratory dissec- 110 (1) Introductory Biology I tion of a variety of chordates from the lamprey to Eukaryotic and prokaryotic cell structure, the monkey. genetics, chemistry, and function. Cell metabolism, Open to students who have taken 111 or 109 or cellular interactions and mechanisms of growth one semester of college biology, and to juniors and and differentiation. seniors without prerequisite. Open to all students. Not offered in 1982-83. Mr. Hams, Mr. Hendricks, Mr. Williams

111 (2) Introductory Biology II Major biological concepts including the evolution, ecology, and the structure and function relation- ships of multicellular plants and animals.

Open to all students.

Miss Widmayer, Mr. Harris, Mr. Williams, Mr. Langman 64

Biological Sciences

203 (1) Comparative Physiology and 209 (1) Microbiology Anatomy of Vertebrates Introduction to bacteriology, virology, and im- A study of the functional anatomy of vertebrates. munology. A detailed consideration of biological The course will cover topics in thermoregulatory, principles which characterize the microbial world. cardiovascular, respiratory, digestive, endocrine The microbiology of infectious disease and unique and muscle physiology. There will be some em- features of microorganisms will also be con- phasis on locomotory adaptations and com- sidered. parative environmental physiology. The laboratory Prerequisite: 110 and one unit of college sessions will be divided between anatomy and chemistry. physiology. Mr. Hendricks Prerequisite: Biology 111, 109 or AP biology and juniors and seniors with permission of the in- 210 (2) Invertebrate Zoology structor. Comparative study of the major invertebrate Mr. Langman groups emphasizing evolutionary trends and adaptations to the environment. Includes investiga- 205 (1) Genetics tion of structure and function and field studies of Principles of inheritance, structure and function of ecological relationships. hereditary informational molecules, application of Prerequisite: 111 or by permission of the instructor. genetic principles to biological problems. Not offered in 1982-83. Laboratory and lecture material selected from Mr. Williams plant, animal, microbial, and human studies.

Prerequisite: 1 10 or by permission of the instructor. Offered in 1983-84. Miss Widmayer, Mrs. Raper, Mrs. Dermody, 212 (1) Fundamentals of Plant Structure Mrs. Hall Study of how plants are constructed starting with the cell, leading to the organization of cells into 206 (1) Histology-Cytology I: Cell and tissues and the grouping of the tissues into the Tissue Structure organs of the plant: leaf, stem and root. The The microscopic organization of animal cells and development of the various plant structures as well tissues. Ultrastructural and cytochemical features as their adaptations to specific environments will considered, especially in relation to functional ac- also be considered. A brief survey of the vascular tivity. Laboratory study includes direct experience plants is included to illustrate evolutionary changes with selected histological and histochemical of plant structure. Laboratory includes light techniques. microscopy and related techniques and observa- Prerequisite: 1 10. tion of prepared plant specimens and living Mr. Srvith material from the greenhouses.

Prerequisite: 1 1 1 or the equivalent or by permis- 207 (2) Nonvascular Plants sion of the instructor. Biology of algae, liverworts, and mosses. Labo- ratory includes microscopic observations of a Ms. Hirsch diversity of genera and culturing of selected 213 Introduction to Psychobiology specimens. (1) An introduction to the study of the relationship be- Prerequisite: 1 1 1 or the equivalent or by permis- tween the nervous system and behavior with par- sion of the instructor. ticular emphasis on the structure and function of offered in 1982-83. Not the nervous system. Topics include basic neuroanatomy and neurophysiology, and brain 208 (2) Systematics of Vascular Plants mechanisms involved in such aspects of behavior Introduction to classification and evolution of ferns, as emotion, language, motivation, memory, sen- gymnosperms and angiosperms. Laboratories will sation, and cognition. Emphasis on comparison emphasize field study and identification of com- of experiments with animal and human subjects mon plant families and flora of New England. in an effort to shed light on human cognitive func- Prerequisite: 1 1 1 or permission of the instructor. tions. Laboratory. Not offered in 1982-83. Prerequisite: Psychology 101 , and Biology 1 1 1 or Ms. Standley 109.

Offered in 1983-84. Mr Eichenbaum. Mr. Cohen 1

65

Biological Sciences

214 (2) Research Methods in Neurobiology 305 (2) Seminar. Genetics Specific research topics in neurobiology will be Topic for 1982-83: Extrachromosomal Genetic selected, presented and discussed by the instruc- Elements. Critical examination and analysis of cur- tor and students in a seminar format. Possible rent understanding of the structure and role of ex- topics include development of the nervous system, trachromosomal DNA and its influence on the comparative neurology, neuroendocnnology, structure and expression of chromosomal genes. neuromodulators, small nervous systems, and Consideration of endosymbionts, transposable sociobiology. Laboratory exercises will focus on elements, plasmids and of recombinant and advanced techniques in small animal surgery, organelle DNA in a variety of eukaryotic systems. electrophysiology and new methods in histology Prerequisite: 205 and either 200 or Chemistry 21 as they are applied to research problems. The and permission of the instructor or chairman. course will meet for one two-and-one-half hour Miss Widmayer seminar and one three-and-one-half hour labora- tory per week. 306 (2) Developmental Biology and Prerequisite: Biology 213 and permission of the Embryology

instructor. The first part of the semester is devoted to the of ontogenetic development, in- Mr. Eichenbaum study human cluding some immunological aspects of pregnan- 216 (2) Concepts in Growth and cy. The remainder of the semester is spent Development discussing current areas of interest in developmen- Introduction to principles governing the growth tal biology (e.g., tumorogenesis, organization, and and development of organisms. Lectures and operation of the genome, pattern formation, hor- laboratory integrate the use of plant, animal and mone action). Emphasis on the experimental ap- microbial systems to illustrate concepts of develop- proaches used in determining the cellular and ment from the molecular to the gross morpho- molecular mechanisms involved in developing logical level. systems. Students undertake group research pro- Prerequisite: 110 and 111 or by permission of the jects which are designed to familiarize them with instructor. some of the methodology and equipment currently utilized in experimental analysis of devel- Mr. Webb, Ms. Hirsch, Mrs. Raper the opment. 302 (2) Animal Physiology Prerequisite: 216. Students without 216, who have A study of organ systems in vertebrates. Half of taken 200 or 205, may enroll only with the per- this course will cover topics in cardiovascular, mission of the instructor, respiratory, digestive, excretory, and endocrine Mr Webb physiology. The other half will cover sensory, neural, and muscle physiology. Students gam ex- 307 (1) Topics In Ecology

perience in the use of various physiological Topic for 1 982-83: Plant Ecology. This course will measuring devices such as kymographs, consider the recognition of various kinds of plant polygraphs, strain gauges, pressure transducers, communities, and how differences in the physi- stimulators, oscilloscopes, and microelectrode ology, growth, and reproductive strategies of plant recording equipment. species affect the dynamics of populations and of Prerequisite: 200 or 203 or 213 or by permission communities. Students will gam familiarity with the of the instructor. current ecological literature and methods of

Laboratories will Mr. Eichenbaum, Mr. Langman analysis of vegetation. emphasize field study of populations and communities. Topic

304 (2) Histology-Cytology II: Structure of for 1983-84: Animal Ecology. Organ Systems Prerequisite: 201 or permission of the instructor. Analysis of the microscopic organization of organ Ms. Standley systems, particularly those of the mammal. De- tailed examination of selected specialized cells; the relationship of ultrastructural and cytochemical features to principal physiological processes. Prerequisite: 206.

Mr. Smith 66

Biological Sciences

309 (1) Experimental Plant Biology 314 (2) Topics in Microbiology Topic for 1982-83: Laboratory Techniques for Topic for 1982-83: Immunology. The seminar this

Basic Research in Agriculture. As land and energy year will focus on one specific area of immunology; sources dwindle, researchers are looking to ways possible topics are auto-immune diseases, to improve the efficiency of agriculture by increas- immuno-deficiencies, transplantation immunity, ing yield, eliminating the need for commercial fer- histocompatibility antigens, and immunologic sup- tilizers and herbicides, and decreasing suscepti- pression. Students will be expected to read and bility to pathogens. Basic research tools to study evaluate articles from the current literature; active

these problems include plant tissue culture, pro- participation in class discussions will be important. toplast isolation, growth and manipulation, In addition, each student will be responsible for analyses of levels of nitrogen fixation by nodulated leading a seminar discussion.

plants, selective plant breeding, and many others. Prerequisite: 200, Chemistry 21 1 , and by permis- Research publications regarding these techniques sion of the instructor. as well as the future potential for agricultural im- Mr. Hendricks provement will be discussed. One class meeting each week. 319 (2) Advanced Cytology: Biological Prerequisite: 200 or 216 or by permission of the Ultrastructure instructor. Introduction to the principles and procedures of Ms. Hirsch electron microscopy using animal tissues. Em- phasis on interpretation of ultrastructural features 310 (1) Seminar. Topics in Plant Biology of cells and their components with particular Topic for 1982-83: Plant Productivity. regard to function. A knowledge of the basic struc- A consideration of the biological, social and ture of animals, especially at the cell and tissue political factors involved in food production and level is essential. In addition, a knowledge of the

distribution. Topics include N2 fixation, genetic fundamental principles of biochemistry is recom- engineering, photosynthesis, photo respiration and mended. agricultural techniques in developed and under- Prerequisite: Biology 304 and Chemistry 211 or developed nations. permission of the instructor. Prerequisite: 200 and 205. Mr Smith Mr. Harris 330 (1) Seminar 312 (1) Seminar. Endocrinology Topic for 1982-83: Experimental Biology in Lower Selected topics on the regulation and action of hor- Eukaryotes. Model experimental systems among mones and neurohormones in vertebrates. Em- a select variety of fungi, algae, and protozoa will

phasis on the study of current literature. be considered in depth as each is uniquely suited Prerequisite: 200 and 205 or permission of the in- to the study of specific biological phenomena of

structor. 302 is strongly recommended. basic important to all living forms, e.g., control of Mrs. Coyne cell cycle growth and development, transport mechanisms and organelle biology. Demonstra- 313 (1) Microbial Physiology and Cytology tions in the laboratory will supplement discussion The study of the chemical activities (cellular growth of readings from current literature.

and its physiological basis, metabolic patterns, Prerequisite: 205 and either 200 or 21 6. Open only biochemical genetics, and relation of structure to by permission of the instructor. function) of microorganisms as model systems in Mrs. Raper order to explain living processes in molecular terms. Emphasis on experimental approaches and 331 (2) Seminar current literature. In the laboratory, groups carry Topic for 1982-83: Evolutionary Biology. The out a number of experimental problems designed biological mechanisms of evolution, with con- to allow the development of research techniques sideration of molecular evolution and the main- and analysis. tenance of genetic variability, macroevolution and Prerequisite: 200 and 205 or permission of the model of speciation, and sociobiology and the instructor. levels of selection. Discussion of readings from the current literature. Prerequisite: 201 or 205. Mr Williams .

67

Biological Sciences

350 (1) (2) Research or Individual Courses 1 08, 1 09, and 112, which do not ordinari- Study 1 or 2 ly count toward the minimum major in biological

Open to juniors and seniors by permission. sciences, do fulfill the College distribution re- quirements for the degree, 108 as a laboratory 370 (1-2) Thesis 2 to 4 science; 109 and 1 12 as non-laboratory science Open only to honors candidates. courses. Independent summer study will not count toward the minimum major. Course 213 does not CROSS-LISTED COURSES fulfill the Group B distribution requirement for biology majors. Chemistry 323 (1) Within the major, students may design a program Chemical Aspects of Metabolism in general biology or one which emphasizes sub- For description and prerequisite see Chemistry jects dealing with animals, plants, or micro-

323. organisms. A broad training in the various aspects

of biology is recommended. Chemistry 324 (2) Students interested in an interdepartmental major Chemistry of Biological Phenomena in molecular biology are referred to the section of For description and prerequisite see Chemistry 324. the Catalog where the program is described. They should consult with Mrs. Levy, the director of the Extradepartmental 112 (2) molecular biology program. Evolution: Through Time Change Students interested in an interdepartmental major For description and prerequisite see in psychobiology are referred to the section of the Extradepartmental 112. Catalog where the program is described. They should consult with Mr. Eichenbaum and Ms. Koff, DIRECTIONS FOR ELECTION the directors of the psychobiology program. Students interested in an individual major in en- A major in biological sciences must include 1 10 vironmental sciences should consult a faculty and 1 1 1 or their equivalent and at least two of the member who teaches 201 following Grade II courses: 200, 205 and 216. Freshmen with advanced placement or with 110 Students are advised to check the prerequisites or 1 1 1 exemptions are advised to consult the chair- for Grade III courses carefully so they will have man before continuing the core curriculum. taken the appropriate Grade II courses early Students planning graduate work are advised to enough to enter the Grade 111 work of their choice: take calculus, statistics, organic chemistry, two the required Grade II work should be completed units of physics, and to acquire a working within the first 5-6 units in the major. At least two knowledge of computers and a reading knowl- Grade III units must be taken at Wellesley. One edge of a second language. They should consult of these Grade 111 units, exclusive of 350 or 370 the catalogs of the schools of their choice for work, must require laboratory experience. In ad- specific requirements. dition to eight units m biological sciences, two units of college chemistry are also required. Additional Premedical students are referred to the re- chemistry is strongly recommended or required quirements given on p. 35. for certain Grade 111 courses. Courses 323, 324, 350 and 370 do not count toward a minimum ma- jor in biology. 68

Black Studies

Professor: Instructor: Martin (Chairman) Henderson

Assistant Professor: Lecturer: Jackson Darling

** Course may be elected to fulfill in part 200 (2)***1 Africans in Antiquity the distribution requirement in Group A Highlights of the African experience in the pre- * * * Course may be elected to fulfill in part the Christian era: African origins of humankind; African

distribution requirement in Group B'' or Egypt; Nubia, Kush, and Ethiopia; Egyptian/Ethio- Group B2 as designated. pian influences on the beginnings of Western civilization; Africans in Greece and Rome; Africans in the Bible; ancient Africans in the Americas. 105 (1)***2 Introduction to the Black Open to all students. Experience Not offered in 1982-83. This course serves as the introductory offering in Mr. Martin Black Studies. It explores in an interdisciplinary fashion salient aspects of the Black experience, 202 (2)* ***1 Introduction to African both ancient and modern, at home and abroad. Philosophy Open to all students. Initiation into basic African philosophical concepts Mr. Martin and principles. The first part of the course deals with a systematic interpretation of such questions 150 (1) (2) Colloquia as the Bantu African philosophical concept of For directions for applying see p. 47. Open by per- Muntu and related beliefs, as well as Bantu on- mission to a limited number of freshman and tology, metaphysics, and ethics. The second part sophomore applicants. centers on the relationship between philosophy

(1)-l and ideologies and its implications in Black African The Harlem Renaissance social, political, religious, and economic institu- tions. will The Harlem Renaissance of the 1 920s and 1 930s The approach be comparative. Offered was the first "golden age" of Afro-American in alternation with 21 1. literature. The course will focus on the search for Open to all students except those who have taken a new literary tradition and the beginnings of [302]. modernism in Afro-American literature. Authors will Mr. Menkiti include Jean Toomer, Langston Hughes, Zora (2)***2 Neale Hurston, Wallace Thurman, Nella Larsen, 205 The Politics of Race Countee Cullen, George Schuyler and others. Domination in South Africa Ms. Henderson Not offered in 1982-83.

(2)*-1 Tlie Staff The Internationalization of Black Power (1)***1 The Black Power movement of the 1960s and 206 Afro-American History, 1970s represents one of the most militant periods 1500-Present of in Afro-American history. As in the case of the New Afro-American history to 1865. Study the political, economic, and social development of Negro movement after World War I, the Black Power idea spread quickly to Black populations American Blacks from their African origins to the

in many countries. The colloquium will discuss end of the Civil War, some of the highlights of the Black Power era in Open to all students except those who have taken the United States, Canada, Britain and the 207. Caribbean. Ms. Darling Mr Martin 69

Black Studies

211 (2)* ** Introduction to African 216 (1)*** History of the West Indies Literature Survey of political, economic, and sociological fac- The development of African literature in English tors shaping West Indian society. Topics covered and in translation. Although special attention will include Africans in the New World before Colum- be paid to the novels of Chinua Achebe, writers bus, genocide against the indigenous peoples, such as James Ngugi, Camara Laye, Wole slavery and slave revolts, immigration and emigra- Soyinka, Ezekiel Mphahlele, and Christopher tion, the West Indies and Africa, the West Indies Okigbo will also be considered. The influence of and Afro-America, the struggle for majority rule, oral tradition on these writers' styles as well as the the spread of United States influence, indepen- thematic links between them and writers of the dence and its problems. Black awakening in America and the West Indies Open to sophomores, juniors, and seniors without will be discussed as time allows. Offered in alter- prerequisite and to freshmen by permission of the nation with 202. instructor. Open to all students. Mr. Martin

Not offered in 1982-83. 222 (1)***1 Images of Blacks and Women Mr. Menkiti In American Cinema 212 (2)** Black Women Writers The creation of images and their power to in- fluence the reality of race and sex in the American The Black woman writer's efforts to shape images experience. Viewing and analysis of American of herself as Black, as woman and as artist. The cinema as an artistic genre and as a vehicle problem of literary authority for the Black woman through which cultural and social history is writer, criteria for a Black woman's literary tradi- depicted. tion and the relation of Black feminism or Open to all students. "womanism" to the articulation of a distinctively Black and female literary aesthetics. Ms. Darling

Open to all students. 225 (2)*** Psychology and People of Ms. Henderson Color 214 (2)** *2 Blacks and the United States The historical development and contemporary Supreme Court dimensions of scientific racism in psychology. Peo- ple of color in the context of oppression and An analysis of the Supreme Court and its impact transformative praxis. on the lives and experiences of Black Americans. Open to all students. Particular concern will focus on the Court's role as protector-creator of fundamental rights and Ms. Darling privileges for Black Americans. 230 (2)*** Black and Third World Women Open to sophomores, juniors, and seniors without An analysis of the economic, social, political and prerequisite and to freshmen by permission of the cultural role of of color; their historical rela- instructor. women tionship to their respective societies and the Mr. Jackson reasons for their oppression. Examination of analytical, fictual and audio/visual sources. 215 (1)***2 Race and Racism in American Politics Open to all students. An introductory examination of the efforts by Ms. Darling Blacks in the United States to realize various (1)** Black Literature in America degrees of political effectiveness within the con- 264 A survey of the Afro-American experience as text of American politics. Particular attention will depicted in literature from the 18th century through be focused on the special difficulties presented by the present. Study of various forms of literary the phenomena of race and racism as Blacks have expression including the short story, autobiog- sought to enjoy full citizenship status in the U.S. raphy, literary criticism, poetry, drama, and essays Some comparisons with other groups in the they have been used as vehicles of expression American political system. as for Black writers during and since the slave ex- Open to all students. perience. Mr. Jackson Open to all students. Ms. Henderson 70

Black Studies

265 (2)** The Afro-American Expatriate 319 (2)** *1 Pan-Africanism

Writer The historical efforts of African peoples all over the The effects of living abroad on the fiction of world to unite for their mutual advancement. Such selected major and minor 20th century Black topics as 19th-century emigrationist movements authors. to Liberia and elsewhere, the role of Afro-American Open to all students. churches in African nationalism, the Pan-African Ms. Henderson congress of W.E.B. DuBois, the Garvey move- ment, the Communist International and Pan- 310 (2)** Seminar. Black Literature Africanism, Pan-Africanism in the 1960s, Pan- Topic for 1982-83: Class, Race and Sex: Protest Africanism on the African continent. Literature of the 1930s. Proletarian, race and Open to sophomores, juniors and seniors with at feminist fiction and its relation to the society of the least one course in Black Studies or the equivalent. period. Efforts of selected artists to unite ideology Not offered in 1982-83. and art, politics and aesthetics. Mr. Martin Open to qualified juniors and seniors and by per- mission to sophomores with strong a background 320 (1)***2 Black Institutions in Black Studies. An overview of the role of Afro-American institu- Ms. Henderson tions as expressions of Afro-American cultural

autonomy. The focus of this course will be the 312 (2)*** Urban Blacic Politics in the Black church in general, and the African Methodist South Episcopal Church in particular, as we look at the The political modernization paradigm has been ways in which Afro-American schools, businesses, extensively used by political scientists in their ex- fraternal and civil rights organizations serve to aminations of African, Asian, and Latin American institutionalize the values of Afro-American life. countries. This seminar will use this approach in Open to qualified juniors and seniors. an effort to examine recent political changes in the Mr. Jackson urban South. Materials based on the Atlanta, Birmingham, Houston, New Orleans, and Durham 340 (2)*** Seminar. Afro-American History experiences will be emphasized. Topic for 1982-83: Black Political and Social Open to qualified juniors and seniors. Thought. The theories of Black nationalism, inte- Not offered in 1982-83. grationism and socialism in relation to Afro- Mr. Jackson America. The ways in which these competing ideologies have manifested themselves in prac- 317 (1)***2 Political Sociology of tice in Afro-American intellectual history. Afro-Americans Open to qualified juniors and seniors and by per- An explanatory analysis of the changing political mission to sophomores with a strong background and social indices operative in the Black commu- in Black Studies. nity. Emphasis will the political be placed on and Mr. Martin social patterns that have emerged as a result of these changes. Open to juniors and seniors or by permission of the instructor.

Mr. Jackson 71

Black Studies

345 (2) Seminar. Issues in Third World The following courses are offered as related work Development by other departments where they are described. Topic for 1982-83; Women and International Courses from this list may be counted toward the Development. Interdisciplinary approaches to ex- major, provided that a minimum of six courses is amining the impact of change on contemporary elected from the Black Studies departmental events which have shaped international develop- offerings. ment with an analysis of applicable development History 267 African Historical theories as they identify salient issues in women's (2) Traditions lives. The cross-cultural focus examines women See History 267. of color in the West and elsewhere in the Third World through some of these issues: agriculture, History 268 (1) Africa in the Modern World health, nutrition, urban living, education and com- See History 268. munications, family planning, women's organiza- tions, technology, the law, energy, migration and Music 106 (2)* Afro-American Music employment, public administration and religion. See Music 106. Open to qualified juniors and seniors or by per- mission of the instructor. DIRECTIONS FOR ELECTION Ms. Darling

The requirements for the major are consistent with 350 (1) (2) Research or Individual the concept of Black studies as a multidisciplinary Study 1 or 2 field of study. The requirements are designed to Open by permission to juniors and seniors. provide a wide range of knowledge and analytical 370 (1-2) Thesis 2 to 4 ability as well as a firm foundation in an area of Open only to honors candidates. specialization, such as sociology, history, political science, or literature.

It is suggested that two units be elected in each of the three general areas of Black history, humanities, and the social sciences as multidisciplinary training. As the basic introduction

to the discipline of Black Studies, 105 is strongly

recommended of all majors. Units taken at another

institution to fulfill any departmental requirements must be approved by the department.

A minimum of six courses must be elected from Black Studies department courses. The others may be elected, after consultation with your ad- visor, from related courses taught in other depart- ments or from courses taken on exchange. 72

Chemistry

Professor: Assistant Professor: Crawford. Webster, Rock, Loehlin (Chairman), Haines, Heam, Memtt Hicks Laboratory Instructor: Associate Professor: Darlington, dePamphilis ^, Mann, Smith p, Coleman, Kolodny, Levy Lleberman p, Turnbull ^

Unless otherwise noted, all courses meet for two 114 (1) (2) Introductory Chemistry I periods of lecture and one three-and-one-half hour Atomic and molecular structure, chemical bond- laboratory appointment weekly and one 50-minute ing, chemistry of the transition elements, nuclear discussion period every other week, at the chemistry, states of matter. pleasure of the instructor. The selected topics Open only to students who have taken one year courses will generally be taught without laboratory, of high school chemistry. Not open to students

but may include laboratory for some topics. who have taken [1 10] or [1 11]. Calculators in all chemistry courses. may be used The Staff Ordinarily students who have taken one year of 115 Introductory Chemistry II high school chemistry should elect 1 14. Chemistry (1) (2) Properties of solutions, chemical kinetics and 1 1 3 IS intended for students who have not studied equilibrium, chemistry within the past four years and leads to acids and bases, thermochemistry, of 115. Chemistry 120 replaces 114 and 115 for electrochemistry, chemistry the elements. Prerequisite: 1 or 1 14. students with more than one year of high school 13 Not open to students who chemistry. have taken [105], [106], [107], or [108]. The Staff 102 (2) Contemporary Problems in

Chemistry II 120 (1) Intensive Introductory Chemistry Consideration of selected aspects of chemistry and A one-semester alternative to Introductory

related chemical concepts. Topic for 1982-83: to Chemistry I and II for students who have taken be announced. There will be no scheduled discus- more than one year of high school chemistry. sion session. Not to be counted toward the Atomic and molecular structure, chemical bon- minimum major. Students wishing credit for more ding, properties of liquids and solutions, chemical than one unit of 102 should consult the depart- equilibria, thermochemistry, electrochemistry, ment. chemical kinetics.

Open to all students except those who have taken Open only to students who have taken more than

any Grade I course in the department. one year of high school chemistry. Not open to

students I The Staff who have taken any Grade chemistry course. 113 (1) Fundamentals of Chemistry Ms. Kolodny The periodic table, chemical formulas and equa-

tions, atomic and molecular structure, chemical 211 (1) (2) Organic Chemistry I bonding, chemistry of the transition elements, A study of the synthesis and reactions of typical nuclear chemistry, states of matter. Three periods organic compounds with emphasis on the chem- of lecture and one three-and-one-half hour istry of aliphatic molecules.

laboratory appointment weekly. Prerequisite: [110], 1 1 5 or 1 20 or by permission Open only to students who have not taken a of the department. chemistry course within the past four years, and Miss Crawford, Miss Webster to students who feel that their preparation in high school chemistry is equivalent to less than one full 222 (2) An Introduction to Biochemical year. Serves as prerequisite for 115. Principles A study of the chemistry of proteins, nucleic acids, Ms. Merritt and selected metabolic pathways.

Prerequisite: 21 1 and one year of high school biology or Biology 110. 73

Chemistry

231 (1) (2) Physical Chemistry I 319 (2)* Selected Topics in Organic Properties of gases, chemical thermodynamics, Chemistry properties of solutions and chemical kinetics. Normally a different topic each year. Second semester will have special emphasis on Prerequisite: 313 and permission of the depart- biochemical examples. ment.

Prerequisite: 115, 1 or permission of the [110], 20, Not offered in 1982-83. department. Mathematics 116, and Physics 104 Mr. Rosenfeld or 105 or 106 or 107 or 110.

Ms. Rock, Mr. Loehlin 323 (1) Chemical Aspects of Metabolism An examination of reaction mechanisms, 241 (1) Inorganic Chemistry mechanism of enzyme and coenzyme action, Chemical periodicity, structure and reactivities in interrelationships and regulation of metabolic inorganic systems. pathways. Prerequisite: 211. Prerequisite: 211 and Biology 200; or 222. Mr. Coleman Ms. Hicks

261 Analytical Chemistry (2) 324 (2) Chemistry of Biological Classical and instrumental methods of separation Phenomena and analysis, quantitative manipulations, statistical A consideration of topics of current research in- treatment of data. terest such as neurotransmitters and receptors, Prerequisite: 21 1 or 231 or permission. by interferon, nucleic acid structure, antigen-antibody Ms. Merritt interactions. Prerequisite: 323 or 222 or [326]. 306 (2) Seminar Mrs. Levy Each year an important topic will be studied from of chemical perspectives. Topic for a variety 329 (1)* Selected Topics in Biochemistry 1982-83 to be announced. One two-period Topic for 1982-83: Biological Calcification. laboratory. meeting per week. No Prerequisite: one unit of biochemistry and permis- Open to all students regardless of major who have sion of the department. completed two units of chemistry beyond the Mrs. Levy

Grade I level and who have permission of the instructor. 333 (2) Physical Chemistry II Quantum chemistry and spectroscopy. Structure of solids and liquids. 309 (1)* Selected Topics in Analytical Prerequisite: 231, Physics 106 or 110 and Chemistry Mathematics [201], [215], or 205. Topic for 1982-83: Modern Separations Tech- niques. Ms. Kolodny Prerequisite: 261 and permission of the 339 (2)* Selected Topics in Physical department. Chemistry Ms. Merritt Topic for 1982-83: Lasers in Chemistry. Prerequisite: 231 and permission of the depart- 313 (1) (2) Organic Chemistry II ment. A continuation of 211, with emphasis on the chemistry of aromatic molecules. Prerequisite: Ms. Rock 211. 349 (2)* Selected Topics in Inorganic Mr. Haines, Mr. l-learn Chemistry Normally a different topic each year. 317 (1) Organic Chemistry III Prerequisite: 241 and permission of the depart- An examination of fundamental topics such as the ment. nonclassical ion controversy, electrocyclic rear- rangements, functional group preparations by Not offered in 1982-83. novel methods, synthetic strategy. Related 350 (1) (2) Research or Individual laboratory work and readings will be taken from Study 1 or 2 primary research literature. There will be no Open by permission to students who have taken regularly scheduled discussion session. at least two units in chemistry above the Grade Prerequisite: 313.

I level. Mr. l-iearn 370 (1-2) Thesis 2 to 4 Open only to honors candidates. 74

Chemistry

DIRECTIONS FOR ELECTION Students interested in biochemistry or molecular biology are referred to the section of the Catalog

Chemistry 1 13 or 1 14 serves as prerequisite for where the interdepartmental major in molecular

1 1 5. Final assignment to one of these courses or biology is described. They should consult with the to 120 will be made by the staff of the chemistry director of the molecular biology program. department. Premedical students are referred to the re-

A major in chemistry must include [110], or [1 1 1 that either 231 ] quirements given on p. 35. Note

or 115 or 120 (or their equivalent), 211, 231,313, or 313 IS acceptable to most medical schools as and 333, plus two additional units at the Grade the fourth chemistry unit.

II or Grade III level exclusive of 350 and 370. In The American Chemical Society has established addition. Mathematics [201], [215] or 205 and a a set of requirements which it considers essential Grade II unit of physics with laboratory are for the training of chemists. Students wishing to required. meet the standard of an accredited chemist as Students planning graduate work in chemistry or defined by this society should consult the chair- closely allied fields should plan to elect 241 and man of the Department of Chemistry.

261 , and should also strongly consider additional mathematics and physics courses. A reading knowledge of German and either French or Rus- Placement and Exemption

sian IS required in many graduate programs. Examinations

Students planning to elect Organic Chemistry I and For exemption with credit, students will be ex-

II are urged to elect both units I and II in the same pected to submit laboratory notebooks or reports. academic year whenever possible. 75

Chinese

Professor: Instructor: C. Yao, Van Zoeren p, Chiang p

Assistant Professor: Lecturer: ^^ P, Lam (Chairman), Liu T. Yao Crook

101 (1-2) Elementary Spoken 201 (1-2) Intermediate Chinese Chinese 2 Reading 2 Introduction to vernacular Mandarin Chinese. Pro- Reading with emphasis on vocabulary building; nunciation, sentence structure, and conversation. review and further development of sentence struc- Three periods. 101 and 102 combined form the ture, composition, and oral expression. News- first-year Chinese course. paper reading. Two periods with additional hour

Open to all students with no background or no for smaller group discussions or individual previous formal Chinese language training. Co- assignments. 201 and 202 combined form the requisite: 102. second-year Chinese course. Prerequisite: 101 and 102 taken concurrently, or Mr. Crook, Mrs. T. Yao by permission of the instructor. Corequisite: 202.

102 (1-2) Basic Chinese Reading and Mrs. Lam, Ms. C. Yao Writing Analysis of grammar and development of reading 202 (1-2) Intermediate Conversational skills of simple texts and in character writing in both Chinese regular and simplified forms with emphasis on Discussion of current events and cultural topics vocabulary currently used in People's Republic of combined with use of videotapes. Two periods. China. One period with additional hour for smaller 201 and 202 combined form the second-year group discussions or individual assignments. 101 Chinese course. and 102 combined form the first-year Chinese Prerequisite: same as for 201. Corequisite: 201. course. Ms. C Yao, Mrs. Lam Open to all students with no background or no previous formal Chinese language training. Co- 252 (1) Readings in Modern Style Writings requisite: 101. Reading and discussion in Chinese of selections from contemporary Chinese writings, including Mrs. T. Yao, Mr. Crook plays, poetry, and essays on various topics such

151 (1-2) Advanced Elementary Chinese 1 as economics, history, philosophy, political theory, Intensive oral training and practice in reading and and sociology. Three periods. writing with particular stress on sentence structure Prerequisite: 201 and 202 taken concurrently, or and vocabulary building. by permission of the instructor. to students who can read and write some Open Mrs. T. Yao Chinese with a speaking ability of either Mandarin or any kind of Chinese dialect. More advanced 300 (2) Readings in Contemporary Chinese students can enroll for second semester only by Literature permission of the department chairman. Reading and discussion in Chinese of selections short stories novels. Readings from 1919 Mr. Liu from and to the present. Three periods. 152 (2) Advanced Elementary Chinese 2 Prerequisite: 252 or by permission of the instructor. Logical continuation of 151. Students are urged Ms. C Yao to take both 151 and 152. Two units of credit are given only after completion of 152, the prepara- tion for advanced work in 201-202. Prerequisite: more advanced students can be enrolled for only 152 by permission of the depart- ment chairman.

Mr. Crook 76

Chinese

301 (1) Readings in Expository Writings of 349 (2) Seminar. Topics in Literary People's Republic of China Chinese Readings and discussions in Chinese of selections Reading and discussion in Chinese of premodern fronn People's Republic of China, including the literary writings. Topic for 1982-83: A study of works of Mao Zedong and important issues of verses written before the 1 3th century with special various current events and focus on practice in attention to poetry of the Tang dynasty and themes writing and translating in documentary style. Three related to women. This course is conducted in periods. Chinese. Topic will be changed every year so Prerequisite: 252 or by permission of the instructor. students can elect repeatedly.

Prerequisite: 310 or 31 1 or by permission of the Not offered in 1982-83. instructor.

310 (1) Introduction to Literary Chinese Mr. Chiang Wen-yen grammar, reading, and discussion in Chinese of selections of simple texts in classical 350 (1) (2) Research or Individual Chinese. Two periods. Study 1 or 2 Prerequisite: 252 or by permission of the instructor. Open by permission to qualified students.

Ms. C. Yao CROSS-LISTED COURSES 311 (2) Readings in Classical Chinese Reading and discussion in Chinese of selections Extradepartmental 106 (2) traditional short stories, and of poetry, prose, Introduction to Chinese Culture novels. Two periods. For description and prerequisite Prerequisite: 310 or by permission of the instructor. see Extradepartmental 106. Mrs. Lam Extradepartmental 141 (2) 312 (1) Readings in Contemporary China on Film Developmental Issues of China For description and prerequisite Texts from Mainland China and Taiwan chosen see Extradepartmental 141. improve reading, discussion, and translation to Not offered in 1982-83. skills. Emphasis on issues of contemporary cultural development as seen in works of scholarship, Extradepartmental 241 (2) government publications, and case studies Chinese Poetry and Drama in Translation documenting various developmental models. For description and prerequisite see Where applicable, students may translate western Extradepartmental 241. studies of Chinese development from English to Not offered in 1982-83. Chinese and apply their knowledge in comparing socioeconomic and political models. Two periods. Extradepartmental 242 (2) Offered in alternate years. Chinese Fiction in Translation Open to students who have taken at least one For description and prerequisite see

Grade III course in this Department or by permis- Extradepartmental 242. sion of the instructor. Not offered in 1982-83. Mr. Crook Extradepartmental 330 (1) 316 (2) Seminar. Chinese Literature in the Literary Images of "Women of Intellect" Twentieth Century - East and West Study of works and authors in Chinese theatre, For description and prerequisite see poetry, novels, etc. Topic will be changed every Extradepartmental 330. year so students can elect repeatedly. Prerequisite: 300 or 301 or by permission of the instructor.

Not offered in 1982-83. 77

Chinese

DIRECTIONS FOR ELECTION For students majoring in East Asian studies who do not intend to do graduate work, at least one

Students who major in Chinese studies or East year of Chinese is encouraged, but not required. Asian studies should consult the chairman of the Students who wish to do graduate work in East department and the advisor early in the college Asian studies are advised to complete at least two career. years of Chinese language training.

For students majoring in Chinese studies, the Course 350 is an opportunity for properly qualified minimum requirement is extensive Chinese students to work independently in fields not language training, and literature in the original covered in other courses in the department. It can Chinese is highly recommended. Students who also provide continuing study in classical Chinese wish to take Chinese 252 or other courses in literature. Chinese literature are advised to have a knowledge of Chinese culture or history. For this, Extradepartmental 106, History 275 and 276 are recommended.

...:-::^- .

78

Computer Science

Assistant Professor: Lecturer: Roberts (Chairman), Joni, Finn Lonske

Computer Science 110, 230, 240, 301 and 310 230 (1) (2) Information Structures and

correspond in content to Extradepartmental 1 10, Algorithmic Techniques 230, 240, 261 (note change in Grade level) and An introduction to the PASCAL programming 310 offered in previous years and are considered language and the theory and application of data equivalent within the prerequisite structure and for structuring techniques. Topics include: internal the nnajor. Students may not elect Computer data representations, abstract data types, stacks,

Science courses for credit if they have taken the recursion, pointers, list structures, trees and file equivalent Extradepartmental course. storage. Prerequisite: 120 or permission of the instructor Introduction to 110 (1) (2) Computer based on a strong performance in Computer Programming and Computation Science 1 1 or equivalent preparation elsewhere. Introduction to the science of computation and The Staff problem-solving techniques in the BASIC pro- gramming language. Focus on the development 240 (1) Organization of Computer Systems of programming style and experience with good An investigation of the issues that arise in the modern programming methodology in a range design of large and complex programming of application areas. The use of Wellesley's systems using Wellesley's DECsystem-20 com- DECsystem-20 computer, the use of the EMACS puter as model. Topics include: machine language editor and the impact of computers on society. programming, operating system principles and the prior with or No background computers mathe- programming methodology required to manage matics is expected. This course does not count complex systems. toward the Group C distribution requirement. Prerequisite: 230. Open to all students. Mr Roberts The Staff 301 (2)* Theory of Programming 120 (2) Computer Science and Its Languages Applications A survey of the techniques used in the design of Illustrates the use of computers and computational a modern programming language and in the im- techniques to solve problems chosen from a vari- plementation of programming language transla- of application areas. Concentrates the ety on tors. Emphasizes the relationship of research in development of programming style and pro- good computer science to the problems of program- using gramming experience, both BASIC and ming language translation and considers such Topics FORTRAN as implementation languages. questions as the theory of parsing, formal include: organization, struc- program design and languages and their grammars, table-driven lex- tured methodology, use of ad- programming ical analysis, code generation and optimization. vanced language facilities (files, functions, and pro- Prerequisite: 240 and Mathematics 225 or permis- cedures), simulations and models, management sion of the instructor. Not open to students who of large programs and data structure design. have taken Extradepartmental 261 Designed for students whose primary interest is l\/lr. Robens in areas outside of computer science who want to pursue their understanding of computer science Not offered in 1983-84.

and its applications beyond the level of Computer

Science 1 10. This course does not count toward the Group C distribution requirement. Prerequisite: Mathematics 104 or 115 and Com-

puter Science 1 1 or permission of the instructor based on equivalent preparation from previous computer experience.

The Staff 79

Computer Science

302 (2)* Artificial Intelligence DIRECTIONS FOR ELECTION A study of current research methods and fun- dannental concepts In artificial intelligence. To pro- A major in computer science must include Com- vide a basis for discussion in a practical environ- puter Science 230 and 240, Mathematics 225 and ment, the LISP language and its derivatives (such at least one additional course in Mathematics at as PLANNER) which are used in most research the Grade II or Grade III level, and at least two projects will be studied in detail. Additional topics Grade III courses in Computer Science, not in- covered will include structures for the represen- cluding 349, 350, or 370. tation of knowledge, models of learning and cogni- Additional related courses to complete the re- tion, a survey of current work in the field and quired minimum of eight units in the major are sub- philosophical critiques of macnme intelligence. ject to individual approval by the Computer Prerequisite: 230 and Mathematics 225 or permis- Science Department. Courses which will be con- sion of the instructor. sidered for acceptance include: all Grade II and

Not offered in 1983-84. Grade III courses in Computer Science, courses in the Department of Mathematics or other areas 310 (2)* Mathematical Foundations of related to Computer Science, and MIT courses in Computer Science Computer Science or related fields. A survey of topics in the mathematical theory of Students who expect to go on to do graduate work computation. Includes material in the following in computer science are encouraged to concen- areas: abstract automata theory, computability and trate on developing their background in mathe- decidability, computational complexity, recursive matics and are especially encouraged to elect function theory and combinatorial algorithms on Mathematics 305. In addition, students who are trees and graphs. planning either graduate study or work in the more Prerequisite: 230 and Mathematics 225 or permis- technically exciting areas of computer science are sion of the instructor. further encouraged to get as much laboratory Not offered in 1982-83. experience as possible, either through a 350/370 project or appropriate courses at MIT. All can- 349 (1) Seminar. Topics in Computer didates for honors will be required to complete Science Computer Science 349 and two semesters of A seminar on topics in advanced computer thesis work (370). An oral examination is required science. Topic for 1 982-83: Analysis of Algorithms. in all honors programs. Open to seniors and qualified juniors majoring in computer science.

Mr. Finn

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

370 (1-2) Thesis Open only to honors candidates in computer science. 80

Economics

Professor: Instructor: p Be//*, Goldman, Morrison Norton, Kamas-Mefford, Joyce, Strassman

Visiting Professor: Lecturer: ^^ ^ Sparks Gough, Jr. Associate Professor: Case (Chairman) Assistant Professor: Matthaei, Amott'^, Grant f^, Nichols, Lindauer, Klamer, Baum, Sjogren, Wulwick

101 (1) (2) Survey of Modern Economics 202 (1) (2) Macroeconomic Analysis — Microeconomics Analysis of aggregate income, output, employ- 102 (1) (2) Survey of Modern Economics ment, and the price level. Analysis of policies to — Macroeconomics 1 each control inflation and unemployment. Each course, wfiich may be taken independently Prerequisite: 101 and 102. and in either order, presents a view of our market Ms. Baum, Mr. Klamer, Mr. Sparks economy, beginning with the nature of economics and economic systems, supply and demand 203 (2) Economic Development: The analysis, and the development of economic European Experience

thought. 101, microeconomics, is an analysis of Description and analysis of the economic develop- the choices individuals and firms make in the ment of Western Europe from the Middle Ages to

markets where they buy and sell. It deals with the 20th century. Particular emphasis on interrela- questions of equity and efficiency. Policy problems tionships among economic, demographic, and in- include income distribution, competition and its stitutional changes which accompany the transfor- regulation, health and education as human capital mation of agriculture and the industrial Revolution. investment, and current economic topics. 102, Prerequisite: 101 and 102. macroeconomics, is an analysis of the aggregate Mr. Norton dimensions of the economy: GNP, national income and employment, price levels and inflation, money 204 (1) American Economic History and banking, international trade and investment. Description and analysis of the growth and Policy problems include the role of government, development of the U.S. economy and its institu- prosperity and depression, investment and eco- tions from Colonial times to the 20th century. Em- omic growth, worldwide economic development, phasis on the "new" economic history: explicit and current economic topics. All sections present economic models and quantitative methods to the same course: individual instructors may offer analyze historical phenomena, including slavery slightly different material and problem sets. Small and the South, the industrial economy and its labor classes allow for discussion. force, the transportation revolutions, and govern-

Open to all students. ment's role in economic change. Prerequisite: 101 and 102. The Staff Mr. Norton 201 (1) (2) Microeconomic Analysis Microeconomic theory: analysis of the individual household, firm, and industry. Two sections each semester. In the second semester, one section will

require Mathematics 1 15 (or the equivalent) and will use differential calculus in exposition of the material and in required work. Prerequisite: 101 and 102.

Ms. Matthaei, Mr. Nichols, Ms. Kamas-Mefford 81

Economics

205 (1) (2) The Corporation 217 (1)* Topics in Mathematics and The development of the modern corporation and Economics

its place in the economy. Corporate organization Applications of calculus and linear algebra to and financial management. Financial markets; the economic analysis. Topics selected from: linear technical and fundamental aspects of the stock and general optimization, input-output analysis, market. Government regulation of corporations marginal analysis, analysis of market equilibrium and markets. Limited to fifty students; preference and stability. to seniors. Prerequisite: 201 or 202 and Mathematics 205, Prerequisite: 101 and 102. or by permission of the instructor.

Mr. Joyce Not offered in 1982-83,

Mr. Shuchat 210 (1) Financial Markets and the Economy Offered in 1983-84. An analysis of the role of commercial banks and 220 (1) Development Economics other financial institutions in the economy. Survey and analysis of problems and cir- (Vlicroeconomics of financial intermediaries. The cumstances of less developed nations. Examina- Federal Reserve System, regulation of financial in- tion of theories of economic development. Review stitutions and monetary policy. of policy options and prospects for Third World Prerequisite: 101 and 102. countries. Specific topics to include: population Mr. Joyce growth, income distribution, basic needs, rural development and international trade strategies. 211 (1) (2) Statistics and Econometrics Prerequisite: 101 and 102. Descriptive statistics and an introduction to statistical inference. Expected values, probability Mr. LIndauer distributions, and tests of significance. Classical 225 (1) Urban Economics models of bivariate and multiple regression. Prob- Analyses of the urban and suburban economies lem solving using the computer. with particular reference to urban renewal, income Prerequisite: 101 and 102, or for students who distribution, transportation, housing markets, have completed one course, and are taking the employment, and the economic development of other, and with instructor's permission in certain the inner city. cases. See Handbook. Prerequisite: 101 and 102. Mr. Morrison, Mr. Case Ms. Sjogren

212 (2) The Economics of IMoney and 229 Introduction to Labor Economics Credit (2) Analysis of labor markets and wage determina- Seminar for student exploration of policy, theory, tion including: microeconomics of labor supply historical development of monetary institutions, the and demand; labor unions and collective bargain- operations of financial institutions and other par- ing; human capital and occupations; minimum ticipants in monetary activities. wages and "new" theories of unemployment. Prerequisite: 101 and 102 Prerequisite: 101 and 102. Ms. Wulwick Ms. Sjogren

214 (2) International Finance 230 (2) Contemporary Economic Issues international monetary problems, institutions and A course applying introductory macro and micro policy. economic analysis to problems of current policy. Prerequisite: 101 and 102. Topic for 1982-83: Issues in Public Finance: In- Ms. Kamas-Mefford come Distribution and Public Policy. Analysis of the factors determining the personal distribution 216 (2) Elementary Mathematical Economics of income and the role the government plays in altering that distribution. Discussion of the Mathematical foundations of elementary economic measurement of inequality and the benefits and theory; fundamentals of relevant advanced theory. problems involved in changing the distribution of Mathematical applications of economic analysis; income through taxation and social welfare mathematical problem solving in the social scince. programs. Prerequisite: 101, 102, and Mathematics 115. Prerequisite: 101 and 102. Not offered in 1982-83. Ms. Baum Offered in 1983-84. 82

Economics

231 (1) Current Economic Topics 305 (1) Industrial Organization Issues in social and humanistic economics. Ex- Applied microeconomics directed to the study of amples are limits to growth, the moral foundations the interactions of market structure, business

of the current economy, problems of the welfare behavior, and economic performance. The first

state, "small is beautiful." two-thirds of the course emphasizes positive ex- Prerequisite; 101 and 102. planation and theory. The remainder focuses on Mr. Klamer policy and includes critical, ex-post analysis of an- titrust rulings. 239 (2) Seminar. Economics of Energy and Prerequisite; 201 and 211. the Environment Mr. Nichols Is economic growth without environmental deterioration possible? The economic forces (ex- 310 (1) Public Finance ternalities) which cause pollution; the costs and Principles, practices, and economic effects of the who bears the costs; the energy crisis, the implica- public sector. The goals of public finance. A tions of zero economic growth; the extent of the seminar treatment of current issues of fiscal policy. problem and possible solutions both here and Prerequisite; 201.

abroad. Mr. Case Prerequisite; 101 and 102. Mr. Goldman 312 (2)* Economics of Accounting Accounting principles and practice analyzed in 241 (1) The Economics of Personal Choice terms of economic concepts of value and cost;

Analysis and decision-making in ordinary life situa- problems in accumulating and presenting accoun-

tions; using economics to plan for one's future. ting data for decision-making by firms, by in- Representative topics include housing, borrowing, vestors, by regulators, and others; case method having a family, insurance, saving, retirement, in- used in class. vestment in one's self. Prerequisite; 201 and 202, or by permission of the Prerequisite; 101 and 102, instructor.

Ms. Sjogren Not offered in 1982-83.

Mrs. Bell 243 (1) Issues in Social Policy: The Sexual Division of Labor Offered in 1983-84. Analyses of the sexual division of labor in the home 314 (2) International Economics and marketplace from historical and theoretical Theory of international trade. Review of mercan- perspectives. Evaluation of social policies to tilism, comparative advantage and the factor en- achieve sexual equality from an economic dowment model. Analysis of trade restrictions, standpoint. such as tariffs and quotas. Other topics include; Prerequisite; 101 and 102. foreign exchange markets, economic integration Ms. Matthaei and the impact of trade on growth. Prerequisite; 201 and 211. 249 (2) Topics in Political Economy Study of Marxian economic theory as an alter- Mr Lindauer native conception of the workings of the market 315 (1) History of Economic Thought economy. Comparison of Marxian and The development of economic thought from an- mainstream economic theories. Radical political cient to modern times. A brief study of early economy's criticisms of modern capitalism. economic ideas followed by a more detailed ex- Prerequisite; 101 and 102. amination of the history of economics since 1 776. Ms. Matthaei The systems of the leading economists in the light of their own times and of the present day. 301 (1) Comparative Economic Systems Prerequisite; 201. The economics of capitalism, socialism, fascism, and communism. Ms. Baum Prerequisite; 201 or 202.

Mr. Goldman 5

83

Economics

316 (2) Modern Economic History 329 (1)* Labor Markets and Employment Economic history from the Great Depression to the The structure and functioning of the labor market present. Analysis of economic problems and from both neoclassical and institutional points of policies from the 1920s to the 1970s. view. Human capital theory, labor force participa- Prerequisite: 202. tion, the economics of discrimination, labor unions,

Mr. Morrison minimum wage policy, and other topics. Prerequisite: 201 and 211.

317 (2) Introduction to Economic Modeling Not offered in 1982-83. Introduction to mathematical and econometric Ms. Amott modeling. Techniques of specifications, estimation, and simulation of rational and behavioral economic Offered in 1983-84. models. 330 (1) Seminar. Macroeconomic Modeling Prerequisite: 201 , 202, 21 , and Mathematics 1 1 1 Focused on contemporary macroeconomic or [201], or by permission of the instructor. issues, the economic events affecting them and Mr. Sparks the practical problems of analyzing and forecasting. Contemporary tools of applied 320 (2) The Challenge to Development macroeconomics, especially large-scale Theory econometric models: their theoretical foundations, History of Third World development from 1 950 to contemporary characteristics, and use. An interac- present; evaluation of the development record tive course: students participate in developing through individual and collective country ex- specification of key macroeconomic relationships perience; assessment of the record's impact on which they use to analyze topical economic issues. development theory and strategy. Welfare theory, Prerequisite: 201, 202, and 211. dependency theory, the theory of Dualism, macroeconomic planning models, industrialization Mr. Gough, Jr. strategy, the cooperative experience, poverty and 331 (2) Seminar. Monetary Theory and income distribution, agricultural development and Policy other topics. Contemporary controversies on the role of Prerequisite: 201 and 202. monetary policy. Topics include: transmission Ms. Kamas-Mefford mechanism, effectiveness of monetary policy, con- trol of money supply, financial innovations, interest 325 (2)* Law and Economics rate theories, stability of the demand for money, Economic analysis of legal rules and institutions. financial crisis. Theories will be discussed in the Application of economic theory and empirical light of current events. methods to the central institutions of the legal Prerequisite: 202. system including the common law doctrines of negligence, contract, and property as well as civil, Mr. Klamer criminal, and administrative procedure. The course 332 (2) Seminar. Macroeconomics Theory will contrast economic and noneconomic theories and Policy of law and will address the strengths and limita- Stagflation theory and policy alternatives. Supply tions of the economic approach to law. side disaggregation, job search, rational expec- Prerequisite: 201. tations, tax cut-induced investment, incomes Not offered in 1982-83. policies, and modern macro debates. Emphasis Mr. Case throughout on the nature and implications of alter- native stabilization policy actions. Offered in 1983-84. Prerequisite: 201, 202, and 211.

326 (2) Social Control of Economic Mr. Nichols Activity Welfare economics of market failure, analysis and 333 (1) Seminar. Workshop in Applied applications. Philosophies and theories of govern- Economics ment intervention in the economy. Both historical Students will apply the concepts of economic and current examples will be explored, e.g., modeling and empirical analysis to selected policy medieval price controls, modern stabilization topics. Students will work as a group doing primary policy, public utilities, public safety. The implica- research in a workshop environment. Enrollment tions of deregulation. limited to 12.

Prerequisite: 201, 202, 211. Prerequisite: 201 , 202 and 21 1 or by permission Ms. Baum of the instructor. Ms. Wulwick 84

Economics

350 (1) (2) Research or Individual An economics major contains required courses Study 1 or 2 201, 202, and 211 which should be taken at Open by permission to juniors and seniors who Wellesley. Permission to take these courses have taken 201 and 202; 211 is strongly elsewhere must be obtained in advance from the recommended. department chairman. An economics major must

take more than half of her Grade 111 economics 370 (1-2) Thesis 2 to 4 units as Wellesley courses; permission for an ex- Open only to honors candidates. ception must be obtained m advance from the chairman.

DIRECTIONS FOR ELECTION Choosing courses to complete the major requires careful thought; the department discourages a The complete survey course consists of both minimum major with only two Grade III courses.

Grade I level courses. Neither 101 nor 102 is a Students are advised to consult the Department prerequisite for the other and either may be elected Handbook prior to selecting courses each term. separately for one unit of credit. The Handbook contains specific suggestions and Any student who plans to take economics after deals with a variety of topics including prepara-

101 and 1 02 should consult a department advisor tion in mathematics, desirable courses for those to avoid poor choices. See also the Department interested in graduate study in economics, com- Handbook. plementary courses outside economics, etc.

Economics is a social science directed to the study The Economics Complement is recommended for of the universal problems of scarcity, choice, and students wishing to develop competence in

human behavior. It contains elements of formal economics in preparation for work or graduate theory, history, philosophy, and mathematics. study in law, business, public administration, area Unlike business administration, which deals with studies, international relations, public health, the specific procedures by which business enter- medicine, etc. The Complement consists of

prises are managed, it examines a broad range Economics 101, 102, 211, and at least two other of institutions and focuses on their interactions. courses in the department. The plan for this op- Thus students are urged to supplement their pro- tion should be carefully prepared: a student gram in economics with courses from many other wishing to add the Economics Complement to the disciplines in the liberal arts. major in another field should consult a faculty ad- visor in economics. 85

Education

Assistant Professor: Associate in Education. Beatty p, Brenzel (Chairman), Bull *, Hawes p Powell, Rokicki, Sleeper

* * * Course may be elected to fulfill in part the 208 (2)***^ Moral Education and distribution requirement in Group B'' or Schooling Group B2 as designated. Study of recent demands for and attempts to develop educational practices explicitly designed (1)***^ 102 Education in Philosophical to affect students' values and moral beliefs. Par-

Perspective ticular emphasis will be placed on theories of value ethical Examination of modern problems and clarification (Louis Paths and Sidney Simon) and epistemological issues of public education such moral development (Jean Piaget and Lawrence as equality of opportunity, compulsory schooling, Kohlberg); their assumptions about morality, their student rights, and the education of religious instructional programs and their public justification of the philosophical minorities. Recent examples will be examined. thinking necessary to understand these issues will Open to all students who have taken one unit in be studied. Special attention will be paid to the in- Group A or Group B. terpretation and application of philosophical texts Not offered in 1982-83. and to the writing of philosophical arguments. Relevant field placement may be arranged as part Mr. Bull of this course; it will be available for all students 212 (1)***^ History of American Education but especially for those wishing to fulfill require- Study of the various historical conflicts and con- ments for teacher certification. troversies leading to the development of educa- Open to all students. tion as a central force in American culture. Topics Mr. Hawes include the popularization of public schooling, its

role in socializing the young, and the effects of 200 (1)***^ Modern Philosophies of political, economic, and social forces in shaping Education American education. Relevant field placement may Analysis of the role of education in modern social be arranged as part of this course; it will be and political philosophy. Background study of the available for all students but especially for those works of John Dewey, Eduard Bernstein, Edmund wishing to fulfill state requirements for teacher Burke, and Karl Marx. Focus on the educational certification. writings of more recent participants in these Open to all students. philosophical traditions- including Paul Goodman, Jacques Maritain, Jacques Barzun, Paulo Freire, Ms. Brenzel and Ivan lllich. 216 (2)***2 Education, Society, and Social Open to all students. Policy in 1982-83. Not Offered Through examination of educational theories and

Mr. Bull practices in an interdisciplinary manner, the social context of educational and social policies will be 206 (1) Women, Education, and Work analyzed. The formulation and implementation of Examination of ways in which the background of these policies will be studied with special emphasis system, the structure women, the educational and on issues such as inequality, desegregation, com- of affect lives of from historical, work the women, a munity control, alternative schooling, testing, youth sociological, and public policy point of view. Rela- unemployment and family policies. Course will tionships between educational and economic in- focus on the interrelationships between social stitutions, intersections among the family lives, structure and education, the potential and limits educational experience, and work lives of women. of education and social policy. Open to students who have taken one unit in Open to all students. Group B. Ms. Beatty Ms. Brenzel 86

Education

(2)***2 300 (1) Mandatory Knowledge: 307 Seminar. Law, Ethics, and Epistemology, Curriculum, and Evaluation Education An examination of the major epistemological and Study of federal and state statutory and constitu-

ethical questions in school curriculum, the relation tional law governing public education as it reveals of curriculum to intellectual development and the public purposes of education, the legal status of

structure of the disciplines, its usefulness, and its students and teachers, the requirements for equal evaluation. Relevant field placement may be ar- educational opportunity, and the basis of public of ranged as part of this course; it will be available school finance. Emphasis on ethical aspects

for all students but is mandatory for those wishing issues such as student rights, academic freedom

to fulfill requirements for teacher certification. Re- and affirmative action. Attention will be paid to the quired for secondary school teacher certification. comprehension and interpretation of legal cases Prerequisite: 102 or 212 or, for tVlIT students, MIT and, to a limited extent, to methods of indepen- Seminar 212 or by permission of the instructor. dent legal research. Open to juniors and seniors. Ms. Beatty Not offered in 1982-83. 302 (2) Methods and Materials of Teaching Mr Bull Study and observation of teaching methods and classroom procedures in secondary school with 312 (2)***^ Seminar. History of Child a focus on the social role of teachers and the Rearing and the Family teaching of reading and writing in the content Examination of the American family and the areas. Examination of curriculum materials and emerging role of the state in assuming responsi- in teaching fields. classroom practice specific bility for child rearing and education. Study of the Open only to students doing student teaching. Re- role of institutions and social policy in historical and quired for teacher certification. Students electing contemporary attempts to shape the lives of im- 302 and 303 may include in addition one unit migrants, poor families, and their children. usually of independent study in the same Open to juniors and seniors without prerequisite. semester. l\/ls. Brenzel Prerequisite: 300, and at least one of 1 02, 21 2 or, for MIT students, Seminar 21 2 and permission of 350 (1) (2) Research or Individual the department. Study 1 or 2 The Staff Open to juniors and seniors by permission.

303 (2) Practicum - Curriculum and Supervised Teaching Observation, supervised teaching, and curriculum development in students' teaching fields through- out the semester. Attendance at secondary school placement required full time five days a week. Students electing 302 and 303 may include in ad- dition one unit usually of independent study in the same semester. Required for teacher certification. Students must apply to the department for admis-

sion to this course in the semester before it is taken. Corequisite: 302.

Ttie Staff 87

Education

DIRECTIONS FOR ELECTION The Commonwealth requires that two courses taken prior to student teaching include field ex- With the exception of Education 302 and 303 the perience. In some circumstances, students may department's courses are designed for all students meet some of the requirements by submitting and not simply those planning a career in public evidence of similar experience. Students should or private school teaching. Students who wish to plan their program of studies to fulfill these re- be certified as middle school (grades 5-9) or high quirements in consultation with a member of the school (grades 9-12) teachers upon graduation department before the end of sophomore year. should obtain the departments published descrip- Certification in Massachusetts is recognized by tion of the requirements of the Commonwealth of many other states. Massachusetts and the College's program for meeting those requirements. Briefly, the program requires students to take specific courses within their teaching fields and at least five additional courses. Required:

Education 1 02 or 21 2 or for MIT students, Seminar 212, 300, 302 and 303; Pyschology 207. Recommended: Education 200, 208, 21 6 or 307; Psychology 212,

21 7, or 21 9; MIT Seminars 21 1 and 212, SRE 222; Black Studies 105. 88

English

Professor: Instructor; Quinn, Layman, Ferry, Garis, Finkelpearl, Craig, Halllday

Gold (Chairman), Sabin Lecturer: Associate Professor: Eyges p, Stubbs ^ Bidart p, Cain ^ Assistant Professor: Harman, Stehling, Peltason, Tyler, Van Dyke ^, Rosenwald f, Pollto, Relmer, Hellerstein

100 (1) (2) Expository Writing b. Tragedy: Theory and Practice Instruction in the fundamentals of writing exposi- A critical examination of Aristotle's theory of tory essays. tragedy in the Poetics, as well as some other to all students. Open theories, in the light of a close reading of plays The Staff by Aeschylus, Sophocles, Shakespeare, Chekhov and Beckett. 101 (1) (2) Critical Interpretation Ms. Craig A course designed to increase power and skill in critical interpretation by the detailed reading of c. Reading Dickens individual works of literature in historical context. An exploration of the changing shape of Charles Open to all students. Dickens' world in a selection of novels including Mr QuInn, Mr. Layman, Mr. Ferry. Mr. Garls, Pickwick Papers, David Copperfleld, Bleak House Mr Finkelpearl, Ms. Harman, Mr. Peltason, and others. Mr. Pollto Ms. Harman

112 (1) (2) Shakespeare (2) The study of a number of representative plays with a. Three Generations of American Women Poets: emphasis on their dramatic and poetic aspects. fvlarianne tyloore, Elizabeth Bishop, Sylvia Plath Open to all students. An identification and evaluation of three Mr. Layman, Miss Craig, Mr. Polito, achievements in poetry, with some attention also Mr. Halllday paid to Marianne Moore's letters, Elizabeth Bishop's stories, and Sylvia Plath's novel. The Bell 127 (1) Modern Drama Jar. The study of British, American, and European Mr. Pollto drama from Ibsen to the present.

Open to all students. b. Women on Women: Female Portraits of a Lady

A study of the dimensions of women's experience 150 (1) (2) Colloquia as characters in novels, and as writers and readers For directions for applying see p. 47. Open by per- of novels. mission to a limited number of freshman and Ms. Relmer sophomore applicants.

(1) a. American Women Writers of the Short Story

Short stories of the past one hundred years by Sarah Orne Jewett, Edith Wharton, Willa Gather, Katherine Anne Porter, Eudora Welty, Flannery O'Connor, Grace Paley, and others. Mrs. Eyges 89

English

c. Jewish American Literature 213 (2) Chaucer Intensive study of The Canterbury Tales, sup- A literary and cultural study of poetry and fiction plemented by the short later poems as they reveal written in Annerica by Jews. From the beginnings Chaucer's comic artistry, his relation to history and among the immigrants of the 1 880s through con- society of the late 14th century in England. temporary writers. Yiddish works by Isaac Open to all students. Bashevis Singer and others to be read in transla- tion. Authors to include Abraham Cahan, Saul Mr. Stehling Bellow, Philip Roth, Henry Roth, Cynthia Ozick, Literature and Grace Paley. 222 (1) Renaissance Prose and poetry from More and the courtier poets Ms. Hellerstein of Henry VIII through Shakespeare's greatest 16th- century predecessors, Sidney, Spenser, and 200 (2) Intermediate Expository Writing Marlowe. study of forms characteristic of the A course designed to improve the student's abil- A Renaissance, and of the changing climate of ideas. ity to write course papers. Besides weekly short Open to all students. papers, assignments will include substantial readings (although fewer than in regular courses Mr Polito in literature). 223 (1) Advanced Studies in Shai

Plays written between 1605 and 161 , for exam- Open to all students. 1 ple: King Lear, Macbeth, Antony and Cleopatra, Mr. Quinn, Mrs. Sabin Coriolanus, Cymbeline, The Winter's Tale, The Tempest. 202 (1) Poetry to all students. The writing of short lyrics and the study of the art Open and craft of poetry. Mr. Layman, Mr. Finkelpearl

Open to all students by permission of the instructor. 227 (2) Milton Close analysis of Milton's major poems. Some ex- Mr. Bidart amination of the political and religious contexts of Milton's writings, his influence on later poets, and 203 (1) (2) Short Narrative his importance for critics literary The writing of the short story; frequent class discus- 20th-century and theorists. sion of student writing, with some reference to established examples of the genre. Open to all students. Prerequisite: same as for 202. Mr. Finkelpearl

Mr. Pollto, Mr. Halliday 234 (2) Eighteenth-Century Literature 211 (1)* Medieval Literature An historical approach, from the Glorious Revolu- tion of Major works of medieval literature excluding those of 1689 through the French Revolution 1789. of Chaucer. A study of the medieval search for Emphasis on class conflicts, climates of opinion, the play of ideas, of conceiv- ways to represent human experience in imagi- and ways ing of in style. native literature, a search that led writers to the the significance changes Authors to include Bunyan, Defoe, Swift, authority of dreams, to creating dramatic Congreve, Pope, allegories, to recasting ancient stories into Boswell, Johnson, Burke, Reynolds, Paine, Blake medieval forms, and to the song-like simplicity of and Austen. to all students. medieval lyric poetry. Works will include, for ex- Open ample. Piers Plowman, cycle plays, and Sir Ga- Mr. Gold wain and the Green Knight.

Open to all students.

Mr. Stehling 90

English

241 (1) Romantic Poetry 273 (1) (2) The History of the English

Discussion of a selection of poems and some Novel III critical prose by Blake, Wordsworth, Coleridge, The 20th-century English novel from Conrad to the Byron, Shelley, and Keats. present.

Open to all students. Open to all students.

Mr. Tyler, Mr. FInkelpearl Mr. Gans, Ms. Hellerstein

245 (1) Victorian Literature 281 (1)* Comedy Poetry, fiction, and social criticism by major Vic- The development, variety, and continuity of English torian writers, including Mill, Carlyle, Dickens, comic writing.

Tennyson, Browning, Ruskin, and Arnold. Some Open to all students. emphasis will placed on recurring themes, such be Not offered in 1982-83. as the growing conflict between private values and public facts. 282 (2)* Tragedy

Open to all students. Tragic drama in the age of Shakespeare- its diver- Mr. Peltason sity and relation to other traditions. Open to all students. 251 (1) (2) Modern Poetry Mr. Layman 20th-century poetry and poets, emphasizing the sources and achievements of the modernist 301 (2) The Short Story revolution. Major figures will be studied, such as Techniques of short story writing together with Yeats, Eliot, Pound, Stevens, Frost, Williams and practice in critical evaluation of student work. Lowell. Open by permission of the instructor to students

Open to all students. who have taken one Grade II writing course.

Miss Craig, Mr. Ferry Ms. Hellerstein

266 (1) Early Modern American Literature 302 (2) Advanced Writing/Poetry Representative selections from Whitman and Intensive practice in the writing of poetry. Dickinson through the twenties. Prerequisite: 202 or by permission of the instructor. Open to all students. Mr Ferry Mr. Quinn, Mr. i-iailiday 313 (2)* Advanced Studies in Chaucer 267 (2) Late Modern and Contemporary A reading of "The Book of the Duchess," "The American Literature House of Fame," "The Parliament of Fowls," the Representative selections from Faulkner to the Prologue to "The Legend of Good Women," and present day. Chaucer's lyrics as they lead to an intensive study

Open to all students. of "Troilus and Criseyde." Supplemented by Boc-

Mr. Peltason, Ms. Hellerstein, Mr. Halliday caccio's "II Filostrato" and Henryson's "Testament of Cresseid."

271 (1) The History of the English Novel I Open to juniors and seniors who have taken two The beginnings of the English novel in the 18th literature courses in the department, at least one

century: Defoe through Jane Austen. of which must be Grade II, and by permission of

Open to all students. the instructor to other qualified students.

Mr. Tyler Not offered in 1982-83.

272 (1) (2) The History of the English 320 (1) Literary Cross-Currents

Novel II Special topics representing literary relations that

The 19th-century English novel from the Brontes fall outside of the usual course designations. Topic

to James. for 1 982-83: The Bible and William Blake. Job and

Open to all students. certain other biblical texts studied in themselves British tradition of which Mr. Quinn, Mrs. Sabin, Ms. Harman, and as they inform a Blake his poetry art give Mr. Peltason, Ms. Reimer was a part and to which and a new meaning. No prior knowledge of Scripture or of Blake required. Emphasis on close reading and the practical, ethical content of experience called "visionary." Prerequisite: same as for 313. Mr. Gold 91

English

327 (1) Seventeenth-Century Literature 362 (1) The American Renaissance: Major themes and structures in the works of such Thoreau, Emerson, Hawthorne and poets as Donne, Herbert, Vaughan and Marvell Melville and of such prose writers as Bacon, Burton, Studied in themselves and with reference to 18th Brown, Bunyan and Milton. and 19th century backgrounds. Prerequisite: same as for 313. Prerequisite: same as for 313. Ms. Harman Mr. Rosenwald

331 (2)* The Age of Satire 363 (2) Advanced Studies in American A study of satire as social response and as literary Literature phenomenon, exemplified in the work of such Topic for 1982-83: Melville and Faulkner. A study

writers as Dryden, Congreve, Gay, Swift, and of similarities and differences in some of their major Pope. works, with emphasis on Moby Dick and Absalom, Prerequisite: same as for 313. Absalom]

Mr. Tyler Prerequisite: same as for 313. Mr. Quinn 333 (2)* From Neoclassic to Romantic The shift of sensibility from the 18th to the 19th 370 (1-2) Thesis 2 century studied with emphasis on such authors Open only to honors candidates who choose to as Johnson, Burke, and Blake. do honors research or an honors project in Prerequisite: same as for 313. creative writing. For alternate honors programs see Directions for Election. Not offered in 1982-83.

372 Advanced Studies in the Novel 341 (2) Advanced Studies In the Romantic (1) Period Topic for 1982-83: James Joyce (Ulysses) and selected novels Edith Wharton. Topic for 1982-83: Wordsworth and Coleridge. In- by Prerequisite: same as for 313. tensive study of key poems and critical documents. Prerequisite: same as for 313. Mr. Garis

Mr. Ferry 381 (1) The English Language Historical linguistics: major characteristics of the 345 (1) Advanced Studies in Victorian and Early Modern Literature English language today studied as the products of their origin history. Topic for 1982-83: Victorian autobiography. An ex- and Emphasis on speech, dictionaries, semantics and amination of SIX or seven works as personal stories, etymology, and translation. social visions, and literary phenomena. Prerequisite: same as for 313. Open to juniors and seniors who have taken or

are taking two Grade II literature courses in the Ms. Reimer department, or a course in linguistics, or by per- mission of the instructor to other qualified students. 350 (1) (2) Research or Individual Study 1 or 2 Mr. Stehling Open to qualified students by permission of the instructor and the chairman of the department. 382 (2) Criticism How reading works. A reading of exemplary Two or more Grade II or Grade III units in the department are ordinarily a prerequisite. readers, with attention to oppositions of which readers grow fond: such as literature vs. life, crea- 351 (1) Advanced Studies in Modern tion vs. criticism, theory vs. practice, Anglo- Poetry American vs. continental. Some consideration of Topic for 1982-83: The post-modern generation. Plato and Coleridge; concentration on readings A study of the work of Lowell, Bishop, Ginsberg, by such critics as Arnold, Leavis, Frye, Bloom and Jarrell, Berryman and Plath, emphasizing the ways Derrida. they extended and changed the Modernist revolu- Prerequisite: same as for 313. tion begun by the great generation of writers that Mr. Tyler preceded them. Prerequisite: same as for 313. Mr. Bidart 92

English

386 (2) Seminar DIRECTIONS FOR ELECTION Topic for 1982-83: Writing About Women: Towards

a Feminist Literary Tradition. An exploration of the Grade I literature courses are open to all students social and literary concerns of 19th and 20th cen- and presume no previous college experience in tury writers (from Wollstonecraft to Woolf) who were literary study. They provide good introductions to Interested in representing the lives of women. such study because of their subject matter or focus Novels will be read in conjunction with recent on training in the skills of critical reading and

feminist criticism. writing. Grade II courses, also open to all students, Prerequisite: same as for 313. presume some competence in those skills. They treat major writers and historical periods, pro- Ms. Harman and vide training in making comparisons and connec- 387 (2) Seminar tions between different works, writers, and ideas. Topic for 1982-83: William Shakespeare and Grade III courses encourage both students and

George Eliot. A study of timing as it affects the deci- teachers to pursue their special interests. They sions and therefore the destinies of literary char- presume a greater overall competence, together acters; dramas and novels to be studied in pairs. with some previous experience in the study of Prerequisite: same as for 313. major writers, periods, and ideas in English or

American literature. They are open to all those who Miss Craig have taken two literature courses in the depart-

ment, at least one of which must be Grade II, and CROSS-LISTED COURSES by permission of the instructor or chairman to other qualified students. For admission to seminars and Black Studies 264 (2) for independent work (350), students of at least Black Literature in America Be standing in the work of the department will have

For description and prerequisite see Black Studies first consideration. Students are encouraged to 264. consult with the instructors of courses they are in-

terested in. More complete descriptions of all Extradepartmental 100 (2) courses, composed by their instructors, are posted Tutorial in Expository Writing on bulletin boards in Founders Hall, and are For description and prerequisite see available from the department secretary. Extradepartmental 100. Students with AP credits in English, together with

Extradepartmental 231 (2) other freshmen and sophomores who may be con- Interpretation and Judgment of Films sidering English as a major or double major, For description and prerequisite see should at some convenient point confer with the Extradepartmental 231. chairman. The department also maintains a roster of faculty advisors available for students con- Extradepartmental 247 (2) templating English courses, whether as majors or Arthurian Legends nonmajors. For description and prerequisite see The English major consists of a minimum of eight Extradepartmental 247. courses, six of which must be in literature. At least four of the latter courses must be above Grade

I and at least two at the Grade 111 level. (Neither English 100 nor English 200 may be counted toward the major.) There are also certain re- quirements covering the kind of courses taken. All

students majoring in English must take Critical In- terpretation (101), at least one course in Shake- speare (preferably at the advanced level), and (for

all students beginning their concentration in 1982-83) two courses falling before the modern

period, of which at least one must fall before 1 800. Students who can show that they have had work equivalent to 101 may apply to the chairman for exemption from the Critical Interpretation require- ment. A course falling before the modern period

is defined here as a course emphasizing works written before 1900. Students majoring in English 93

English

should consult with their advisors in order to deter- It is a workshop designed especially for up- mine whether they will have met the departmen- perclassmen who want training in expository tal requirements and in order to ensure a good writing on a level above that of English 100. balance between breadth and depth. English 201 (The Critical Essay), besides offering

The department offers a choice of three programs intensive instruction in writing about literature, may include opportunities for writing review articles for Honors. Under Program I the honors candidate the other arts. Courses in the writing of does independent research or a project in creative about writing. Although this program, upon completion, poetry and fiction (Grades II and III) are planned enters the student's transcript as two units of as workshops with small group meetings and fre- quent individual conferences. In addition, qualified English 370, it may be begun as a unit of 350 and apply for one or two units of In- converted to 370 at the end of an auspicious fall students may

dependent Study (350) in writing. Grade II and semester. Programs II and III offer an opportun-

III courses in writing and 350 writing proj- ity to receive Honors on the basis of work done Grade the discretion of the instruc- for regular courses; these programs carry no addi- ects as well, may at credit/noncredit/credit-with- tional course credit. A candidate electing Program tor be offered distinction. In general, enrollment in writing courses II takes a written examination in a field defined by is limited 15. several of her related courses (e.g., the Renais- to sance, drama, criticism). One electing Program III Knowledge of English and American history, of the presents a dossier of essays written for several course of European thought, of theatre studies, courses with a statement of connections between and of at least one foreign literature at an ad- them and critical questions raised by them. vanced level is of great value to the student of English. See, for example. History 239, 240, 252; Special attention is called to the range of courses

Philosophy 203; Grade II and Grade III courses in writing the College offers. English 100 is open

in foreign literatures; Greek 104; Russian 201 , 202; to all students who want to improve their skills in writing expository essays. Extradepartmental 100 Extradepartmental 211, 220, 247, 330; and in Theatre Studies. is open, with the permission of a class dean, to courses students who would benefit from a continuation A reading knowledge of at least one ancient or of English 1 00 or from an individual tutorial. English modern foreign language is desirable for all 200 is a new course made possible through an majors. Students expecting to do graduate work endowed fund given by Luther I. Replogle in in English should ordinarily plan to acquire a memory of his wife, Elizabeth Mcllvaine Replogle. reading knowledge of two foreign languages.

For students interested in American literature, in American studies, in modern drama, and in

modern poetry, attention is called to relevant courses in the department of Black Studies, especially 105, and 310. .

94

French

Professor: Assistant Professor: ^i Galand, Francois *, McCulloch, Stambolian l-lules. Grimaud, Levitt, Mathe *, Respaut, Associate Professor: Straus ^, Frye Mistacco \ Lydgate (Chairman), Gillain Visiting Assistant Professor; Abetti, Raffy, Kohn, Yaari

All courses (except 220 and 349) are conducted 141-142 (1-2) The Language and Culture of In French. Oral expression, composition, and, in Modern France 2 certain courses, creative writing are stressed. Discussion of selected modern literary and cultural texts. review. The department reserves the right to place new Grammar Study of vocabulary and pronunciation. Frequent written oral practice. students in the courses for which they seem best and periods. prepared regardless of the number of units they Three have offered for admission. Prerequisite: 122. Mr. Frye and Staff Qualified students are encouraged to spend the junior year in France. See p. 40. 201 (1) 202 (2) French Literature and 101-102 (1-2) Beginning French 2 Culture Through the Centuries 1 or 2 First semester: From the Middle through Intensive oral training and practice in listening, Ages speaking, and reading, supplemented by regular Classicism. Second semester: From the Enlighten- laboratory assignments. A slide presentation of the ment through Existentialism. Class discussion of text introduces each week's cultural and linguistic selected masterpieces, short papers, outside reading, slides. Either semester may be taken material. The French comic book Asterix will be used as a supplement during the second independently. semester. Three periods. Prerequisite: 142, or, by permission of the instruc- tor, 122. Open only to students who do not present French for admission. Mr. Galand, Miss McCulloch

Mr. Grimaud and Staff 205 (1) (2) French Society Today Contemporary problems and attitudes. Class 111 (1) Elementary Intermediate French discussion of representative texts, periodicals, Intensive oral training and practice in listening com- and prehension and writing. Thorough grammar newspapers. Oral reports, short papers, outside review. Vocabulary building. Three periods. reading. Prerequisite: for Open to students by permission of the department same as 201. only. To receive credit for 111, students com- Ms. Hules, Ms. Raffy

pleting the course must proceed to 122. To fulfill the language requirement, students completing 206 (1) (2) Intermediate Spoken French 111 must proceed to 122. Practice in conversation, using a variety of materials including films, videotapes, periodicals, Ms. Levitt songs, radio sketches, and interviews. Regular use

121-122 (1-2) Intermediate French 2 of the language laboratory. Enrollment limited to First semester: Particular stress on grammar 15. Freshmen may register for this course only with review, listening comprehension, vocabulary after consultation the instructor. Prerequisite: as for 201 building, and development of oral skills. Second same semester: Choice of different sections emphasiz- Ms. Gillain, Ms. Raffy ing either the reading of modern texts with discus- sion and written work or further development of 212 (1) Medieval French Literature I knight, the lover, the outlaw: the conversational skills through regular laboratory The and from work using primarily nonliterary materials. Three Chanson de Roland through Villon. Medieval texts periods. read in modern French. Prerequisite: 102. Prerequisite: one unit of 201, 202, 205, or 206; or by permission of the instructor, 142. Ms. Hules and Staff Miss McCulloch 95

French

213 (1) (2) French Drama in the Twentieth 222 (1) (2) Studies in Language Century A review of selected problems in French gram- Trends in contemporary drama: symbolism, the mar, enrichment of vocabulary, and an introduc- use of myths, the influence of existentialism, the tion to specifically French techniques of composi- theatre of the absurd. tion and the organization of ideas. Limited Prerequisite: same as for 212. enrollment.

Mr. Kohn, Mr. Stambolian Open to freshmen in the first semester only after consultation with the instructor. 214 (1) (2) The French Novel in the Prerequisite: 142, or 122 by permission of the Nineteenth Century instructor. Intensive study of narrative techniques and the Mr. Grimaud, Mrs. Yaan, Mr. Galand, Mr. Kohn, representation of reality m major works by Balzac, Mr. Lydgate Stendhal, Flaubert, Zola. Prerequisite: same as for 212. 223 (2) The Nature of Narrative: An Mr. Frye, Ms. Yaari Introduction to Structuralist Criticism How to analyze novels, plays, short stories or 215 (2) Baudelaire and Symbolist Poets nonliterary texts. Emphasis on the different ways The nature of the poetic experience studied in the one can study plot; implications for a psychological works of Baudelaire, Verlaine, Rimbaud, Mallarme, and social analysis of creation and reading and Laforgue. pleasure.

Prerequisite: same as for 212. Prerequisite: one Grade II unit of French literature.

Mr. Galand Not offered in 1982-83.

Mr. Grimaud 219 (2) Love/Death In major novels of different periods, this course will 226 (1) (2) Advanced Spoken French investigate the connection between fiction and our Practice in oral expression to improve fluency and fundamental preoccupation with the issues of love pronunciation with special attention to idiomatic and death. Texts ranging from medieval to 20th vocabulary and phonetics. In addition to record- century will be studied, with an eye toward ings, videotapes, and periodicals, classics of the understanding how the themes of love and death French cinema will be studied for their linguistic are related to structure, narration, and the dy- interest. Regular use of the language laboratory. namics of reading. Enrollment limited to 15. Not open to freshmen.

Prerequisite: one Grade II unit of French literature. Not recommended for students who have already Permission of the instructor is required. studied in France.

Ms. Respaut Prerequisite: one Grade II unit except 206, or by permission of the instructor. 220 (2) Proust and the Modern French Ms. Respaut, Ms. Glllain Novel (in English) Psychology and aesthetics in works by Flaubert, 240 (1) French Cinema Gide, Sartre, Beckett, and Robbe-Gnllet, with em- A survey of French cinema from its invention phasis on Proust's Remembrance of Things Past. (Lumiere, Melies) to the New Wave (Godard, Lectures, papers, and class discussion in English. Truffaut) with emphasis on the classical narrative Students may read the texts in French or in English film of the '30s and '40s (Vigo, Carne, Renoir, translation. Ophuls, Cocteau, Bresson). Enrollment limited Open to all students except those have taken who to 20. two or more Grade II courses in French literature. Prerequisite: same as for 223. Mr. Stambolian Ms. G/7/a/n 96

French

249 (1) (2) Selected Topics 1 or 2 301 (1) The French Classical Theatre First semester: Mythes et realite de la femme. A Power struggle as represented on the stage. Study survey of images of women transmitted by male of plays by Corneille, Racine, and Moliere, with ideology: in history, textbooks, films, advertising, reference to important political, social, religious, the so-called feminine press, and psychoanalytical and philosophical changes in the 17th century theories. The progressive redefinition by women from Louis XIII and Richelieu through the most of these images in the novel, in feminist theoretical spectacular decades of the reign of the Sun King. writings, and in the press. Prerequisite: same as for 300.

Prerequisite: one Grade II unit except 220, or by Not offered in 1982-83. permission of the instructor. Mr. Francois Not offered second semester in 1982-83. Offered in 1983-84. Ms. Raffy 303 (2) Advanced Studies in the 250 (1) (2) The French Press Seventeenth and Eighteenth Centuries A reading of current newspaper and magazine ar- Topic for 1982-83: The Novel: from Realism to ticles in French. The emphasis will be political, Romanticism. Techniques of illusion in the 17th sociological, intellectual as well as linguistic (prac- century nouvelle; the hero in conflict with society; tice in conversation and composition). Analysis of the emergence of the self in the 18th-century cartoons and comic strips from satirical news- memoir-novel. Works to be read include Mme de papers and magazines and of advertisements from la Fayette, Prevost, Marivaux, Voltaire, Diderot and the daily and weekly press. Ideological and stylistic Rousseau. differences will be stressed. Oral and written Prerequisite: same as for 300. reports. Enrollment limited to 15. Mr. Abetti Prerequisite: same as for 249.

Ms. Raffy 304 (1) The French Novel in the Eighteenth Century 300 (2)* French Literature of the The affirmation of self and the evolution of narrative Renaissance forms. Special attention will be given to the Social and intellectual contexts of the Renaissance ideological assumptions underlying the portrayal in France. Humanism vs. traditional theology. of women and their relationship to narrative struc- Popular vs. official culture. Oral tradition and the tures. Authors studied: Prevost, Mme Riccoboni, revolution of printing. Tolerance vs. religious Rousseau, Diderot, Laclos, Sade. fanaticism. Study of major writers and the impor- Prerequisite: same as for 300. tant literary beginnings their works reflect: Rabelais Not offered in 1982-83. and the birth of the novel; Montaigne and the origins of autobiography; love poetry reoriented Ms. Mistacco

with Ronsard; a tradition of women's writing es- Offered in 1983-84. tablished by Louise Labe and Marguerite de Navarre. Frequent reference to concurrent devel- 305 (2) Advanced Studies in the opments in music and the plastic arts. Nineteenth Century Prerequisite: two units of 201 or 202, or one unit Topic for 1982-83: Le Mythe de I'artiste. An in- of 212, 213, 214, 215, or 219. vestigation of the essentially romantic concept, derived from the culte du moi, of the artist as a Not offered in 1982-83. god/creator figure. Among the writers to be con- Offered in 1983-84. sidered are Chateaubriand, Musset, Balzac, Nerval, Baudelaire, Rimbaud, Mallarme and Apollinaire. Prerequisite: same as for 300. Mr. Frye 97

French

306 (1) Literature and Ideology in the 318 (2)* The Reader in the New Novel Twentieth Century Recent experiments in fiction: textual play vs. ex- Ideological purpose and literary form in selected pression, communication, representation; trans- works of Proust, Gide, Breton, Malraux, Sartre, gression and transformation of conventions of Camus, and Robbe-Grillet. reading. Some discussion of film. Emphasis on the Prerequisite: same as for 300. works and theoretical writings of Sarraute, Butor,

Mr. Galand Beckett, Duras, Simon, Ricardou, and Robbe- Grillet. 307 (2)* French Poetry in the Twentieth Prerequisite: same as for 300.

Century Not offered in 1982-83. The nature and function of poetic creation in the Ms. Mistacco works of Valery, Apollinaire, Breton, Saint-John Perse, Char, and Ponge. Representative texts by 319 (2) Women, Language and Literary poets associated with OULIPO and Tel Quel will Expression also included. be Topic for 1982-83: The New French Feminism. An Prerequisite: same as for 300. analysis of the important issues and major Not offered in 1982-83. theoretical perspectives- anthropological,

Mr. Galand linguistic, philosophical, psychological, sociological -that inform French feminism today. Offered in 1983-84. Selected texts by Beauvoir, Clement, Cixous, Delphy, d'Eubonne, Irigaray, Kristeva, Leclerc, 308 (1) (2) Advanced Studies in Wittig and Yaguello, and a film by Varda. Language I

Prerequisite: or one Grade II unit of French Comparative stylistics: a normative approach 249, literature, or of the instructor. through linguistic analysis to the processes and by permission patterns of translation. Theories are tested and Ms. Hules applied. 321 (1) Seminar Prerequisite or corequisite: one Grade III unit of Topic for 1982-83: Repetition, doubling French literature and 222, or their equivalents. Not and closure: investigation of novelistic forms. open to students who have taken 309, or who are an A returning from a Junior Year or semester Abroad study of repetition and ending from literary, psychological and feminist perspectives, linking in France. obsessive psychic patterns and the functions of Mr. Grimaud, Ms. Gillaln displacement, doubling and postponement to nar- ration and reader response. Authors to be ex- 309 (1) Advanced Studies in Language II include Laclos, Constant, Flaubert, Translation into French from novels, essays and amined poetry. Study of French style through analysis of Bernanos, Duras and Simon.

Prerequisite: III unit of literature selected texts. one Grade French or permission of the instructor. Prerequisite: same as for 308. Not open to by students who have taken 308. Ms. Respaut Mr. Galand 330 (2) Intellectual Revolutions Topic for 1982-83: Les grands courants de la 312 (1) Medieval French Literature II francaise of See 212. Joint class meetings for 212 and 312. pensee contemporaine. A study the ideas influence of major figures in post- Supplementary assignments and readings in Old and 1945 France. Emphasis on Levi-Strauss, Foucault, and French for students at Grade 111 level. well Structuralist Open by permission of the instructor. Piaget as as on the and post- structuralist controversies. Miss McCulloch Prerequisite: one Grade II unit in French, or by per- mission of the instructor.

Mr. Grinnaud

349 (2) Studies in Culture and Criticism (in English)

Not offered in 1982-83. 98

French

350 (1) (2) Research or Individual Majors are required to complete the following Study 1 or 2 courses or their equivalents: 222, and either 308 Prerequisite: same as for 321. or 309. Majors completing this requirement after a Junior Year or Semester Abroad should elect 370 (1-2) Thesis 2 to 4 309 in the first semester; 308 is not open to these Open only to honors candidates. students. In some cases 226 may also be required. Majors should consult their advisors regularly to DIRECTIONS FOR ELECTIONS arrange a program of study with these objectives: (a) oral and written linguistic competence; (b) ac-

Course 1 01 -1 02 is counted toward the degree but quisition of basic techniques of reading and inter- not toward the major. Students who begin with preting texts; (c) a general understanding of the 101-102 in college and who plan to major in history of French literature; (d) focus on some French should consult the chair of the department special area of study (such as a genre, a period, during the second semester of their freshman year. an author, a movement, criticism, poetics, contem- Course 141-142 may not be elected by students porary French culture). 121-122. who have taken both 101-102 and A stu- Majors' attention is drawn to the listing of courses dent may not count toward the major 220, both under the Interdepartmental major in French 121-122 and 141-142, both 206 and 226. Course Studies; these courses, plus Religion 104 and 105, 349 may be counted toward the major but not are recommended for majors. toward the minimum major. Students who plan to do graduate work in French Students who achieve a final grade of A or A- for are advised to begin or to pursue the study of a 121 or 141 may, on the recommendation of their second modern language and the study of Latin; instructor, accelerate their study of French in the those who plan to do graduate work in com- following manner: from 121 to 142, from 141 to parative literature are advised to continue the study a lower Grade II course. Students achieving a final of one or more other modern literatures and to ac- grade of A or A- for 102 may, upon the recom- quire proficiency in at least one classical language. mendation of their instructor, accelerate to 141. Students interested in obtaining certification to teach French in the Commonwealth of Massachu- setts should consult the director of the Interdepart- mental Major in French Studies and with the Chair- man of the Department of Education. 99

Geology

Associate Professor: Assistant Professor: Andrews (Chairman) Besancon, Thompson

100 (1) Oceanography 207 (2)* Earth Resources An introduction to ocean science with an emphasis An introduction to the formation and location of on marine geology. Topics include ocean currents geological resources, especially petroleum, coal, and sediments, ocean basin tectonics and evolu- ores and water. Topics will include supply and tion, coral reefs, deep-sea life, and marine estimation of reserves, modern exploration and ex- resources. No laboratory. ploitation techniques, and environmental con-

Open to all students. siderations. Field trips to be arranged. No laboratory. Mr. Andrews Prerequisite: 102 or permission of the instructor.

102 (1) (2) Introduction to Geology Mr. Besancon An introduction to the basic features of the solid Not offered m 1983-84. earth and the processes that continue to modify of it. Emphasis on the development and impact 304 (1)* Stratigraphy and Sedimentation drift tectonics theories. the continental and plate Study of the formation, composition, and correla- Laboratory and field trips include study of minerals, tion of stratified rocks. Emphasis on sedimentary rocks, topographic and geologic maps. environments, transportation of sedimentary par- Open to all students. ticles, sediment diagenesis, and sedimentary Mr. Andrews, Ms. Thompson, Mr. Besancon petrography. Laboratory and field trips. Prerequisite: 202. 200 (2) Historical Geology Not offered in 1982-83. The geologic history of North America and the evolution of life as revealed in the fossil record. Ms. Thompson

Interpretation of paleogeography and ancient Offered in 1983-84. sedimentary and tectonic environments. Laboratory and field trips. 305 (1)* Invertebrate Paleontology Prerequisite: 102 or permission of the instructor. The morphology and evolution of the major fossil invertebrate phyla with disucssion of such general Mr. Andrews topics as functional morphology, origin of species higher taxa, ontogeny and phylogeny, and 202 (1) Mineralogy and Introduction to crystallography; systematic study animal size and shape relationships. Laboratory. of the rock-forming minerals. Emphasis on Prerequisite: 200, or permission of the instructor. geochemical relationships including bonding, solid Mr. Andrews solution series, and mineral structure. Introduction Not offered in 1983-84. to optical mineralogy. Laboratory. Prerequisite: 102 or permission of the instructor.

Mr. Besancon

206 (1)* Structural Geology Introduction to geometry and origin of rock struc- ture ranging from micro-textures and fabrics to large-scale folding and faulting. Emphasis on pro- cesses of rock deformation in terms of theoretical prediction and experimental findings. Laboratory and field trips. Prerequisite: 102 or permission of the instructor. Ms. Thompson

Not offered in 1983-84. 100

Geology

308 (2)* Plate Tectonics CROSS-LISTED COURSES An examination of the geological, paleontological, and geophysical arguments underlying the plate Extradepartmental 112 (2) tectonic theory of global dynamics. Topics to in- Evolution: Change Through Time

clude: historic controversy over continental drift, For description and prerequisite see evidence from the ocean basins leading to the Extradepartmental 112. concept of sea floor spreading, geophysical evidence for plate boundaries and plate motions, DIRECTIONS FOR ELECTION tectonic provinces associated with presently ac- tive plate boundaries, applications of plate theory In addition to eight units in geology, normally to in the interpretation of ancient tectonic provinces. include 200, 206, 304, and 309, the minimum Prerequisite: 102 and 206. major requires four units from other laboratory Ms. Thompson sciences, mathematics, or computer science. All four units may not be taken in the same depart- Not offered in 1983-84. ment. A student planning graduate work should note that most graduate geology departments nor- 309 Petrology (2) mally require two units each of chemistry, physics, Study of the origin and occurrence of igneous and and mathematics. Biology often may be substi- metamorphic rocks with particular reference to tuted if the student is interested in paleontology. modern geochemical investigations. Examination The department recommends that students and description of hand specimens and thin sec- majoring in geology take a geology field course, tions using the petrographic microscope. either 12.051 or 12.052 offered by MIT or a sum- Laboratory. mer geology field course offered by another Prerequisite: 202. college. Mr. Besancon

310 (2)* Geometries Statistical analysis of geologic data utilizing univariate, bivariate, and multivariate techniques. Development and application of FORTRAN com- puter programs for the solution of geologic prob- lems. Laboratory includes field mapping and scientific photography.

Prerequisite: 102 and one Grade II unit, or per- mission of the instructor.

Not offered in 1982-83. Mr. Andrews

Offered in 1983-84.

349 (2)* Seminar Normally a different topic each year.

Not offered in 1982-83.

The Staff

Offered in 1983-84.

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

370 (1-2) Thesis 2 to 4 Open only to honors candidates. 101

German

Professor: Assistant Professor: Goth (Chairman) Prather, Hansen Associate Professor: Ward

The language of the classroom in all courses is 102-103 (1-2) Intermediate almost exclusively German. The student thus has German 2 constant practice in hearing, speaking, and writing Review of grammar and practice in all language German. skills with special emphasis on idiomatic usage. First semester: thorough grammar review, prac- The department reserves the right to place a new tice in classroom and language laboratory, reading student in the course for which she seems best in contemporary culture. Second semester: exten- prepared regardless of the number of units she sive composition practice, readings in has offered for admission. German history and culture and modern literary texts, some By doing special reading during the summer and computer laboratory work. Three periods. To upon approval of the chairman, capable students receive credit and to fulfill the language require- in 100 have the opportunity to omit intermediate ment, students must take two semesters of work. level courses and proceed with 202. Prerequisite: one to two admission units and place- Upon recommendation of their instructor and ap- ment exam or 100. proval of the chairman, students may proceed The Staff from 1 01 or 1 02 to 1 05 or from 1 04 to 203 at mid- year. 104-105 (1-2) Studies in Language and Qualified students may be recommended to spend Literature 2 the junior year in Germany. See p. 40. Intermediate language study with emphasis on idiomatic usage, vocabulary building, and ex- 100 (1-2) Beginning German 2 pository writing. First semester: grammar review, An introduction which emphasizes German as it written and oral practice based on literary read- is spoken and written today. Extensive practice ings. Second semester: further training in analysis in all four skills: listening, speaking, reading and of fiction, poetry, and drama with emphasis on the writing. Weekly laboratory assignments with continued development of language skills. Three special emphasis on oral expression. Reading of periods. To receive credit and to fulfill the language short stories and poetry. Introduction to contem- requirement, students must take two semesters of porary life and culture in German speaking coun- work. tries. Four periods. Prerequisite: two to three admission units and Open only to students who do not present Ger- placement exam or, by permission of the depart- man for admission. ment, 100. Permission will be based on a high The Staff grade in 100. Ms. Goth 101 (1) Intensive Review German 2 intensive practice in listening comprehension, speaking and writing for students with previous knowledge of German. Thorough grammar review. Vocabulary building. Reading and tapes from the intermediate level. Five periods. Enter- ing students must take a placement exam. To

receive credit and to fulfill the language require- ment, students must proceed to 103, or with special permission, 105. Three units of credit are given after completion of 101-103 or 101-105 Mr. Hansen 102

German

202 (1) 203 (2) Introduction to German 207 (1) Twentieth-Century Literature: The Literature 1 or 2 Modern German Novel Interpretation of selected masterpieces. Short The late 19th and 20th century novel: Fontane, papers with emphasis on stylistics and grammar. Kafka, Hesse, Thomas Mann, Boll, Grass and First semester: from the Middle Ages to the En- others.

lightenment. Emphasis on the Reformation and Prerequisite: two Grade II units or by permission Baroque periods. Second semester: from the 18th- of the instructor. to the 20th-century. Texts by Lessing, Goethe, Not offered in 1982-83. Schiller, the Romantics and the Realists. Both Ms. Goth semesters are required for the major. Each semester may be taken independently. Three Offered in 1983-84. periods. 208 (2) Literature since 1945: Women and Prerequisite: three or more admission units and Women Authors in the Two Germanies placement exam, two units of intermediate level Discussion of the changing role of women in the German, or by permission of the department, 100. Federal Republic of Germany and the German Permission will be based on a high grade in 100 Democratic Republic through an analysis of and summer work. contrasting literary works by representative Mrs. Prather, Ms. Goth women writers from Anna Seghers and Ingeborg Bachmann to Sarah Kirsch and Gabriele 205 (1) Studies in Romanticism: Literary Wohmann. The image of women in literature con- and Folk Fairy Tales sidered within a political/historical context. Atten- The "Kunstmarchen" of the Romantic epoch and tion will also be given to recent trends in literary its relationship to the folk "Marchen" (Grimm, criticism, including feminist and Marxist Anderson, Perrault) and to myth. Religious, social approaches. and psychological patterns. Psychoanalytical Prerequisite: one Grade II unit. interpretations of the fairy tale: Freud, Jung, Bettel- heim, Fromm. Ms. Ward Prerequisite: 202, 203 or by permission of the 210 (2) Theatre in Germany instructor. German drama theory and practice from the Mid- Not offered in 1982-83. dle Ages to the present, with attention to theatrical Ms. Goth as well as textual issues. Extensive use of tapes. The course will culminate in the staging of a one- Literature: 206 (1) Nineteenth-Century act play or portion of a longer drama chosen by Women from Romanticism to Realism the class. Romanticism and Realism with special emphasis Prerequisite: one Grade 11 unit. on key women of the period; their interaction with Not offered in 1982-83. Goethe, the Romantic School and their activities in literature and politics of the Vormarz and into Ms. Ward the late 19th century. The rediscovery of these 225 Clashing Myths in German Culture women by contemporary women authors. (2) (in English) Caroline Schlegel-Schelling, Dorothea Schlegel, Mythology from the Classical and Norse Traditions Karoline von Gunderrode, Bettina von Arnim, as a subject of inquiry in modern German thought Rahel Varnhagen, Fanny Lewald, Annette von and as thematic material in opera, literature, Droste-Hulshoff and others. Letters, journals, philosophy, psychology, and social thought. In- diaries, the salon, as well as novels, novelle and cludes theories of myth, some classical myths, a poetry will be examined. study of specific Norse Myths, myth in Wagner, Prerequisite: 202 and 203. Nietzsche, Hofmannsthal, Freud, Jung, Hesse, Ms. Ward Alfred Rosenberg, and Thomas Mann. Course will include listening to two German operas. All texts read in English.

Open to all students. Mr. Hansen ,

103

German

230 (2) Contemporary Language and 350 (1) (2) Research or Individual Culture in German-Speaking Countries Study 1 or 2 Development of advanced German language skills Open by permission to juniors and seniors. with emphasis on idiomatic communication, both 370 (2) Thesis 2 to 4 oral and written. Readings will explore current (1) Open only to honors candidates. cultural issues and form the basis of class discus- sions and outside activities. Required of majors whose native language is not CROSS-LISTED COURSES German.

Prerequisite: one Grade 11 unit. Music 210 (1) The Romantic Era Mr. Hansen Topic for 1982-83: Richard Wagner's The Ring of the Nibelungen 304 (2) Goethe For description and prerequisite see Music 210. An introduction to the Goethe-era through study and performance of his dramas from Gotz von Berlichlngen to Faust. The Storm and Stress and DIRECTIONS FOR ELECTION classical periods. Course 100 is counted toward the degree but not Prerequisite: 202-203 or by permission of the toward the major. Intermediate level courses (101 instructor.

102-103, 104-105) are considered as Grade I Not offered in 1982-83. courses and are not ordinarily counted toward the Ms. Ward major. Students who begin with 100 and who wish to major in German should consult the department 305 (2) Reading in Eighteentli-Century in order to obtain permission to omit the in- Literature termediate level and take 202-203. Students who Emphasis on writers of the Enlightenment and the begin with intermediate level work and wish to Storm and Stress movement: Gottsched, Lessing, major may be encouraged at mid-year to advance Herder, Burger, Goethe, Schiller. Particular em- from 101 or 102 to 105 and from 104 to 203. phasis on drama. Students intending to major in the department are Prerequisite: two Grade II units or by permission required to take 202-203, 304 or 305 offered in of the instructor. alternate years, 230, and at least one seminar. Mrs. Prather It is strongly recommended that the major include

a distribution by approach; that is, at least one 310 (1) Studies in Poetry period, genre and one single-author course, Study of themes, techniques, and historical one background. The development of German poetry and that there be three Grade III units. from the Baroque to modern times. Close study Courses in art, music, philosophy, English, of key poems by Gryphius, Goethe, Novalis, Rilke, literature courses in other foreign language depart- Brecht, Celan and others. ments, and History 244 are recommended. Prerequisite: 202-203 or by permission of the instructor.

Not offered in 1982-83. Ms. Goth

349 (1) Seminar. Goethe's Faust

Intensive study of Urfast and Faust, parts I and II.

Prerequisite: one Grade 111 unit or by permission of the instructor. Ms. Goth 104

Greek and Latin

Professor: Assistant Professor: Lefkowitz (Chairman), Geffcken Engels'^, Rash, Starr ^, Poliakoff, Browning Associate Professor: Marvin ^

Courses on the original languages are conducted 201 (1) Plato in English and encourage close analysis of the Apology, Crito, and selections from the Phaedo. ancient texts, with emphasis on their literary and Socrates in Plato and in other ancient sources, his historical values. position in the development of Greek thought. The dialogue form, the historical context. Selected The departments reserve the right to place a new readings in translation from Plato, Xenophon, the student in the course for which she seems best comic poets, and other ancient authors. Three prepared regardless of the number of units she periods. has offered for admission. Prerequisite: 102 and 103, or two admission units Qualified students are encouraged to spend a in Greek, or exemption examination. semester, usually in the junior year, at the Inter- Mrs. Lefkowitz collegiate Center for Classical Studies in Rome. See Directions for Election. 203 (2)* Greek Drama in Translation Intensive study of tragedies of Aeschylus, Greek Sophocles, and Euripides, in English translation. The survival in literary form of primitive ritual; the 102 (1) Beginning Greek development of new mythic patterns on ancient An introduction to Ancient Greek, stressing rapid models. The role of contemporary psychoanalytic reading and Greek as an example of a highly theory in evaluating the social function and struc- inflected Indo-European language. Four periods. ture of drama. Open to students who do not present Greek for Open to all students.

admission. Not offered in 1982-83. Mr. Poliakoff 205 (2) Homer's Iliad 103 (2) Intermediate Greek Study of selected books in Greek with emphasis Further development of Greek reading and on the oral style of early epic; reading of the rest language skills. Three periods. of the poem in translation; the archaeological Prerequisite: 102 or equivalent. background of the period. Three periods. 201, Ms. Browning Prerequisite: Mr. Poliakoff 104 (1) Classical Mythology The more important classical myths read in English 252 (2)* Women in Antiquity translations of Greek and Latin authors; their The role of women in Greek and Roman societies; religious origins; their expression in ancient the influence of ancient values on present-day

literature and art; their later influence. attitudes. Readings from historical, medical, legal,

Open to all students. and religious documents; consideration of arch- aeological evidence. Comparison of relevant Mrs. Lefkowitz materials from other periods and cultures.

Open to all students. Mrs. Lefkowitz 105

Greek and Latin

302 (2)* Aeschylus and Sophocles 328 (2)* Imperialism and Democracy in Drama as expression of man's conflict with forces Periclean Athens beyond his control; the use of mythology to The relationship between Athenian democracy describe the conflict between human institutions and Athenian imperialism. To what extent was and the natural world; innovations in language, each necessary for the existence of the other? The metaphor, and metre. Reading of one drama by conflict between "Golden Age" ideals and the each author in Greek, others in English. economic, military, and political realities of 5th- Prerequisite: 205. century society. Readings in translation from Herodotus, Thucydides, Aristophanes, Greek Ms. Browning tragedians and philosophers, and inscriptions 303 (1)* Herodotus (laws, decrees, Athenian tribute lists). Prerequisite: A study of Herodotus and the origins of the History 150, 230, or permission of the instructor. Western historical tradition, focusing on his theory Mr. Rash of history and his place in the intellectual world of 5th century Athens. Herodotus' perception of the 349 (1) (2) Seminar 1 or 2 war between Greece and Persia as a conflict of First semester: The Hellenistic Age. The social and liberal and absolutist political institutions and intellectual climate of third century Alexandria. The values; Herodotus and the origin of the concept rejection of traditional values in new literary forms; of political freedom. the invention of professional scholarship; the Prerequisite: 205. deliberate cultivation of obscurity. Reading from Theocritus, the Greek Anthology, Apollonius of Mr. Engels Rhodes, Callimachus, and of prose biographies 304 (1)* Euripides and commentaries based on Alexandrian sources. Euripides' exposition of current problems in tradi- Second semester: Greek Lyric Poetry. The devel- tional narrative framework; his development of opment of poetic forms and vocabulary to express dramatic form; his exploration of human and individual emotion or communal response. The political motivation. Reading of two or three plays reevaluation of epic tradition in terms of contem- in Greek, others in English. porary experience. Reading from Sappho, Prerequisite: 205. Simonides, Pindar, and Bacchylides, and of choral odes from Aeschylus. Not offered in 1982-83. Prerequisite: 205 Mrs. Lefkowitz Mr. Pollakoff (1), Mrs. Lefkowitz (2) Offered in 1983-84. 350 (1) (2) Research or Individual 305 (2)* Thucydides Study 1 or 2 impressions of the political conflicts Contemporary Open to seniors by permission. confronting the state in the late 5th century B.C. Imperialism and the causes of the Peloponnesian 370 (1-2) Thesis 2 to 4 War; the flaws in Athenian democracy and the in- Open only to honors candidates who choose to fluence of Sophistic argumentation. The attempt do honors research. For alternate honors program to formulate a scientific approach to history and see Directions for Election. the rejection of earlier models; the creation of a new prose style. Reading in Greek of selections from Thucydides. CROSS-LISTED COURSES Prerequisite: 205. Extradepartmental 243 (1)* Not offered in 1982-83. Roman Law Mr. Engels For description and prerequisite see Extradepartmental 243. Offered in 1983-84.

Extradepartmental 244 (2) Sport and Ancient Society For description and prerequisite see Extradepartmental 244. 106

Greek and Latin

Extradepartmental 246 (2)* 200 (1) Introduction to Vergil's Aeneid Ancient Medicine Study of the poem with selections from Books For description and prerequisite see l-VI in Latin. Three periods. Extradepartmental 246. Prerequisite: Latin 101 or 102, or three admission units in Latin not including Vergil, or exemption Extradepartmental 251 (1)* examination. Ancient Science Ma. Poliakoff For description and prerequisite see Extradepartmental 251. 201 (2) Latin Comedy Study of selected plays of Plautus and Terence History 150 (2)c in the light of ancient and modern theories of the Early Greece comic. Reading of two plays in Latin, others in For description and prerequisite see English. Three periods. History 150 (2)c. Prerequisite: Latin 200, or three admission units History 229 (2)* in Latin. Alexander the Great and the Hellenistic World /W/ss Geffcken For description and prerequisite see History 229. 207 (2) Medieval Latin The interaction of Christian values and classical History 230 (2)* modes of thought in literature from 374 to 1374 Greek History from the Bronze Age to the Death A.D. Selected readings from prose and poetry. of Philip II of Macedon Three periods. For description and prerequisite see Prerequisite: 200 or 201 or the equivalent, or per- History 230. mission of the instructor.

History 231 (1)* Mr Rash History of Rome 221 (1) Catullus and Horace For description and prerequisite see The evolution of Latin poetic style during the last History 231. years of the Republic and the Augustan Age. Readings from the short poems of Catullus and Religion 207 (1) New Testament Greek the Odes of Horace. Prerequisite: four admission units in Latin For description and prerequisite see or three including Religion 207. Vergil or 200 or 207. Not open to students who have taken [202] or [203]. Mr. Rash Latin 222 (2) Ovid and Petronius 100 (1) Beginning Latin Narrative art in poetry and prose: Ovid's treatment Fundamentals of the Latin language. Readings of human psychology in selections from the from classical and medieval texts. t\/letamorphoses and from his other works, Four periods. Petronius' use of comic technique in the Satyricon. Open to students who do not present Latin for ad- Prerequisite: same as for 221 . Open to students mission, or by permission of the instructor. who have taken [202] or [203]. The Staff Miss Geffcken

101 (2) Intermediate Latin 249 (1) Selected Topics Development of reading skills through intensive Topic for 1982-83: Lucretius, De rerum natura. study of classical authors. Three periods. Lucretius' re-creation in poetic form of the Prerequisite: 100. Epicurean view of human experience. The Staff Prerequisite: 221 or 222 or [202] or [203] or an AP Latin score of 5, or permission of the instructor. 102 (2) Intensive Review Miss Geffcken Survey of grammar and syntax; reading from classical Latin authors. Four periods. Prerequisite: two admission units in Latin or per- mission of the instructor. Ms. Browning 107

Greek and Latin

302 (2) Vergil's Aeneid CROSS-LISTED COURSES The artistic achievement of Vergil in the light of (1)** earlier literature, especially Homer and Ennius; Extradepartmental 243 Vergil's view of man and the destiny of Rome. Roman Law Prerequisite: 249 or permission of the instructor. For description and prerequisite see Extradepartmental 243. Miss Geffcken Extradepartmental 244 (2)** 308 (1)* The Struggle for Power in the Sport and Ancient Society Late Republic For description and prerequisite see The events, life, and thought of the late Republic Extradepartmental 244. in the letters of Cicero and in the historical writings of Caesar and Sallust. Extradepartmental 246 (2) Prerequisite: 249. Ancient Medicine Not offered in 1982-83. For description and prerequisite see Extradepartmental 246. Mr. Starr

Offered in 1983-84. Extradepartmental 251 (1) Ancient Science 309 (2)* Livy For description and prerequisite see vision of Rome, his use of sources, historical Livy's Extradepartmental 251. judgment, and literary techniques. Readings from War. selections on early Rome and the Hannibalic Greek 104 (1) Prerequisite: 249. Classical Mythology

Not offered in 1982-83. For description and prerequisite see Greek 104. Mr. Starr

Offered in 1983-84. Greek 252 (2) Women in Antiquity of 316 (1)* The Effects Power and For description and prerequisite see Authority in the Empire Greek 252. How Tacitus and Juvenal understood the Roman Empire. Tacitus' career and its effect on his ap- Greek 328 (2)* proach to history: his literary techniques. Juvenal's Problems in Ancient History and Historiography picture of the debasement of Roman society and For description and prerequisite see life. Greek 328. Prerequisite: 249. History 231 (1)* Mr. Rash History of Rome 349 (2)* Satire For description and prerequisite see History 231. The origin and development of satire: its social function and characteristic diction; its influence on History 331 (1)* historical writing, didactic literature, and literary Seminar. Roman History criticism. For description and prerequisite see Prerequisite: same as 249. History 331. Mr. Poliakoff

350 (1) (2) Research or Individual DIRECTIONS FOR ELECTION Study 1 or 2

Open to seniors by permission. To fulfill the distribution requirement in Group A, students may elect any courses in Greek or Latin 2 to 4 370 (1-2) Thesis except Greek 252, 328; History 150, 229, 230, Open only to honors candidates who choose to (these 231 , 360; Extradepartmental 244, 246, 251 , do honors research. For alternate honors program courses may be elected to fulfill the requirement see Directions for Election. in Group B). The following may not be counted toward the major in Greek or Latin: Extradepart-

mental 244, 246, 251 ; Greek 203, 228, 252, 254, 328; Greek/Latin 104; History 229, 230, 150, 231, 331. 108

Greek and Latin

All students majoring in Greek must complete four The departments offer a choice of two plans for

units of Grade III work. the Honors Program. Plan A (Honors Research, see 370 above, carrying two to four units of credit) All students majoring in Latin are required to com- provides the candidate with opportunity for plete 302 and at least two units of the following: research on a special topic and the writing of a 308, 309, 316, 317. long paper or several shorter papers. Plan B pro- Latin students who offer an AP Latin score of 5 vides an opportunity for the candidate to show should elect 249; an AP score of 4 normally leads through examinations at the end of her senior year to 221. that she has acquired a superior grasp, not only Students majoring in Greek or Latin are advised of a basic core of texts, but also of additional to elect some work in the other language. It should reading beyond course requirements. Plan B car- be noted that work in both Greek and Latin is ries no course credit, but where appropriate, essential for graduate studies in the classics. students may elect a unit of 350 to prepare a included Courses in ancient history, ancient art, ancient special author or project which would be philosophy, and classical mythology are recom- in the Honors examinations. mended as valuable related work. Students in- Honors candidates who are Classical Civilization terested in a major in Classical and Near Eastern majors should elect Plan B. Archaeology are referred to p. 189 where the pro- The College is a member of the Intercollegiate gram IS described. Center for Classical Studies in Rome, a program Students who wish to focus a classical major on for American undergraduates in classical lan- ancient civilization can plan with the department guages, ancient history and topography, archae- an appropriate sequence of courses, which should ology and art history. Majors, especially those in- include work in art, history, philosophy, and terested in Roman studies, are urged to plan their literature. Such a program should always contain programs so as to include a semester at the Center at least four units of work in the original language. in the junior year. Basic knowledge of French or German is recom- mended. For details on the Classical Civilization

major, see p. 189. 109

History

Professor: Assistant Professor: Auerbach (Chairman), Cohen, Cox, Preyer^\ Knudsen, Engels'^^, Saad'^, Gouda, Fitzpatrick, Robinson Dyer Associate Professor: Instructor: Jones, Tumarkin Wilson

100 (1) (2) Medieval and Early Modern and the Middle East, to India, China and the Far European History East. Discussion of the delineation of world cultures A study of the nnajor ideas and institutions that have from ancient to post medieval times. Concludes shaped Western civilizations from the "grandeur with a survey of the Western expansion, from the that was Rome" to the Age of the Renaissance and age of exploration to imperialism, and the Reformation. Emphasis upon the different responses of various societies to the rise of "lifestyles" of successive Western societies and globalism in the modern era. upon the processes of social change in the history Open to all students. Introduction to the of Western Europe. techniques Not offered in 1982-83. of historical analysis and to problems in the inter- pretation of historical evidence through extensive 150 (1) (2) Colloquia use of original sources. For directions for applying see p. 47. Open by per-

Open to all students. mission to a limited number of freshman and applicants. Mr. Cox, Ms. Dyer sophomore

(1) 101 (1) (2) Modern European History 1 a. The Southern Confederacy An introduction to European history from 1600 to the present, designed to aid the student m for- An examination of the various forces that shaped, mulating historical judgments about the divided, and ultimately led to the defeat of the Con- significance of representative institutions, the scien- federate States of America, with special emphasis tific revolution, the Enlightenment, the French on racial, class, and political conflict within the new Revolution, industrialization, imperialism, world nation. wars, totalitarianism. Not offered in 1982-83. Open to all students. Ms. Jones Ms. Tumarkin. Mr. Knudsen. Ms. Gouda d. Henry Vlll: Wives and Policy

102 (1) The American Experience A study of the relationship between Henry's

An introduction to the social, cultural, political, and matrimonial ventures (all six) and issues of economic forces that have shaped American domestic and foreign policy during his reign. The history, including colonization, slavery, immigra- colloquium will be structured around the BBC tion, civil conflict, industrialization, and international television series (6 films, 90 minutes each) called relations. "The Six Wives of Henry Vlll." Recent scholarly Open to all students. Principally for those who have works, including biographies where possible, and not had a survey course in American history in 16th-century sources will provide historical junior or senior year of high school. materials for comparison with and contrast to the Ms. Fitzpatrick dramatic presentations.

Not offered in 1982-83. 103 (1) Introduction to Non-Western History Mrs. Robinson An introduction to world history focusing ap- preciably on non-Western societies and civiliza- tions. Deals with common themes in the origins and evolution of civilization from Europe, Africa 110

History

e. China in Outside Perspective 222 (1) Classical and Early Medieval Can another people's historical or cultural ex- Intellectual History A history of perience be understood in its own terms by an out- Western thought from its pre-Socratic sider? Or does the outsider's outsideness place origins to Boethius. Emphasis will be placed on definite limits upon cross-cultural understanding? the living issues of thought in the pre-Socratics, Many westerners who went to China in the 20th Plato, Aristotle, the Stoic and Epicurean century stayed for long periods, became deeply philosophers, the Bible and the Church Fathers, engaged in the revolutionary changes that were among others. taking place, and then wrote accounts (often highly Open to freshmen and sophomores who have personal) of their experiences. What we can learn taken 100 or related work in literature or from these accounts about China- and what the philosophy, and to juniors and seniors without accounts tell us about the outsiders themselves prerequisite.

(many of them Americans) -will be the central Not offered in 1982-83,

problem explored in this course. Readings will be Mrs. Chaplin drawn from autobiography, fiction, personal

memoirs, and journalism. 223 (2) Science and Medicine from the Mr. Cohen Middle Ages to the Scientific Revolution A survey of developments in science and medicine

(2) between 500 and 1 700. The course will trace the c. Early Greece classical tradition in natural philosophy inherited

A study of the formation of the Western cultural from Antiquity, its transformation in the high Mid- tradition in Greece from the Bronze Age to 500 dle Ages, and the emergence of new explanatory B.C. The course will emphasize the development systems during the 16th and 17th centuries. of fundamental innovations such as rational Authors to be read include Albertus Magnus, thought, the belief in natural law, and systems of Oresme, Leonardo, Paracelsus, Copernicus, government based on the consent of the gov- Vesalius, Francis Bacon, Galileo, Harvey, erned. Other topics will include the Minoan and Descartes, and Newton. Mycenaean civilizations, the problem of the Dorian Prerequisite: same as for 232. Not open to invasion and the Greek Dark Ages, religion, students who have taken 258. society, the formation of city states, and coloni- Ms. Dyer zation. 229 (2)* Alexander the Great and the Mr. Rash Hellenistic World h. Richard The Lion-Hearted in History and The course will survey the achievements of Alex- Legend ander and the culture of the new world he created.

An introduction to the great issues of life and death, The personality and career of Alexander will be love and war, politics and religion during the se- examined as well as the innovations he introduc-

cond half of the 1 2th century in England, France, ed into the Western world: new concepts of and the "kingdoms beyond the Sea" through a kingship, political organization, and the notion of study of the life and career of one of medieval brotherhood between diverse ethnic groups. The Europe's most famous figures. rich diversity of the Hellenistic world will also be Mr. Cox surveyed: trade with India and China, religious syn- cretism, the spread of oriental religions into the I. Karl Marx in His Times Mediterranean world, and the achievements of Critical introduction to the life, writings, and ac- Hellenistic science which formed the foundation tivities of Karl Marx in the setting of German and for the future development of the Western scien-

European history. Problems to be considered: tific tradition.

Marx as young Hegelian; life within the exile com- Open to all students. munities of Paris, Brussels, and London; Marx in Not offered in 1982-83. the revolutions of 1 848; the critique of capitalism; Mr. Engels the friendship with Friedrich Engels; exile in Vic- torian England; Marx in the Second International; Marxism in the European labor movement; revi-

sionism before World War I; Marx and Lenin. Mr. Knudsen 111

History

230 (2)* Greek History from the Bronze 233 (1) Renaissance Italy

Age to the Death of Philip II of Macedon Italian history and culture from the age of Petrarch A survey emphasizing the relationships between and Boccaccio to the age of Michelangelo and the patterns of Greek culture, the origins of the Machiavelli. The new urban civilization of late Western intellectual tradition, and the development medieval Italy as a background to the develop- of constitutional forms of government culminating ments in art, literature, and philosophy of the

in the formulation of democracy in Athens. Other Renaissance. Topics to be discussed include the topics will include Greek religion, society, commercial revolution, the impact of the economy, and the failure of Athenian democracy Black Death, republicanism and the growth of

in its conflicts with Sparta and Macedon. civic humanism, patronage and art, the rise of the

Open to all students. court, theories of princely power, and Counter- Reformation culture. Not offered in 1982-83. Prerequisite: same as for 232. 231 (1)* History of Rome Ms. Dyer An introduction focusing on Rome's cultural

development from its origins as a small city state 234 (1) Renaissance and Reformation in

in the 8th century B.C. to its rule over a vast em- Western Europe pire extending from Scotland to Iraq. Topics for The development of culture and society between discussion will include the Etruscan influence on 1300 and 1600. The course will concentrate on the formation of early Rome, the causes of Roman the intellectual movements of the Renaissance and expansion throughout the Mediterranean during Reformation period: humanism, neoplatonism, the Republic, and the Hellenization of Roman scholasticism, mysticism, scepticism, and reforma- society. Also, the urbanization and Romanization tion thought. Reading will consist largely of primary of Western Europe, the spread of mystery sources, including works by Dante, Petrarch, Pico, religions, the persecution and expansion of Chris- Erasmus, Machiavelli, Luther, Calvin, Loyola, tianity, and the economy and society of the Em- Montaigne. pire will be examined. Open to all students.

all students. Open to Not offered in 1982-83. Mr. Engels Ms. Dyer

232 (2) The Medieval World, 1000 to 1300 235 (2) Medieval and Early Modern An introduction to the history and culture of Europe European Intellectual History, 400 to 1600 during the High Middle Ages, for students in- A survey in the history of ideas from Augustine to in art, literature philosophy well terested and as Francis Bacon. Themes to be studied: the dignity as history. The attempt to create a Christian com- of man, the freedom of the will, man and nature, will together with its ef- monwealth be examined, man and God. Reading largely from primary fects upon feudal monarchy, knights and chivalry, sources, including Augustine, Boethius, Anselm, peasants, townsmen and students. Life in castles, Abelard, Bonaventure, Aquinas, Ockham. manors, in villages towns will seen in on and be Prerequisite: same as for 232. relation to political, religious and social ideas as Not offered in 1982-83. expressed in contemporary sources, including art and literature. Ms. Dyer Open to qualified freshmen and sophomores (see 236 (2)* The Emergence of Modern Directions for Election) and to juniors and seniors European Culture: The Seventeenth and without prerequisite. Eighteenth Centuries Not offered in 1982-83. A comparative survey of Enlightenment culture in Mr. Cox England, France, and the Germanies. Topics to be considered include skepticism, the scientific

revolution, classicism in art, the formation of liberal society, the differing social structure of intellectual

life. The approach is synthetic, stressing the links between philosophy, political theory, art, and their historical context. Among the authors: Locke, Hume, Voltaire, Diderot, Rousseau, Lessing, Kant, Goethe. Prerequisite: same as for 232. Mr Knudsen 112

History

237 (1)* Modem European Culture: The 242 (1) The Age of Louis XIV in France Nineteenth and Twentieth Centuries The history and culture of France, 1600-1715. Ab- A survey of European culture from thie French solute monarchy and the palace-city of Versailles,

Revolution to the post-World War II period -from both as techniques of government and as expres- idealism to existentialism in philosophy, from sions of political, religious and aesthetic ideals will romanticism to modernism in art and literature. As be studied against the background of crisis,

with 236, emphasis is placed on the social and rebellion and war during the first half-century. The

historical context of cultural life. Among the art, architecture, drama and literature of the authors: Wordsworth, Hegel, Marx, Mill, Nietzsche, "Classical Age" will complete this picture of the Freud, Merleau-Ponty. France that became the wonder and the terror of

Prerequisite: same as for 232. Its time. Prerequisite: same as for 232. Not offered in 1982-83. Mr. Knudsen Mr. Cox

243 (2) The Enlightenment, the French 238 (1) English History: 1066 and All That Revolution, and Napoleon From the coming of the Anglo-Saxons through the The history and culture of France, 1715-1815. coming of Henry Tudor. This survey will study Monarchical splendor, lordly pleasures, the new some of the traditional heroes and villains, such urban culture, and the pursuit of happiness and as Alfred the Great, William the Conqueror, reform, in art, architecture letters dur- Richard the Third; church and churchmen, such as seen and ing the Age of Voltaire and Rousseau. Analysis of as Bede, Becket, and Beaufort; developments into the and events of the Revolution, the ef- and away from feudal monarchy; aspects of causes fort to create a Republic of Virtue, the rise of sociopolitical history, including baronial and peas- Napoleon and the creation of the Napoleonic Em- ant uprisings; and selected cultural achievements. pire. Napoleon himself will be studied as one of Open to qualified freshmen and sophomores (see the more fascinating and enigmatic phenomena Directions for Election), to sophomores who have in modern European history. taken 100 or are concentrating in English literature, Prerequisite: same as for 232. and to juniors and seniors without prerequisite. Mrs. Robinson Mr. Cox 244 Modern Germany 239 (2) English History: Tudors and (1) Stuarts Beginning with the revolution of 1848, an examina- politics, society, culture the The 16th and 17th centuries, emphasizing the tion of German and to

post-World II period. Special emphasis on unique aspects of the English Reformation, War Bismarck and the founding of the German Empire; Elizabethan achievements and failings, and the

collapse in I; multiple revolutions or alleged revolutions of the the Empire's crisis and World War the formation of the Weimar Republic; and the 17th century. Special attention to exploring the emergence of Nazism and the Third Reich. The controversies among historians in explaining and will explore the response to interpreting these transforming developments. task be to German problems shared throughout Western Europe. Prerequisite: same as for 238. Prerequisite: same as for 232. Mrs. Robinson Mr. Knudsen 240 (1) English History: Victorians and Edwardians 245 (1) History of Modern France, The 19th and early 20th centuries, emphasizing 1815-Present Starting with the restoration of the monarchy this the interplay of individuals and groups confronted course will explore the interaction between the with historically unprecedented changes in their revolutionary tradition and reactionary factions in material and intellectual world. Exploration of the French politics, the eruption of revolution in 1830 transformation of a basically agrarian, hierarchical, and 1848, the in 1870 and the traditional society into an industrial, class-divided, Commune politicized labor and secular world power. emergence of a movement its connections to international Marxism, and in the Open to qualified freshmen and sophomores (see 20th century attention will be devoted to the fate Directions for Election), to students who have taken

of France during World War I, the United Front 101 or 239, to sophomores concentrating in in the inter-war years, and political alignments dur- English literature, and to juniors and seniors

II; takeoff in the without prerequisite. ing World War France's economic postwar era, the Algerian crisis, and the student Mrs. Robinson protests of the 1960s. Prerequisite: same as for 232. Ms. Gouda 113

History

246 (2) Medieval and Imperial Russia 252 (2) The United States in the A study of the social, political, economic, and Nineteenth Century cultural development of Russia from the medieval An introduction to the century of the Industrial period to the mid-19th century. Particular con- Revolution; westward expansion; maturation of the sideration is given to the rise of absolutism, the southern slave economy; civil war; and the first enserfment of the peasantry, and the impact upon organized efforts of Afro-Americans, women, and Russia of successive foreign cultures- Byzantium, workers to achieve full political and economic the Mongol Empire, and the West. rights. Open to sophomores, juniors, and seniors without Prerequisite: same as for 246. prerequisite. Ms. Jones Not offered m 1982-83. 253 (2) The United States in the Twentieth Ms. Tumarkin Century Selected 20th-century issues and problems, with 247 (1) Modern Russia and the Soviet Union emphasis on the responses of Americans and their One hundred years of reform, revolution, and reac- institutions to social change. Prerequisite: for tion. Late Imperial Russia, the Revolution of 1917, same as 246. and the creation of a Soviet state under Lenin and Mr. Auerbach

Stalin. Special emphasis is placed on the Russian Revolution and on continuity and change under 257 (2) Women in American History Soviet rule. A survey of women in American history, from the Prerequisite: same as for 246. colonial period to the present, focusing on the family, education, patterns of paid and unpaid Ms. Tumarkin labor, creative women, images of women in the popular media, rights, feminism. 248 (1) Europe in the Twentieth Century women's and An interpretative study of modern Europe em- Special emphasis on class, ethnic, racial, and phasizing social change and the development of religious differences among American women, as well their new modes of thought and expression. Topics in- as common experiences. clude: communism, fascism, nationalism; Freud; Open to all students, except those who have taken changing artistic and intellectual perceptions; the [155]. mass media. Ms. Jones Prerequisite: same as for 246. 259 American Labor History Ms. Tumarkin (1) The history of the American worker from the colonial period to 250 (1) The First Frontier the present. The experience of The adaptation of the English, Europeans, and working men and women will be studied along with Africans to the alien environment of North America the broader relationship between labor and the will in the 17th century. Analysis of the formation of state. Special emphasis be placed on the colonial settlements, problems of survival and impact of industrialization, religion and the work- leadership, relations with Indian cultures, the crea- ing class, labor unrest, the growth of organized labor, conflict within tion of new societies in the New World. and change the labor Open to sophomores, juniors, and seniors without movement. prerequisite. Open to sophomores, juniors, and seniors without prerequisite. Not offered in 1982-83. Ms. Fitzpatrick Mrs. Preyer

260 (1)* History of Latin America 251 (2) The United States in the The political, social, economic, and cultural evolu- Eighteenth Century tion of the Latin American world from colonial days The transformation of society, culture, and politics to the present. Emphasis on colonial institutions in the era of the American Revolution, 1750-1820. and their relations to historical developments in the Open to sophomores, juniors, and seniors without Iberian peninsula and on the fundamental prob- prerequisite. lems, especially in certain key countries, of modern Mrs. Preyer and contemporary Latin America. Open to qualified freshmen and sophomores (see Directions for Election), to sophomores who have had a course in history or art history, and to juniors and seniors without prerequisite. Ms. Roses 114

History

261 (1)* History of Spain 270 (2) The Middle East in the Twentieth From the epic struggle between Moors and Chris- Century tians for the control of the Iberian peninsula, The history of the Middle East in the 20th century

through the centuries of Imperial Spam, to modern is largely the history of state formation. This course

Spain with its split between liberals and conser- focuses on the dash of imperialism and national- vatives, a split which explodes into the apocalyp- ism which shaped the Middle Eastern states and

tic Civil War of 1 936-39, the history of Spain is ex- continues to influence their development. Topics plored through readings, lectures, and discus- include the failure of liberalism, the waning of sions. The course ends with the study of the British and French hegemony, the rise of U.S. and Franco dictatorship (1939-75) and post-Franco Soviet interests, radical nationalist ideology, the

Spain. Arab-Israeli conflict, the military in politics, oil, the Prerequisite: same as for 260. Iranian revolution, and the Islamic resurgence.

to all students. Not offered in 1982-83. Open Ms. Roses Ms. Wilson 271 Japanese History 267 (2) African Historical Traditions (2) Japanese history from earliest times to present, This course seeks to illustrate the richness of focusing on modern period (since 1600). Special cultural historical traditions in Africa. Considera- consideration given to cross-cultural comparison tion of various kingdoms, from Yorubaland in West (Japanese and European feudalism, Japanese Africa to Ethiopia in East Africa to Great Zimbabwe and Chinese responses to encounters with the in southern Africa. Discussion of art, architecture, modern West), factors contributing to Japan's rapid literature, religion and belief systems. Special em- economic growth in the 19th century and the phasis on the evolution of social, political and ultranationalism militarism in spiritual culture and on the modes of transmission development of and the 20th, cultural intellectual trends. World War of culture from medieval to modern times. and

II and the postwar recovery, problems faced by Open to all students. Japan in the future. Not offered in 1982-83. Open to ail students.

268 (2) Africa in the Modern World Mr. Cohen Modern history of Africa from the mid- 19th cen- tury to the present. Analyzes the origins, growth 275 (1) Late Imperial Chinese History After brief survey of earlier developments in and breakdown of colonialism with emphasis on a Chinese history, the course will focus on the period traditionalist and modernist African responses. Ex- late Ming 1 to the eve of the revolu- amines the rise of nationalist and liberation from (ca. 600)

tion of 191 1 . Emphasis will placed on both in- movements and the emergence of new states. be ternal external of the grow- Discussion of post-independence problems and and sources change: ing commercialization of Chinese society, un- special attention to the current crisis in southern population expansion, the doubling Africa. precedented of the size of the Chinese empire in the 1 8th cen- Open to all students. tury, indigenous intellectual and cultural Not offered in 1982-83. developments, the politicai-economic-inteliectual impact of the West and the progressive breakdown 269 (2) History of the Islamic World of Chinese society and polity in the 19th century. History of the Middle East from the rise of Islam Open to all students. to World War I. The first half of this course (600-1300) surveys the classical age of Islamic Mr. Cohen civilization and the early Islamic dynasties. Topics China in Revolution include: the rise and spread of Islam, the develop- 276 (2) An introduction to the revolutionary changes that ment of social and political institutions, the rela- have swept China in the 20th century. Among tionship of religion to state, and Islamic science topics covered: the revolution of 191 1 and and philosophy. The second half of the course to be its meaning; warlordism and the militarization of (1300-1914) concentrates on the later islamic Chinese politics; May Fourth cultural, inteilectuai, states (Ottoman, Safavid, and Mughal) and their literary currents; Jiang Kaishek and the interaction with Europe. Special emphasis on the and Guomindang; Mao Zedong and the early history Ottoman Empire as the background to the Mid- of the Communist movement; social and economic dle East in the 20th century. changes; World War 11; the Communist triumph in Open to all students. 1 949 and major developments of the last 30 years; Ms. Wilson future problems.

Open to all students. Mr. Cohen 115

History

280 (2) Imperialism and the Third World Rights, the crisis in the nation's cities, the evolu- Analyzes the economic and political causes of the tion of America's involvement in Vietnam and the expansion of Europe and the United States into impact of the war at home will be stressed. Africa, Asia, the Middle East, and Latin America Open to juniors and seniors.

since the mid-19th century. Examines the Ms. Fitzpatrick characteristics and consequences of imperialism and dependency in these areas of the world today. 329 (1) Labor and Working Class Culture Open to all students without prerequisite. in Modern Europe comparative history of Not offered in 1982-83. A various European nations; among them France, England, the Low Countries, 284 (1) History of the Middle East and Germany since the beginning of industrializa- A study of the rise of the modern Middle Eastern tion. While the French Revolution changed the

states against the background of the disintegra- nature of political authority, industrialization, as it tion of the Ottoman Empire. Focus will be on a first occurred in England during the 18th century, series of important transformations, such as the revolutionized many of the prevailing productive rise of Muhammad Ali in Egypt, the Ottoman and social relationships. Emphasis will be placed

reforms of the 1 9th century and the realignments on social and demographic developments, which came in the wake of the two world wars. changes in social structure and the family, work- A survey of the colonial interlude and the ing class conditions, and popular culture. emergence of nationalist movements, concluding Open to juniors and seniors. with a historical overview of the Mideast conflict. Not offered in 1982-83. Open to all students. Ms. Gouda Not offered in 1982-83. 330 (1) Seminar. Medieval Kings, Tyrants 310 (1-2) Social History of the and Rebels United States 1 or 2 A study of the feudal classes of Western Europe The development of American society in terms of during the High Middle Ages and the role which changing family organization, socioeconomic class they played in defining western notions of political, structure, patterns of work and leisure time ac- religious and personal freedom. Ideas of kingship tivities, industrialization, urbanization, ethnic and tyranny, concepts of nobility, women and groups, and social and geographical mobility. First feudalism, kinship and vassalage will be examined semester: Colonial period to 1850. Second by making use of medieval sources wherever semester: 1850 to 1970. Either semester may be possible: chronicles, biographies, correspond- elected independently. ence, political treatises, epic and romantic Open to juniors and seniors who have taken two literature. Examples will be drawn primarily from units of history or by permission of the instructor. the history of England and France between the

Ms. Jones 1 1th and 14th centuries, but material on Germany, Italy and Spam will also be included. 312 Intellectual History of the United (2) Open to qualified juniors and seniors by permis- States sion of the instructor (see Directions for Election). The ideas associated with the development of Mr. Cox American culture as they are embodied in political thought, religion, the arts, philosophy and social 331 (1) Seminar. Roman History institutions from the colonial period to the present time. Not offered in 1982-83. Open to juniors and seniors who have not Mr. Engels previously taken [355]. Mrs. Preyer

315 (2) America in the 1960s This course will examine one of the more turbulent decades in recent American history. The "New Frontier", the "Great Society" and the early Nixon years will be explored along with the varied manifestations of political and social unrest. Civil 116

History

333 (2) Seminar. Renaissance Florence 338 (2) Seminar. America as the Promised

"It IS undoubtedly a golden age," wrote Marsilio Land Ficino in 1492, "which has restored to light the An examination of selected texts drawn from liberal arts that had almost been destroyed: gram- various disciplines and historical eras which at- mar, poetry, eloquence, painting, sculpture, ar- tempt to define the promise of the American ex-

chitecture, and music. And all that in Florence." perience and analyze the fulfillment or failure of But the Florentine Renaissance was also a period that promise. of social upheaval, political constriction, economic Open to qualified juniors and seniors by permis- depression, and religious uncertainty. In what sion of the instructor. ways did the social, political, and economic crises Mr. Auerbach serve as the background and impetus to the in- tellectual and artistic flowering? We will approach 339 (1) Seminar. American Jewish History this question by examining the structure of Floren- The development of American Jewish life and in-

tine society, and in particular the life and mentality stitutions since the era of mass immigration, with of the patrician families whose patronage and pro- particular attention to the tension between Old tection fueled the "golden age" of Florentine World and American Jewish cultures. Historical culture. and literary evidence will guide explorations into Prerequisite: same as for 330. the social, psychological, and political implications of Jewish minority status in the United States. Not offered in 1982-83. Open by permission of the instructor. Ms. Dyer Mr. Auerbach 334 (2) Seminar. Material Culture and Daily 340 Seminar. American Lenal History Life in Renaissance Europe (2) The modification of English law in the American An interdisciplinary approach to the experience colonies, the impact of legal changes during the of ordinary life and work in the Renaissance. Us- post-revolutionary period, the relationship of law ing methods from anthropology and sociology as and legal institutions to social and economic well as history and art history, we will use material change. Group research in seclected topics culture to study the ways in which the rise of cities relating to the development of American law in the and a capitalist economy transformed the condi- period before the Civil War. tions of everyday existence. Open to juniors and seniors. Topics to be covered include cities and towns, workshops and houses, dress, food manners, Mrs. Preyer secular and religious ritual, painting, music, print- 341 The Nature and Meanings ing, and mechanical inventions. (2) Seminar. of History Open to qualified juniors and seniors by permis- Introduction to modern historical writing with an sion of the instructor. (See Directions for Election). emphasis on the tendencies and counter- Ms. Dyer, Ms. Friedman (Art) tendencies in the 20th-century European tradition. Particular concern with patterns of historical ex- 337 (2) Seminar. The 1920s in America planation as adopted by practicing historians: in- Examination of American society in the aftermath dividual and collective biography, demography of a disastrous war. Among the major topics are family reconstruction, psycho-history, political repression, presidential scandals, the and Marxism. retreat from political activism to narcissism and qualified juniors and seniors by permis- careerism and Babbitry as a dominant cultural Open to sion of the instructor. norm. Consideration of the Crash of 1929 will precede comparisons with the 1970s. Not offered in 1982-83. Prerequisite: same as for 330. Mr. Knudsen Not offered in 1982-83. Mr. Auerbach 117

History

342 (2) Seminar. Imperialism and 348 (1) Seminar. Women, \Nork and the Dependency in the Third World Family in European History, 1700-present This semester the course concentrates on the Mid- An exploration of the ways in which economic and dle East and North Africa. Examines the theoretical social transformations between 1 700 and the pres- approaches to the economic and political expan- ent affected the lives of women, their work pat- sion of Europe and the U.S. in the 19th and 20th terns, and modified their relative positions of power centuries. Through case studies explores the im- not only within the family but also within society pact of imperialism on local political, economic, at large. By placing women within the context of and social structures. Compares and contrasts the family economy, topics to be discussed are various local responses to imperialism and neo- demographic changes, household structures, the imperialism. Considers questions of dependency demand for female labor, and the changing posi- and underdevelopment. tion of women within the organization of the family. Open by permission of the instructor. Prerequisite: same as for 330. Ms. Wilson. Ms. Gouda

345 (1) Seminar. Chinese History 350 (1) (2) Research or Individual Normally a different topic each year. Study 1 or 2 Prerequisite: same as for 330. Open by permission to juniors and seniors.

Not offered in 1982-83. 351 (2) Seminar. The "Woman Question" in Victorian 346 (2) Seminar. History of Sino-American England Relations. A study of the literature about, and the struggles Possible topics to be covered: the treatment of for, the emancipation of women: personal, legal, educational, political. Chinese in California and U.S. exclusion legisla- professional, A major source tion, the rhetoric and reality of the Open Door, will be the periodical literature from the 1 850s on- American intellectual and cultural influence on ward, with special attention to the many articles written, often anonymously, by women. China in the 1920s and 1 930s, China and the U.S. Prerequisite: same as for 330. as allies during World War II, American interven- tion in the Chinese civil war, McCarthyism and the Mrs. Robinson re-emergence of anti-Chinese feeling in the 1 950s, the Nixon opening and the renewal of diplomatic 357 (1-2) Seminar. Germany in the relations, current and future problems in Sino- Twenties 1 or 2 American relations. Introduction to the Weimar Republic from its revolutionary in until Prerequisite: same as for 330. beginnings 1918 the Depres- sion and the Nazi takeover. Course will study the Mr. Cohen politics, society and culture of the 1920s using memoirs, plays, films, 347 (2) Seminar. History and Poverty: The novels and pamphlets. Not Poor and the Oppressed in Nineteenth- open to those who have taken 150j. Century Europe Prerequisite: same as for 330. In an age without comprehensive social provisions Mr. Knudsen for the poor and the oppressed, life for the ma- jority of citizens in France, the Netherlands, and 358 (2) Seminar. Origins of the World England was "nasty, brutish, and short." This Wars seminar will explore the ways in which European A comparative study of the literature and the societies cared for their indigent masses and, historians' debates about the coming of war in when poor relief was not forthcoming, how the 1914 and again in 1939. The alleged underlying origins, poor responded to their plight and material suf- some of the precipitating crises, and the fering. By examining a variety of literary sources, roles of the various powers will be examined. household budgets, documents of working class Special attention will be given to the equivocal posi- organizations, and national legislation, the seminar tion of Great Britain in both the pre-World War I will address such issues as the impact of the revi- and pre-World War II years. Prerequisite: for sions of the British Poor Law in 1834, the relation- same as 330. Not open to students ship between poverty and economic change in who have taken 368. the Netherlands, and the connection between Mrs. Robinson pauperism and criminality in France in order to derive insights into the social conditions of the poor as well as the origins of the contemporary welfare state. Prerequisite: same as for 330.

Not offered in 1982-83. Ms. Gouda 118

History

359 (1) Seminar. Russia after Stalin Greek 328 (2)* Who or what could replace Stalin after his death Problems in Ancient History and Historiography

in 1 953? How did the U.S.S.R. achieve the status For description and prerequisite see Greek 328. of a great power and at what cost? This seminar Religion (2)* on the last quarter-century of Soviet history will ex- 203 The Ancient East: Introduction plore such topics as: the politics of de-Stalinization; Near An For description prerequisite Religion Khrushchev and Brezhnev as leaders; Soviet rela- and see 203. tions with China, the West and the Third World; Religion 218 (1)* Solzhenitsyn, Sakharov and other dissident writers; Religion in America hooliganism, alcoholism, religious revivals. For description and prerequisite see Religion 218. Open by permission of the instructor to juniors and seniors who have taken History 247 or Political Religion 255 (2)*

Science 301 . Not open to students who have taken Japanese Religion and Culture 331. For description and prerequisite see Religion 255. Ms. Tumarkln

370 (1-2) Thesis 2 to 4 DIRECTIONS FOR ELECTION Open only to honors candidates. The history department allows majors great latitude in designing programs of study to encourage CROSS-LISTED COURSES breadth and depth of knowledge. Department of- ferings fall, for the most part, into three roughly

Black Studies 206 (1) defined areas: (1) the premodern West (ancient Afro-American History, 1500-Present Greece and Rome, Europe before 1600, medieval

For description and prerequisite see and imperial Russia): (2) the modern West (Europe Black Studies 206. since 1600, the United States, modern Russia);

and (3) the non-West (Africa, China, Japan, and Black Studies 216 (1) the Third World). Majors may elect courses free- History of the West Indies ly, but it is strongly recommended that at least one For description and prerequisite see unit be taken from each of these areas. (The Black Studies 216. department chairman should be consulted if it is unclear into which area a particular course falls.) Black Studies 319 (2) Pan-Africanism Students should discuss their programs with their For description and prerequisite see major advisors, and should consult with their ad- Black Studies 319. visors about any changes they wish to make in the course of their junior and senior years. Black Studies 340 (2) The department encourages its majors to focus Seminar. Afro-American History eventually upon a special field of interest such as For description and prerequisite see (1) a particular geographical area, nation, or Black Studies 340. culture; (2) a limited time period; (3) a special aspect of history, e.g., political, social intellectual, Education 212 (1) economic; (4) a significant historical problem or History of American Education theme, e.g., revolution, cultural change, urbaniza- For description and prerequisite see tion, institutional development, colonialism. In Education 212. designing a program, students should consider courses given at MIT and in other departments Education 312 (2) Seminar. History of Child Rearing and the Family at Wellesley. Some seminar work is strongly en- For description and prerequisite see couraged of all majors. Seminars, unless otherwise Education 312. indicated, are open by permission of the instruc- tor to qualified juniors and seniors. 119

History

The general survey courses (100, 101, 102, 103)

and Grade II survey courses in classical (229, 230,

231), American (257), Asian (271 , 275, 276), Mid- dle Eastern (280, 284), and African (267, 268, 269)

history are open to all students without prere- quisite. In addition, freshmen and sophomores with a strong secondary school background in European history (ancient, medieval, or modern) may elect as a beginning course 223, 232, 233, 234, 235, 236, 237, 238, 239, 240, 242, 243, 244,

245, 248. Courses at the Grade I level however, are strongly recommended for students planning to major in history. 120

Italian

Assistant Professor: Instructor: Jacoff (Chairman), Mattii CIccarello

All courses, unless othenA/ise listed, are conducted 204 (2) An Introduction to Italian Literature in Italian. In all courses given in Italian, except and Culture of the Nineteenth and seminars, some work may be required in the Twentieth Centuries language laboratory. An introductory study of selected major poetic and

Qualified students may be recommended to spend prose texts of the 19th and 20th centuries. The course will discuss such authors the junior year in Italy. See p. 40. as Foscolo, Leopardi, Manzoni, Nievo, Verga, Svevo, Attention is called to the major in Italian Culture. Pirandello, Montale, De Sanctis, Gramsci, Croce. See Directions for Election and Individual Majors. Three periods. Prerequisite: or the equivalent. 100 (1-2) Elementary Italian 2 202 Development of basic language skills for the pur- /Ws. CIccarello pose of acquiring contemporary spoken Italian Italian Literature of and a reading knowledge useful in the study of 207 (1) and Culture the Late Middle and the Renaissance other disciplines. A general view of Italian civiliza- Ages An introduction to the Age of Italian tion. Three periods. Golden literature. Study and analysis of selected texts by The Staff authors such as Petrarch, Boccaccio, Poliziano, Michelangelo, Vittoria Colonna, Machiavelli and 202 (1) Intermediate Italian I Castiglione. Review of grammar, syntax, and development of Prerequisite: 203 or 204 or by permission of the vocabulary. There will be short written composi- tions and emphasis on the spoken language with instructor. conversations on a variety of topics. The topics Ms. f^attil will be suggested by the reading of a significant 211 (1-2) Dante (in English) 2 modern novel or selected short stories. The novel An introduction to Dante and his culture. This or stories will be supplemented by pertinent ar- course presumes no special background and at- ticles which clarify their themes in historical and tempts to create a context in which Dante's poetry social terms. Three periods. can be carefully explored. It concentrates on the Prerequisite: 100 or the equivalent. Divine Comedy and Dante's use of his literary and The Staff philosophical sources. The centrality and en-

cyclopedic nature of the Comedy make it a 203 (2) Intermediate Italian II paradigmatic work for students of the Middle Ages. Development and refinement of language skills, Since Dante has profoundly influenced some key with equal emphasis on written and oral practice, figures of the 19th and 20th centuries, students emphasis on writing, speaking and reading. Two will find that he illuminates modern literature as significant novels will be read. The novels will be well. First semester may be elected independently, the basis for class discussion of cultural, historical second semester may be elected independently and literary issues. They will be supplemented by by permission of the instructor. pertinent articles and other shorter literary texts. Open to all students. In this fourth semester of Italian, there will also be a greater emphasis on critical and analytical Ms. Jacoff reading of the novels. Three periods. Prerequisite: 202 or the equivalent.

The Staff 121

Italian

212 (2)* Literature of the Italian 301 (1-2)' Dante 2 Renaissance (in English) A study of Dante's Divina Commedia and minor An opportunity to read certain key texts of the works. Italian Renaissance in depth: Boccaccio's Prerequisite: 207 or by permission of the instructor. Decameron, selected Petrarch letters and poems, Not offered in 1982-83. Cellini's Autobiography, Castiglione's The Courtier and Machiavelli's Prince and Discourses. The 302 (1)* The Theatre in Italy focus will be on stylistic and thematic issues and The development of the theatre from its origins to on the problems of interpretation raised by these the present time. An introduction to the classical texts. theatre, the Commedia dell'Arte, the Pastoral Open to all students. drama; special emphasis on the modern theatre experimental theatre of Not offered in 1982-83. and today. Study of plays by authors such as Machiavelli, Tasso, Goldoni, Ms. Jacoff Pirandello, Betti, and Fo. Prerequisite: or 214 (2)* Machiavellf (In English) 207 by permission of instructor.

An analysis of Machiavelli's thought in terms of its Not offered in 1982-83. political, cultural and methodological elements. (1)* in Italy The analysis will proceed according to two com- 303 The Short Story Through plementary lines: reading and discussion of basic the Ages works {The Prince, Discourses, Art of War, Letters, A study of the art of the "Novella" based on History of Florence): study of the historical context readings by authors such as Boccaccio, Sacchetti, Verga, Pirandello, Calvino, Moravia. and cultural tradition in which the various themes and Attention will also given to the content of these developed. Interpretation of reality, the dichotomy be works as reflection of between "virtu" and "fortuna"; force and persua- a changing social mores. Prerequisite: sion; the role of the aggregate and of the individual same as for 302. Virtu." Evaluation of Machiavelli's intellectual revolu- Not offered in 1982-83. tion, the emergence of a new relationship between empirical observation and theoretical elaboration. 304 (1) Women Writers in Modern Italy of representative writers in The science of politics. Discussion of some signifi- The work women Italy cant historiographical interpretations. Also, par- from the Risorgimento to the present will be ex- amined within their historical, social, literary ticular attention to Machiavelli in relation to the in- and tellectuals of his own time. contexts. Special attention will be focused on such topics as: the changing image of from the Open to all students. women traditional 19th-century novel to the contemporary Not offered in 1 982-83. feminist one; didacticism in female literature; the Ms. Mattii development of a female consciousness; the ex- perience of women writers in Italian society. 249 (2)* Significant Moments in the Selected texts by Cristina di Belgiojoso, Catenna History of Italian Culture (in English) Percoto, Neera, Matilde Serao, Ada Negri, Anna This course is designed to supply a historical con- Banti, Sibilla Aleramo, Antonia Pozzi, Elza Morante, text in which certain major cultural movements and Dacia Maraini and others. works of individual authors may be best studied. Prerequisite: same as 302, It follows a chronological order, going from the 13th century up to the modern period, with par- Ms. Ciccarello ticular attention to the historical periods of greatest 308 (2) The Contemporary Novel cultural importance, such as: the age of the city- The study of Italian fiction since the 1940s as seen state, the Renaissance, the Enlightenment, the in the works by authors such as Pavese, Pratolini, Unification of Italy, Fascism and the Resistance. Viganb, Levi, Volponi, and novelists of the 1970s. The readings will include analysis both of historical Special emphasis on themes related to the literary, and literary texts. The course serves to integrate social, and cultural problems of the postwar era. the curriculum of study offered by the Italian Prerequisite: same as for 302. department but should also be useful to students in other fields. Ms. Mattii

Open to all students.

Not offered in 1982-83.

Ms. Mattii 122

Italian

349 (2) Seminar. Literature and Society CROSS-LISTED COURSES The works of one or two writers studied In rela- tion to their historical context. The author{s) will be Extradepartmental 245 (2)* chosen according to the interests of the par- Films and the Novel in Italy ticipants in the course. For description and prerequisite see Open by permission of the instructor. Extradepartmental 245. Ms. MaWi DIRECTIONS FOR ELECTION 350 (1) (2) Research or Individual Study 1 or 2 Course 100 is counted toward the degree but not Open by permission to students who have com- toward the major. pleted two units in literature in the department. Students majoring in Italian are required to take 370 (1-2) Thesis 2 to 4 207 and are strongly advised to take both 203 and Open only to honors candidates. 204. Courses in one or more other languages, an- cient or modern, art, history, and philosophy, are recommended as valuable related work.

Students interested in an individual major in Italian Culture are referred to the section in the Catalog

where the program is described. They should con- sult with the director of the Italian Culture program. Italian 211 and Italian 214 are strongly recom-

mended and will count forward the major.

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 knowl- edge of Latin or of a third Romance language. 123

Mathematics

Professor: Lecturer: Wilcox Trubek p Associate Professor: Stehney, Shuchat (Chairman), Shultz *, Sontag

Assistant Professor: Wang, Beers, Magid, Wolitzer, Hirschhorn '^, Lawrence, Cook, Shull, Edwards

Most courses meet for two periods weekly with a 104 (2) Review of Algebra with an third period every other week. Introduction to Calculus II

This course is a continuation of 1 03 and includes Introduction to Mathematical 100 (1) (2) further topics in pre-calculus and calculus. A stu- Thought dent who completes 1 04 will be prepared to enter Topics chosen from areas such as strategies, com- 116. puters, infinite sets, knots, coloring problems, Prerequisite: 103. number theory, geometry, group theory. Neither Ms. Edwards 100 nor 102 may be counted toward the major; both may be elected. 115 (1) (2) Calculus I taken 1 150, Not open to students who have 15, Introduction to differential and integral calculus for or the equivalent. functions of one variable. Differentiation and in- The Staff tegration of algebraic and transcendental func- tions. Applications to curve sketching, extremal Applications of 102 (1) (2) Mathematics problems, velocities, related rates, areas, and without Calculus linear approximation. Introduction to topics such as probability and Open to all students who have not taken an statistics, matrices and vectors, linear program- equivalent course. ming, game theory; applications in the biological The Staff and social sciences. Neither 100 nor 102 may be counted toward the major; both may be elected. 116(1) (2) Calculus II to all students. Open Theoretical basis of limits and continuity. Mean

M/-. Wilcox, Ms. Sontag Value Theorem, inverse trigonometric functions. Further integration techniques. Volumes of revolu- of Algebra with 103 (1) Review an tion. Sequences and series. L'Hopital's Rule and Introduction to Calculus I Improper Integrals. This course is open to students who lack the Prerequisite: 104 or 115, or the equivalent. necessary preparation for 115. Mathematics 103 The Staff together with 104 provides the equivalent of 1 15 plus a review of algebra, trigonometry and logarithms necessary for work in calculus. Methods of problem solving; an emphasis on development of analytic and algebraic skills and an introduction to calculus. 103 does not count toward the Group C distribution requirement. Open by permission of the department. Ms. Edwards 124

Mathematics

150 (2) Colloquium 210 (2) Differential Equations For directions for applying see p. 47. Open by per- An introductory course in ordinary differential mission to a linnited number of frestiman and equations. sophomore applicants. Prerequisite: 205.

Discovery Course in Matfiematics and Its Ms. Stehney, Ms. Wang Applications 217 (1)* Topics in Mathematics and f\/lathematical reasoning and its applications. A Economics discussion group in wfiich students discover Applications of calculus and linear algebra to mathematical structure in several fields, including economic analysis. Topics selected from: linear some not often recognized as mathematical in and general optimization, input-output analysis, nature. Topics chosen from: network analysis, marginal analysis, analysis of market equilibrium mathematics in music and art, graphing and in- and stability. (Additionally listed in the Economics terpretation of data, exponential growth, computer Department.) programming. Especially appropriate for students Prerequisite: Economics 201 or 202 and with an interest in fields requiring quantitative Mathematics 205, or permission of the instructor. reasoning but who might otherwise avoid these fields because of the mathematics involved. Two Mr Shuchat 70-minute meetings and another 1-2 hour meeting 218 (2)* Topics in Applied Mathematics weekly. Mandatory credit/noncredit. May not be counted toward the major. Not offered in 1982-83. Prerequisite: reasonable knowledge of high school level mathematics. Not open to those who have 220 (2) Probability and Elementary taken 100 or calculus. Statistics Topics selected from the theory of sets, discrete Ms. Beers probability for both single and multivariate random variables, probability density for a single con- 205 (1) (2) Multivariable Vector Calculus Vectors, matrices, and determinants. Curves, func- tinuous random variable, expectations, mean, standard deviation, tions of several variables, partial and directional and sampling from a normal population. derivatives, gradients, vector valued functions of Prerequisite: or a vector variable, Jacobian matrix, chain rule. In- 116 the equivalent. troduction to first-order differential equations. Mr Shall Prerequisite: same as for 220. Not open to Discrete students who have taken [215]. 225 (1) Structures An introduction to discrete mathematics and the The Staff fundamental mathematical structures and tech- niques associated with discrete analysis. Topics 206 (1) (2) Linear Algebra Sets, functions, and relations. Algebra of complex include: mathematical logic, combinatorial analysis, groups and graph theory. numbers. Vector spaces, subspaces, linear in- dependence, bases, dimension, inner products. Prerequisite: 1 16 Linear transformations, matrix representations, Ms. Beers range and null spaces, inverses, eigenvalues. Ap- plications to differential equations and Markov pro- 249 (2) Selected Topics cesses. Emphasis on proving theorems. Topic for 1982-83: Numerical analysis. Computer Prerequisite: 205. arithmetic, sources and propagation of errors, solution of nonlinear equations and systems of The Staff linear equations. Additional topics chosen from in- terpolation theory, functional approximation, 209 (1) (2) Methods of Advanced Calculus Inverse and implicit function theorems. numerical integration, numerical methods for dif- Multivariable integral calculus (multiple integrals, ferential equations, computation of matrix eigen- line integrals. Green's Theorem, numerical values and eigenvectors, parallel computation. methods). Topics such as Fourier series, approxi- Students will implement several algorithms on the mation methods, partial differential equations, and computer. harmonic functions. Prerequisite: 206 and Computer Science 110 Prerequisite: 205. [EXTD 110], or permission of the instructor.

Mr. Shall, Ms. Lawrence Mr. Wolitzer 125

Mathematics

302 (1) Elements of Analysis I 318 (2) Topics in Applied Mathematics Metric spaces; compact, complete, and con- Topic for 1981-82: Mathematical modeling. nected spaces; continuous functions; differentia- Translation of "real world problems" into tion, integration, interchange of limit operations as mathematical form (building a model), analysis of time permits. the model, and interpretation of the results. Prerequisite: 206. Mathematical techniques especially relevant for Ms. Cook, Ms. Edwards modeling will be applied to problems in areas such as public planning, demography, economics,

303 (2) Elements of Analysis II energy, ecology, the physical sciences, and Topics such as measure theory, Lebesgue integra- renewable resource management. Each student tion, Fourier series, and calculus on manifolds. will develop a model of a significant contemporary Prerequisite: 302. problem as part of the course. Calculus and linear

Mr. Shuchat algebra will be used throughout; probability, statistics, and differential equations will be intro-

305 (1) Modern Algebraic Theory I duced as needed. Students should be able to write Introduction to groups, rings, integral domains, simple computer programs or be willing to learn and fields. this in extra sessions of the course. Prerequisite: 206. Prerequisite: 206 or permission of the instructor.

Mr. Wilcox Not offered in 1982-83.

306 (2) Modern Algebraic Theory II 349 (2) Selected Topics Topics chosen from the theory of abstract vector Normally a different topic each year. spaces, Galois theory, field theory. Not offered in 1982-83. Prerequisite: 305. Ms. Beers 350 (1) (2) Research or Individual Study 1 or 2 307 (1)* Topology Open to juniors and seniors by permission. Introduction to point set, algebraic, and differen- 370 (1-2) Thesis 2 to 4 tial topology. Topological spaces, continuity, con- nectedness, compactness, product spaces, Open only to honors candidates who choose to separation axioms, homotopy, the fundamental do honors research. See Directions for Election. group, manifolds. Prerequisite: 302. Placement In Courses Mr. Wolltzer and Exemption Examination

(1)* of 309 Foundations Mathematics Placement of calculus students in 1 03, 1 1 5, 1 1 6,

An introduction to the logical foundations of or 205 is based on their previous courses and ex- modern mathematics, including set theory, car- amination results. The elections of freshmen are dinal and ordinal arithmetic, and the axiom of reviewed by the department during the summer; choice. those of upperclassmen at the beginning of the Prerequisite: 302 or 305. semester. Students may not enroll in a course

Not offered in 1982-83. equivalent to one for which they have received high school or college credit. A special examina-

310 (2) Functions of a Complex Variable tion is not necessary for placement in an advanced Elementary complex functions and their mapping course. properties; integration theory; series expansions Students entering with AP scores of 4 or 5 on the of analytic functions. AB Examination, or 3 on the BC Examination of Prerequisite: 209 and 302. the CEEB are eligible for 1 1 6; those entering with Mr. Magid AP scores of 4 or 5 on the BC Examination of the CEEB are eligible for 205. 126

Mathematics

Examinations for exemption from one or two Students expecting to do graduate work in courses in mathematics to satisfy partially the Col- mathematics should elect 303, 306, 310 and

lege requirement in science and mathematics will another Grade III course. They are also advised be offered to students who have been well to acquire a reading knowledge of one or more

prepared in the subject matter of 1 15 and 1 16. of the following languages: French, German, or Exemption examinations are not offered for other Russian. courses. Majors who may be practice teaching in their senior year should elect 302 and 303 or 310 not DIRECTIONS FOR ELECTION later than their junior year. Students are encour- aged to elect MIT courses which are not offered Students majoring in mathematics must complete by the Wellesley College mathematics department.

115 and 1 16 (or the equivalent) and at least seven All candidates for honors will be required to com-

units of Grade II and III courses, including 205, plete two of the following three courses: 303, 306, 206, 209, 302, 305, and either 303 or 31 0. Course and 310. The department offers the following op-

225 may not be counted toward the major. tions for earning honors in the major field: (1) com- pletion of 303, 306, 310 and one additional Grade The Mathematics Complement is recommended III course, and two written comprehensive ex- for students whose primary interests lie elsewhere aminations; (2) two semesters of thesis work but who wish to take a substantial amount of (370); or participation in a two-semester seminar and mathematics beyond calculus. The Complement (3) a written examination on the seminar topics. An consists of 1 15 and 116 (or the equivalent) and oral examination is required in all honors at least four units of Grade II and III courses. A programs. student who plans to add the Mathematics Com- plement to a major in another field should consult a faculty advisor in mathematics.

Students expecting to major in mathematics

should complete 206 before the junior year. It is desirable to take 303 in the same year as 302 and 306 in the same year as 305. In order to take 310, a student must first complete 209 as well as 302. 127

Music

Professor: Taylor (organ), Pappoutsakis (harp), Preble (flute), Herrmann, Jander^^, Barry P/asfe/" (bassoon and Assistant in Chamber Music Associate Professor: Society), Hartzell (viola da gamba and Collegium Zailman (Chairman), Adams ^ Musicum), Moran (French horn), Fisk (piano), Arnold (guitar), Cleverdon (harpsichord), Krueger Assistant Professor: (flute and Director of Performance Workshop), Ladewig, Brody ^ Shapiro (piano), Tolkoff (basic piano and Assistant Visiting Assistant Professor: in Chamber Music), Walant (trombone), Stillman Fay^, The Kathryn W. Davis Professor in Slavic (recorder and Collegium Musicum), Wurtzler Studies (double bass), Vaverka (clarinet), Barnes (viola), Lecturer: Beal (cello), Gore (oboe) Fisk P, Daws P

Instructor in Performing Music: Cirillo (violin and Director of Chamber Music Society), O'Donnell (voice and Director of Performance Workshop)

99 (1-2) Performing Music Noncredit 106 (2)* Afro-American IMusic

One half-hour private lesson per week. Students A survey of Black music in America, its orgins, its may register for 45-minute or hour lessons for an development, and its relation to cultural and social additional fee. For further information, including conditions. Not to be counted toward the major fees, see Performing Music: Private Instruction. in music. Normally alternates with 104. See also Music 199, 299, and 344. Open to all students. Open by interview with the performing music facul- ty member(s) concerned. A basic skills test is given Ill (1) (2) The Language of IVIusic to students wishing to enroll in Music 99. For those instruction in simple musical skills, such as the who not pass this test, a corequisite to Music do reading and writing of notation, in a context that IS Music 111. students the 99 Such must pass encourages students to discover for themselves basic skills test before continuing with their second the ideas underlying musical perception, systems semester of study. of notation, and the elements of composition. Con- The Staff sideration of new ways of hearing and thinking about music. Not to be counted toward the major. 100 (1) (2) Style in (Music Two section meetings and one 60-minute class of principal styles of A survey musical and forms devoted to lecture or laboratory. Western music, with emphasis on the period 1 700 Open to all students. (Bach and Handel) to the turn of the last century Mr. Brody, Mr. Fisk (Moussorgsky, Debussy, and Stravinsky). Not to be counted toward the major. Two lectures and 115 (1) Musicianship one section meeting. Cultivation of the ability to see and hear what is

Wr. Herrmann, !\/lr. Adams in a musical score through practice in reading, ear- training, and keyboard skills. Students develop a (2)* IVIusic 104 American working understanding of tonality through writing Normally a different topic each year. Not to be melodies, and through reading and experiencing the in music. alter- counted toward major Normally tonal works. Normally followed by 202. Two class nates with 106. meetings and one 60-minute laboratory. Open to ail students. Open to all students who have passed the basic Not offered in 1982-83. skills test. Miss Barry 128

Music

199 (1-2) Performing Music — Intermediate 204 (1)* Counterpoint I One 45-minute lesson per week. A minimum of Writing and analysis of 16th-century modal six hours of practice per week is expected. f\/lusic counterpoint. A practical study based on the vocal 199 may be repeated, ordinarily for a maximum music of the period. Offered in alternation with 304. of four semesters. Not to be counted toward tfie Open to students who have taken, or exempted,

major in music. For further information, including 115. Instruction fees, see Performing Music: Private and Not offered in 1982-83. Academic Credit. See also Music 99, 299, and Mr. Brody 344.

Open, by audition for a limited number of spaces, 209 (1)* The Classical Era to students who are taking, have taken, or have Topic for 1982-83: Beethoven in the Heroic exempted Music 115. Successful completion of Decade. The transition from Classical to Roman- an additional music course is required before tic values in some of the monumental works of the

credit is given for a second year of 199. period 1800-1810: the "Kreutzer" Sonata, the "Eroica" Symphony, the "Appassionata" Sonata, the Audition requirements vary, depending on the in- 4th Piano Concerto, the Violin Concerto, the strument. The piano requirements are described "Pastoral" Symphony, and Fidelia. Supplementary here to give a general indication of the expected studies from the works of Haydn, Mozart, and standards for all instruments: all major and minor Schubert. Not to be counted toward the major. scales and arpeggios at moderate speed; a three- Prerequisite: 100 or 115. part invention or prelude and fugue or a suite by Bach; a movement from a Classical sonata; and Mr. Jander a composition from either the Romantic or modern 210 (1)* The Romantic Era period. Topic for 1 982-83: Richard Wagner's Tlie Ring of A student other than a pianist who wishes to apply the Nibelungen. A team-taught course presenting for Music 199 should request detailed information the Ring as a Total Art Work, the consummate concerning audition requirements for her instru- musical statement of the Romantic temper. Studies ment (including voice) by writing to the Chairman, in Wagner's mythological and literary sources, the Department of Music. cultural and historical context of the tetralogy, its The Staff psychological and allegorical dimensions, and the theatrical importance of the Bayreuth Festival. The 200 (1-2) Design in Music 2 chief focus of the course will be listening closely A survey beginning with Gregorian chant and con- to the entire Ring cycle in English and German, cluding with electronic music, with emphasis on with appropriate accompanying materials (films, live performance and on the incisive analysis of slides, and readings). Not to be counted toward scores. unit of credit may be given for the One the major. first semester. Three periods. Prerequisite: Music 100 or the permission of the Prerequisite: 202. instructors. Mr. Jander Mr. Brody (1). (2) Mr. l-lansen and Mr. Jander

Harmony I 202 (2) 211 (2)* Instrumental Music continuation of 115. Further development of A Normally a different topic each year. Not to be reading and listening skills. Figured bass: har- counted toward the major in music. monic writing, analysis, and keyboard realization. Prerequisite: 110 or 115. The study of classical tonal relationships. One lec- Not offered in 1982-83. ture, two section meetings, and one 60-minute laboratory. 214 (2)* Twentieth Century Music Prerequisite: 1 15. Normally a different topic each year. Not to be Miss Barry counted toward the major in music.

Not offered in 1982-83. 129

Music

215 (1)* Vocal Forms 302 (1) Harmony II Normally a different topic each year. Not to be The harmonization of melodies. Improvisation and counted toward the major. elaboration of typical harmonic phrases. A con- tinuation of figured bass studies with emphasis on Not offered in 1982-83. keyboard realization. Further study in the struc- 216 (2)* National Themes In Russian ture of classical tonality. Two class meetings and Music one 60-minute laboratory. Music of the Russian nationalist group who called Prerequisite: 202. themselves "The Five," with emphasis on Miss Zailman Mussorgsky. Diversity of style in such figures as

Tchaikovsky and Scriabin. The effect of the Com- 304 (2)* Counterpoint II munist Revolution on Russian music in the early A Study of tonal counterpoint through written ex- 20th century, with emphasis on works by Stravin- ercises based on examples from the works of J. sky, Prokofiev, and Shostakovich. Not to be S. Bach. Additional study will be devoted to counted toward the major. developing an understanding of the role of Prerequisite: 100 or permission of the instructor. counterpoint in classical tonal composition. Offered Ms. Fay in alternation with 204. Prerequisite: 302. 251 (2)* Music in the Middle Ages Miss Zailman A survey of music in medieval society: Christian chant and its offshoots; liturgical drama; liturgical 306 (2) Tonal Analysis music at Notre Dame and elsewhere; the rise of The normal continuation of 302. A study of the secular lyric song; instrumental and dance music. tonal forms of the 18th and 19th centuries. Analysis

Prerequisite: 200 (1). emphasizing musical form as a process in time and tonality. Three class meetings and one Not offered in 1982-83. 60-minute laboratory. 252 (2)* Music in the Renaissance Prerequisite: 302. Music at the courts and cathedrals of France, Miss Zailman Italy, England, and Flanders during the 15th and 16th centuries. A study of the Masses, motets, 307 (1)* The Opera madrigals, chansons, and instrumental works of A study of operatic forms, styles, and traditions. composers from Dunstable and Dufay to Byrd and Topic for 1982-83: Italian opera at its zenith -the Gabrieli. period from Mozart through Verdi, with special em-

Prerequisite: 200 (1). phasis on the works of these two masters. Mr. Adams Prerequisite: 200 or, with permission of the instruc-

tor, two Grade II units in the literature of music. 299 (1-2) Performing Music — Advanced Mr. Herrmann One hour private lesson per week. A minimum of ten hours of practice per week is expected. Music 308 (2) Choral and Orchestral Conducting 299 may be repeated without limit. For further in- A practical exposure to techniques for conducting formation, including fees, see Performing Music: music from the Renaissance to the present, em- Private Instruction and Academic Credit. See also phasizing interpretation. In addition to conducting Music 99, 199, and 344. and criticizing each other, students will intensive-

ly limited of choral orchestral Open by audition for a limited number of spaces, study a number and to students who have taken or exempted Music works which they will rehearse with the Wellesley College Madrigal Singers and the Wellesley 115. One music course on the Grade II level or in lieu of final examination. above must be completed for each unit of credit Chamber Orchestra a Required reading will include on in- to be granted for Music 299. (A music course used commentaries terpretation and orchestration by Berlioz, Wagner, to fulfill the requirement for Music 199 may not be counted for 299.) Rimski-Korsakov, Strauss, Weingartner, Scher- chen, Furtwangler, Walter, Koussevitsky, and A student auditioning for Music 299 is expected Bernstein. At a weekly master class, professional to demonstrate accomplishment decidely beyond musicians will share their expertise regarding such that of the Music 199 student. See Music 199 for matters as proper vocal production for the solu- Its audition requirements. tion of specific choral problems, the nature of The Staff 130

Music

difficulties idiomatic to particular Instruments, and 323 (2)* Seminar. Selected Topics the effect of different bowings on a musical Topic for 1982-83: Music of Soviet Russia. A study passage. Two class meetings and one 60-minute of the music and the artistic careers of principal master class. 20th-century Russian composers-chiefly Stravin- Prerequisite: 200, 302, and 306 (which may be sky, Prokofiev, and Shostakovich -with attention taken concurrently), or by permission of the to the effect of political and social attitudes on Instructor. musical style. Prerequisite: 200. Mr. Adams Ms. Fay 313 (1)* Twentieth-Century Analysis and Composition 344 (1) (2) Performing Music — A Special A study of compositional devices of 20th-century Program 1 or 2 music through the analysis of selected short ex- Intensive study of interpretation and of advanced amples from the literature. Techniques will be rein- technical performance problems in the literature. forced by the composition of solo and small One hour lesson per week plus required biweek- ensemble pieces, vocal and instrumental. Offered ly performance workshop. One to four units may in alternation with 314. be counted toward the degree provided at least Prerequisite: 115. two units in the literature of music other than Music

Mr. Brody 200 (1-2), a prerequisite for 344, are completed. One of these units must be Grade III work, the

314 (2)* Tonal Composition other either Grade III or Grade II work which A study of tonal forms-the minuet, extended song counts toward the major. Music 344 should or- forms, and the sonata -through the composition dinarily follow or be concurrent with such courses of such pieces within the style of their traditional in the literature of music; not more than one unit models. Offered in alternation with 313. of 344 may be elected in advance of election of Prerequisite: 302. these courses. Only one unit of 344 may be elected per semester. Permission to elect the first Not offered in 1982-83. unit of 344 is granted only after the student has 319 (2)* Seminar. The Nineteenth Century successfully auditioned for the department facul- Normally a different topic each year. ty upon the written recommendation of the instruc- Open to students who have taken 200 and who tor in performing music. This audition ordinarily have taken or are taking 306. takes place in the second semester of the sophomore or junior year. Permission to elect Not offered in 1982-83. subsequent units is granted only to a student

320 (1)* Seminar. The Twentieth Century whose progress in 344 is judged excellent.

Normally a different topic each year. The Staff Prerequisite: 200. 350 Research or Individual Not offered in 1982-83. (1) (2) Study 1 or 2 321 (1)* Seminar. The Age of Bach and Directed study in analysis, composition, orchestra- Handel tion, or the history of music. Topic for 1982-83: The development of the Open to qualified juniors and seniors by per- Baroque concerto, with special emphasis on the mission. concerto grosso. Works to be studied will be 370 (1-2) Thesis 2 to 4 drawn from such collections as Corelli's Opus 6, only to honors candidates who choose to Vivaldi's L'Estro armonico, Bach's Brandenburg Open do honors research, or an honors project in com- Concerti, and Handel's Opus 6. Prerequisite: 200. position or in performance. See Directions for Election. Miss Barry

322 (2)* Seminar. The Classical Era Normally a different topic each year. Prerequisite: 200 and 306.

Not offered in 1982-83. 131

Music

DIRECTIONS FOR ELECTION Performing Music

The normal music major sequence is 115, 202, Instrument Collection 200 (1-2), 302, and 306. Also required for the In addition to a number of modern instruments, major are four additional units of Grade II or Grade the music department owns an unusually fine col- III work in courses designed for the music major. lection of early instruments, largely reproductions, Two of these units must be in music literature; at available for use by students. These include a least one of the literature units must be Grade III clavichord, virginal, two harpsichords, a positive work. Students who major in music are encour- organ, fortepiano, and two Clementi pianos; a lute, aged to explore their special areas of interest; com- eight violas da gamba, and a baroque violin; a position, literature, performance, or theory. sackbut, krummhorns, shawms, recorders, a ren- Students who plan to undertake graduate study aissance flute, two baroque flutes, and a baroque in music should be aware that a knowledge of both oboe. Of particular interest is the new Risk organ in German and French is essential for work at that Houghton Chapel, America's first 17th-century style level, and a proficiency in Italian is highly desirable. German organ. Also of value are studies in European history, Performance Workshop literature, and art. A biweekly performance workshop, directed by Music majors are especially urged to their develop a member of the performing music faculty, gives musicianship through the acquisition of basic performing music students an opportunity to per- keyboard skills, through private instruction in prac- form in an informal situation before fellow students tical music, and through involvement in the Music and faculty, to discuss the music itself, and to Department's various performing organizations. receive helpful comments concerning perfor- Training in sight reading, keyboard harmony, and mance. Required for 344 students, the workshop score reduction is provided without charge to all is open to Wellesley students who study perform- students enrolled in 115, 202, 302, or 306. ing music at Wellesley and elsewhere, on the recommendation of their The department offers a choice of three programs instructor. for all Honors, entitled 370. Under Program I (two Private Instruction to four units of credit) the honors candidate per- The music department offers private instruction in forms independent research leading to a thesis voice, piano, fortepiano, organ, harpsichord, harp, and an oral examination. Under Program II, honors violin, viola, cello, double bass, viola da gamba, in composition, one unit is elected per semester flute (baroque and modern), oboe, clarinet, bas- in the senior year, these units culminating in a com- soon, trumpet, French horn, recorder, lute, and position of substance and an oral examination on classical guitar. the honors work. Prerequisite for this program: Information concerning auditions and course re- 204, 306, distinguished work in 313, and evidence quirements for noncredit and credit study is of independent work in 314; prerequisite or co- given above under listings for Music 99, 199, 299, and requisite: 320. Program III, honors in performance, 344. Interviews and auditions, except those for involves the election of one unit per semester in Music 344, and the basic skills test are ordinarily the senior year culminating in a recital, a lecture given at the start of the first semester only. demonstration, and an essay on some aspect of performance. Prerequisites for Program III: Music There is no charge for performing music to 344 (normally two units) in the junior year, and students enrolled in Music 344, nor to Music 199 evidence that year, through public performance, or 299 students who are receiving financial of exceptional talent and accomplishment. assistance. All other Music 199 and 299 students are charged $325 for one lesson per week throughout the year. Students who contract for performing music instruction under Music 99 are charged $325 for one half-hour lesson per week throughout the year and may register for 45-minute or hour lessons for an additional fee. A fee of $25 per year is charged to performing music students for the use of a practice studio. 132

Music

The fee for the use of a practice studio for harp- Performing Organizations sichord and organ is $35, Reforming nnusic fees are payable in advance and can be returned or The following six organizations are a vital exten- reduced only under limited conditions and upon sion of the academic program of the Wellesley the approval of the Chairman of the Department music department. of Music. The Wellesley College Choir Arrangements for lessons in performing music are The Wellesley College Choir, with approximately made at the department office during the first week 80 members, gives concerts on and off campus of the semester. Students may begin their per- during the academic year, many of them with forming music study at the start of the second men's choirs. Endowed funds provide for at least semester only if space permits. one joint concert each year accompanied by a professional orchestra. Academic Credit Credit for performing music is granted only for The Wellesley Madrigal Singers Wellesley College. As enrollment in credit study at The Madrigal Singers are a chamber chorus of is limited, the final decision for acceptance study about 25 mixed voices. The organization elects is based on the student's audition. A jury of per- Its own student director. forming music faculty determines whether or not a student may continue with performing music for The Collegium Musicum credit, and at what level. Two consecutive The Collegium Musicum, directed by a faculty semesters of credit study in performing music must member and several assistants, specializes in the be successfully completed before credit can be performance of early music. Members of the Col- counted toward the degree. Of the 32 units for legium enjoy the use of an unusually fine collec- graduation a maximum of four units of perform- tion of historical instruments. See under Perform- ing music may be counted toward the degree. ing Music: Instrument Collection. More than one course in performing music for Separate consort instruction is available in viola credit can taken simultaneously only by special be da gamba, renaissance winds, and recorder for permission of the Department. both beginning and advanced players. Members The Music Department's 199 and 299 offerings of such groups are encouraged to take private in- have been made possible by the Estate of Elsa struction as well. Graefe Whitney '18. The Chamber Music Society The Chamber Music Society, supervised by a faculty member and assistants, presents three con- certs each year, plus a number of diverse, infor- mal programs.

The Wellesley College Chamber Orchestra The Wellesley College Chamber Orchestra is a student-directed organization consisting of ap-

proximately 30 members. Its concerts include works from several periods for small orchestra, with possibilities for solo performance.

The MIT Orchestra Through the Wellesley-MIT cross registration pro- gram, students on the Wellesley campus are eligi- ble to audition for membership in the MIT Sym- phony Orchestra. Wellesley members of the or- chestra have often held solo positions. 133

Philosophy

Professor: Assistant Professor: Stadler, Putnam ^, Chaplin *, Congleton Janik, Flanagan, Winkler^

Associate Professor; Visiting Assistant Professor: Menkiti (Chairman) Holmgren, Same!

Visiting Associate Professor: Adier

101 (1) (2) Plato's Dialogues as an later biology, led philosophers to develop new Introduction to Philosophy ideas and raise new questions. The course will An introduction to philosophy through a study of study this interaction through readings from Plato's views of the nature of man and society, and Galileo, Bacon, Descartes, Newton, Berkeley, of the nature of philosophical inquiry as found in Leibniz and Diderot. the early and middle dialogues taking Socrates as Open to all students except first semester their central concern. Some consideration will be freshmen. given to Aristotle. f\/lrs. Janik Open to all students.

The Staff 202 (2)* Introduction to African Philosophy 106 (1) (2) Introduction to Moral Initiation into basic African philosophical concepts Philosophy and principles. The first part of the course deals An examination of the methods by which intelligent with a systematic interpretation of such questions moral decisions are made through an examina- as the Bantu African philosophical concept of tion of the views of several major figures in the Muntu and related beliefs, as well as Bantu on- history of moral philosophy. An attempt to develop tology, metaphysics, and ethics. The second part the capacity to recognize and critically analyze centers on the relationship between philosophy philosophical arguments pertinent to the resolu- and ideologies and its implications in Black African tion of concrete contemporary issues. social, political, religious, and economic institu- Open to all students. tions. The approach will be comparative.

The Staff Prerequisite: same as for 203.

Not offered in 1982-83. 200 (1) (2) Modern Sources of Mr. Contemporary Philosophy Menkiti A study of the work of Descartes, Hume, and Kant. Offered in 1983-84.

The course is intended to introduce students to 203 (1) Philosophy of Art the most influential philosophers of modern times. An examination of some major theories of art and Key concepts, terms and arguments used by art criticism. Emphasis on the clarification of such philosophers from the 1 7th century to the present key concepts as style, meaning, and truth, and day will be discussed. The course also provides on the nature of judgments and arguments about preparation for more advanced work both in con- artistic beauty and excellence. temporary philosophy and in the history of modern Open to freshmen who have taken one unit in philosophy. philosophy, and to sophomores, juniors, and Open to all students except freshmen in the first seniors without prerequisite. semester. Mrs. Stadler Mr. Flanagan

205 (2) Nature and Convention 201 (1) Philosophy and the Scientific How much of our life depends on changeable Revolution social convention and how much on unchange- During the 17th and 18th centuries, philosophical able necessity? The first half of the course will be theories about knowledge, reasoning, nature and based on short readings from various fields show- reality influenced the work of practicing scientists; ing how the question of convention arises in and the successes of mathematics, physics, and 134

Philosophy

connection with such questions as the relation of 217 (2) Philosophy of Science thought and language, the basis of sex role defini- A study of problems in the philosophy of the tion, and the ways judges reach and justify their natural and social sciences, such as the growth decisions. The second half of the semester will be of scientific knowledge, the reality of theoretical a study of convention by the 20th century entities, space and time, purpose in nature, and philosopher Ludwig Wittgenstein. the explanation of human action. Readings in both Open to sophomores, juniors, and seniors without classical and contemporary sources. prerequisite. Prerequisite; same as for 203.

Mr. Samet Mr. Sannet

210 (1) Social Philosophy 221 (2) History of Modern Philosophy in An exploration of some key issues in social the Nineteenth Century philosophy which will focus on such topics as the A study of Post-Enlightenment philosophy, con- nature and value of community; the grounds for centrating on the German tradition. Selected texts

social coercion and the moral legitimacy of group from Hegel, Schopenhauer, and Nietzsche will il- rules; collective versus individual rationality; the lustrate the themes of reason, history, and human responsibilities of persons in their roles; and obliga- nature. Some attention will also be given to the tions between generations. thought of John Stuart Mill and Auguste Comte. Open to sophomores, juniors, and seniors without Prerequisite; 200 or 201 or other previous study prerequisite. of Kant accepted as equivalent by the instructor. Mr. Menkiti Mrs. Janik

211 (2) Philosophy of Religion 222 (1) American Philosophy

An examination of basic problems regarding the The development of American philosophy from its nature of religion, the grounds of religious belief, beginnings as an attempt to come to terms with and the character of ritual, with attention to both Puritanism, through the response to revolution and traditional and contemporary positions. slavery and the development of Transcenden-

Prerequisite: same as for 203. talism, to Its culmination in Pragmatism. Prag- Mr. Menkiti matism, exemplified by Peirce, James, and Dewey, as America's unique contribution to world 215 (1) Philosophy of Mind philosophy occupies roughly half of the course.

Topics for discussion include the mind-body rela- This course is intended for American studies tion; free will/determinism, the problems of majors as well as for philosophers. knowledge of one's own mind and other minds; Prerequisite: 200 or 201 or by permission of the the problems of unconscious motivation; the rela- instructor. tion between mind and brain. Readings include Not offered in 1982-83. Descartes, Freud, Skinner, Chomsky, Piaget. Mrs. Putnam Open to sophomores, juniors, and seniors. Offered in 1983-84. Mr. Flanagan

223 (2) Phenomenology and Existentialism 216 (1) (2) Logic Central themes in contemporary European An introduction to the methods of symbolic logic philosophy with special emphasis on the contribu- and their application to arguments in ordinary tions of Sdren Kierkegaard, Edmund Husserl, English. Discussion of validity, implication, con- Martin Heidegger, and Jean-Paul Sartre. sistency, proof, and of such topics as the thesis Prerequisite: 200 or other previous study of Kant of extensionality and the nature of mathematical accepted as equivalent by the instructor. truth. Open to sophomores, juniors, and seniors. Not Mrs. Stadler recommended for freshmen. Mr. Adier 135

Philosophy

227 (1) Feminism, Anti-Feminism and 304 (2) The Theory and Practice of Philosophy Metaphor Study of the range of feminist and anti-feminist A "discovery course," tracing the function of theories developed in the course of Western metaphor in literature, the sciences, and human history from Plato to the present. Emphasis will be creativity in general. Theoretical analysis of placed especially on discovering what values and metaphorical thinking as well as studies of the role concepts underlie anti-feminist theories and at- of some specific metaphors in past and present titudes. Some recent discussions of the possibil- will be included. ity of changing traditional values and concepts so Prerequisite: one Grade II course, preferably 200 as to reflect women's equality will also be ex- or 201, or permission of the instructor. amined. Mrs. Janik Open to all students without prerequisite.

Mrs. Janik 311 (1)* Plato Two issues in Platonic philosophy will be em- 234 (2) Philosophy of History phasized. The so-called "Socratic paradox" which An introduction both to speculative and analytical holds that no one knowingly does evil and the philosophy of history. The course will first study theory of forms" or "Platonic ideas.' Offered in alter- some attempts at demonstrating the existence of nation with 312. patterns or general laws in the human past, then Prerequisite: 101 or Greek 201. examine the problems engendered in the mam Not offered in 1982-83. process of translating historical events into writ- Ms. Congleton ten form, in particular the nature of historical ex- planation and the possibility of historical objectivity. Offered m 1983-84. Prerequisite: same as for 203. 312 (2)* Aristotle offered in 1982-83. Not Intensive study of the thought of Aristotle through Mrs. Janik detailed reading of selected texts. Attention will be given especially to those works which present 249 (1) Medical Ethics Aristotle's picture of nature, human nature, and philosophical examination of central prob- A some society. Aristotle's influence on subsequent science lems at the interface of medicine and ethics. Ex- and philosophy will be discussed briefly. Offered ploration of the social and ethical implications of in alternation with 31 1. current advances in biomedical research and Prerequisite: 101 or Greek 201. technology. Topics discussed will include Mrs. Janik psychosurgery, gendersurgery, genetic screen- ing, amniocentesis, euthanasia. 326 (2) Philosophy of Law Prerequisite: same as for 203. A systematic consideration of fundamental issues Mr. Menkiti in the conception and practice of law. Such re- current themes in legal theory as the nature and 302 (1)* Kant function of law, the relation of law to morality, the Intensive studies in the philosophy of Kant with function of rules in legal reasoning, and the con- some consideration of his position in the history nection between law and social policy are ex- of philosophy. amined. Clarification of such notions as obligation, Prerequisite: 200. power, contract, liability, and sovereignty. Not offered in 1982-83. Readings will cover the natural law tradition and Mrs. Stadler the tradition of legal positivism, as well as such con- temporary writers as Hart and Fuller. Offered in 1983-84. Open to qualified juniors and seniors, or by per- 303 (1)* Hume mission of the instructor. Intensive studies in the philosophy of Hume with Mr. Menkiti some consideration of his position in the history of philosophy. 327 (2) Seminar. Ideas of Progress and Prerequisite: 200. Perfection The aim is to discover what exactly is at issue in Mr Samet discussions of the debts which the arts, sciences, and philosophies of the 20th century owe to their respective historical antecedents. The seminar 136

Philosophy

will examine texts in the history of art, science, and 335 (1) Theory of Meaning philosophy with a view to clarifying the measure A study of some contemporary discussions of what

of agreement between different answers to the it might mean to say language has "meaning" in

questions of what progress is and how it is to be addition to grammatical structure. Theories to be assessed. Readings will include Gombnch, discussed include the reference theories of such Lakatos, and Collingwood. Offered jointly with MIT. philosophers as Gottlob Frege, Bertrand Russell, Open to juniors and seniors by permission of the Hilary Putnam, and Saul Kripke, and the transfor- instructor. mational theories of Noam Chomsky and the inter- pretive Not offered in 1982-83. and generative semanticists. Prerequisite: 216 or equivalent study of logic. Mrs. Stadler, Mr. Kibel (MIT) Mr. Adier 328 (2) Problems in Twentieth-Century Art and Philosophy 336 (1) Contemporary Analytic Philosophy of in Twelve major painters of the last 100 years, from A study contemporary philosophy the English- speaking world. Points of contact with the Manet to Olitski, will be studied. Equal emphasis philosophical tradition philosophy will be given to their stylistic development through and on the Euro- a close study of individual paintings and to the pean continent will be emphasized. Among the topics: language critical issues raised by their work especially as and the world, philosophical these issues relate to the history of Modernist method, moral psychology, the self, skepticism, relativism. thought. Readings will include writings of the artists Prerequisite: themselves, as well as relevant critical and 200. philosophical texts. Offered jointly with MIT. Mr. AdIer, Mr. Flanagan Open by permission of the instructor. 338 (1) Justice: The Proper Balance of Mrs. Stadler, Mr. Ablow (Boston University) Liberty and Equality Intensive study of John Rawls' A Theory of Justice 329 (2) Artistic Wealth and Cultural Plunder as one attempt to clarify our thinking concerning the apparently conflicting for What sorts of policies or legislation are needed to demands greater ensure that "cultural properties" remain, or are put equality and more extensive liberty put forward by various groups in democratic society. Attention into, the right hands? How can we assess the a societal or communal values of these properties will be paid to some of the major areas of conflict, (public monuments, historic landmarks, artworks, e.g., affirmative action, the ERA, the welfare state, well etc.)? How should rights to their private ownership as as to some of the philosophical responses to clarifications of be justified? What are "cultural properties" anyway? and A Theory of Justice. Prerequisite: one course in or social The seminar will explore the philosophical literature moral or in political theory, permission on property rights and, with reference to traditional philosophy or of philosophy and to diverse contemporary sources, the instructor. explore various disputed issues involved in the Ms. Holmgren preservation of a culture's identity. 339 (2) Contemporary Ethical Theory Prerequisite: one Grade II course in Philosophy, or by permission of the instructor. Questions to be studied include: Are moral values

discovered or invented? If there are objective Not offered in 1982-83. values how do we come to know them, and if there Mrs. Stadler aren't, where does the sense of moral obligation

Offered in 1983-84. come from? What is the nature of moral (practical)

reasoning? What is the point of morality? Readings will be taken primarily from the works of 20th-

century philosophers. i Prerequisite: one course in Philosophy or permis- I sion of the instructor. Ms. Holmgren 137

Philosophy

345 (2) Philosophy and the Human DIRECTIONS FOR ELECTION Sciences A critical study of some major philosophical issues Philosophy majors are expected to elect at least raised by the advent of sociobiology, psychology, two courses from each of the following three areas: and anthropology as sciences. Issues to be ad- A. (Historical): 101 , 200, 201 , 202, 205, 221 , 222, dressed are: Are there any essential differences 223, 302, 303, 311, 312, [320] between the human and the natural sciences? Can B. (Value Theory): 106, 202, 203, 206, 210, 211, the objective value-free human sciences give 227, 249, [272], 326, 328, 329, 338, 339, [342] knowledge? To what extent do the human C. (Metaphysics and Theory of Knowledge): 202, sciences political conceal ideologies? What are the 205, 215, 216, 217, 234, [271], 304, 327, 335, implications of the human sciences for our con- 336, [341], 345 ceptions of human nature, values, and culture? Philosophy 200 is required of all philosophy Case studies include Freud's psychoanalysis, majors; 216 is strongly recommended to students Wilson's sociobiology. Kohlberg's moral who plan to do graduate work in philosophy. psychology, and Milton Friedman's economic theory. A knowledge of Greek, French, or German is Open by permission of the instructor. desirable. Students planning graduate work in philosophy should acquire a reading knowledge Mr. Flanagan, Mr. Adier of two of these languages.

350 (1) (2) Research or Individual The department offers the following options for

Study 1 or 2 earning honors in the major field: (1) writing a thesis

Open to juniors and seniors by permission. or a set of related essays; (2) a two-semester proj- ect which replaces the thesis with some of the ac- 370 (1-2) Thesis 2 to 4 tivities of a teaching assistant; (3) a program Open only to honors candidates. For alternate designed particularly for students who have a honors programs see Directions for Election. general competence and who wish to improve their grasp of their major field by independent CROSS-LISTED COURSES study in various sectors of the field. A student elect- ing option (2) will decide, in consultation with the Education 102 (1) department, in which course she will eventually Education in Philosophical Perspective assist and, in the term preceding her teaching, will For description and prerequisite see meet with the instructor to discuss materials perti- Education 102. nent to the course. Option (3) involves selecting at least two related areas and one special topic (2)* Extradepartmental 119 for independent study. When the student is ready, History of Science: Scientific Ideas and she will take written examinations in her two areas World Views and, at the end of the second term, an oral ex- For description and prerequisite see amination focusing on her special topic. Extradepartmental 119.

Extradepartmental 226 (1) History of Science: Historical Foundations of Modern Science For description and prerequisite see Extradepartmental 226. 138

Physical Education & Athletics

Professor: Instructor: Vaughan (Chairman) Cooper, Dale, Ford, Paul, Hansa p, Associate Professor: Hershkowitz p, Katz p, Normandeau ^, Rogers p, P, p Batchelder Town Turner

Assistant Professor: Bauman, Cochran, Moulton, Temin p

121 (1-2) Physical Education Activities Season 1. Scheduled in first half of first The instructional program in physical education semester is divided into four seasons, two each semester. Aerobic Running To complete the College work in physical educa- Archery tion a student must earn 8 credit points. Students Canoeing are strongly urged to earn the 8 credits by the end Crew of the sophomore year. These credit points do not Cycling count as academic units toward the degree, but Exercise and Weight Control are required for graduation. Most activities give Golf 2 credit points each season, but certain activities Horseback Riding give 3 or more credit points. Each activity is Orienteering divided into skill levels to provide instruction in Sailing homogeneous groups. Special fees are charged Soccer for a few courses and are listed in the course Softball descriptions. More detailed information on specific Squash course offerings, skill levels, prerequisites, and Swimming numbers of points may be found in the Depart- Tennis ment of Physical Education and Athletics Cur- Volleyball riculum Handbook which is sent to entering Season 2. Scheduled in second half of first students and is distributed to each student prior semester to registration. The total program of activities of- fered in 1982-83 in very general terms follows. Badminton Basic Water Safety and CPR (1) Boogie Into Shape Scheduled throughout the first semester CPR

Advanced Life Saving and Aquatic Safety Exercise and Weight Control Ballet Fencing Conditioning Field Hockey-Officiating First Aid First Aid Indoor Racquet Sports Horseback Riding Jazz Squash Modern Dance Swimming Scuba Table Tennis Self Defense Volleyball Sports Medicine Seminar Swimming Yoga 139

Physical Education & Atlnletics

(2) Intercollegiate Program Scheduled throughout the second There are opportunities for those who enjoy com- semester petition to participate in one of the intercollegiate

Ballet teams presently sponsored by the Department of Composition and Improvisation Physical Education and Athletics. Conditioning These teams include: Jazz Basketball Modern Dance Crew Scuba Fencing Self Defense Field Hockey Sports Medicine Seminar continued Lacrosse Swimming Soccer WSI Squash Yoga Swimming and Diving

Season 3. Scheduled in first half of Tennis second semester Volleyball Badminton Basic Water Safety and CPR CROSS-LISTED COURSES Boogie Into Shape Cross-Country Skiing Theatre Studies 235 (1) CPR Looking at Ballet Downhill Skiing For description and prerequisite see Exercise and Weight Control Theatre Studies 235.

Fencing Not offered in 1982-83. First Aid Horseback Riding Theatre Studies 236 (2) Lacrosse-Officiating Looking at Modern Dance Squash For description and prerequisite see Swimming Theatre Studies 236. Table Tennis Volleyball DIRECTIONS FOR ELECTION Season 4. Scheduled in second half of second semester Each student is expected to complete a minimum Aerobic Running of two seasons a year until Physical Education 121 Archery is completed. A student may elect a course which Boogie Into Shape is scheduled throughout a semester, two courses Canoeing concurrently, or may choose not to elect a course CPR during some seasons. Crew Students should select courses which meet their Cycling present and projected interests in physical ac-

Exercise and Weight Control tivities. It is hoped that students will gain knowledge First Aid of the relation of physical activity to the

Golf maintenance of general well-being; that they will Horseback Riding achieve a level of ability, understanding, and par- Orienteering ticipation in sports, dance, and/or exercise so that Sailing they may experience satisfaction and enjoyment; Soccer and that they will be able to swim with sufficient Softball skill to participate safely in recreational swimming Squash and boating. Swimming Tennis Volleyball 140

Physical Education & Athletics

A student's choice of activity is subject to the ap- proval of the department and the College Health Services. Upon recommendation of a College physician and permission of the department, a stu- dent who has a temporary or permanent medical restriction may enroll in a modified program.

Students may continue to enroll in physical educa- tion after Physical Education 121 is completed. Members of the faculty may elect activities with permission of the department. 141

Physics

Professor: Laboratory Instructor: Fleming, Brown (Chairman) Benson p, Morgan, Cope p Assistant Professor: Duces, Marshall, Snyder

All courses meet for two periods of lecture weekly 103 (1) Contemporary Problems in Physics

and all Grade I and Grade II courses have one Consideration of selected aspects of physics and three-hour laboratory unless otherwise noted. physical concepts in their relationship to contem- porary societal problems. Physics of whales and 100 (2) Musical Acoustics porpoises. Various aspects of these unusual mam- Production, propagation and perception of sound mals will be explored and viewed in the light of waves in music; emphasis on understanding of the physical principles they embody. Areas musical instruments and the means of controlling covered include: diving, acoustics, and movement their sound by the performer. No laboratory. Each through fluids. Each student will write a final paper student will write a term paper applying physical on a particular topic. Laboratory in alternate principles to a particular field of interest. Not to be weeks. Not to be counted toward the minimum counted toward the minimum major, or to fulfill major, or to fulfill entrance requirement for medical entrance requirement for medical school. school. Open to all students except those who took 1 02. Open to all students. Ms. Brown Not offered in 1982-83.

101 (1)* Physics in Perspective Mr. Ducas A qualitative overview of the evolution of physics 104 (1) Basic Concepts in Physics I from classical to modern concepts. An introduc- Mechanics including: statics, dynamics, and con- tion to the methodology and language of physics. servation laws. Introduction to waves. Discussion Laboratory in alternate weeks. Not to be counted meetings in alternate weeks. Open to all students toward minimum major, or to fulfill entrance re- who do not offer physics for admission and by per- quirement for medical school. mission of the instructor to juniors and seniors who Open to all students. offer physics for admission. Prerequisite or corequisite: Mathematics 115. 102 (2) Musical Acoustics with Laboratory Ms. Marshall Same description as 100 except the course is of- fered with laboratory in alternate weeks and the 105 (1) General Physics I students will write a shorter term paper. Not to be Elementary mechanics and applications to gravita- counted toward the minimum major, or to fulfill en- tion and planetary motions; introduction to wave trance requirement for medical school. phenomena; a special topic of classical physics,

Open to all students. such as thermodynamics; fluids. Discussion Ms. Brown meetings in alternate weeks. Open to students who offer physics for admission and are not eligible for 110. Prerequisite or corequisite: Mathematics 115. Mr. Ducas

106 (2) Basic Concepts in Physics II Electricity and magnetism; wave phenomena and optics. Discussion meetings in alternate weeks. Prerequisite: 104 or 105 and Mathematics 115. Mr. Snyder 142

Physics

110 (1) Advanced General Physics 306 (1) Mechanics An intensive course which includes forces on par- A vector analytical presentation of Newtonian ticles in gravitational, electric, and magnetic fields; mechanics including central fields, rotational mo- rotational motion; wave motion; simple circuits. A tion, and small vibrations; Lagrange's equations.

student who successfully completes 1 10 is eligi- Prerequisite: 201 or 202; Extradepartmental 216;

ble for Grade II work in physics. Discussion or by permission of the instructor. meetings in alternate weeks. Open to students who offer physics for admission and have completed Mathematics 115. 314 (2) Electromagnetic Theory Maxwell's equations, boundary value problems, Miss Fleming special relativity, electromagnetic waves, and radiation. 201 (2) Electricity and Magnetism Prerequisite: 201 and 306, and Extradepartmen- Fundamental laws of electric and magnetic fields; tal 216 or Mathematics 205. electric circuits; electric and magnetic properties of matter. Laboratory includes practice in the use Mr Snyder of the oscilloscope and other measuring instruments. 321 (1) Quantum Mechanics Interpretative postulates of quantum mechanics; Prerequisite: 106, [107] or 1 10, and Mathematics 116. solutions to the Schroedinger equation; operator theory; perturbation theory; scattering; matrices. Miss Fleming Prerequisite: 204 or [200] and Mathematics 210; 306 or 314 are strongly recommended. 202 (1) Optical Physics Wave theory as applied to optical phenomena. In- Mr. Snyder terference, diffraction, coherence, polarization, 349 (2)* Selected Topics dispersion, resolution. Introduction to modern op- Advanced topics of mutual interest to faculty and tics including lasers and holography. students. Topic for 1982-83: Plasma Physics. Prerequisite: same as for 201. Students will report on topics of special interest. Ms. Brown Prerequisite: 201.

204 (2) Modern Physics Ms. Marshall Basic principles of relativity and quantum theory, Research or Individual and of atomic and nuclear structure. 350 (1) (2) Study 1 or 2 Prerequisite: 106, [107] or 110, and Mathematics permission juniors and seniors. 115. Open by to

Mr. Ducas 370 (1-2) Thesis 2 to 4 Open only to honors candidates. 222 (1) Medical Physics Biological applications of physics. Such areas as mechanics, electricity and magnetism, and ther- CROSS-LISTED COURSES modynamics will be investigated. No laboratory. Prerequisite: 106, [107] or 110, and Mathematics Extradepartmental 216 (2) 115, or permission of the instructor. Mathematics for the Physical Sciences For description and prerequisite see Not offered in 1982-83. Extradepartmental 216. Mr. Ducas

305 (2)* Thermodynamics The laws of thermodynamics; kinetic theory of gases; statistical mechanics. Prerequisite: 106, [107] or 110, and one Grade

II course; Extradepartmental 216 or Mathematics 205.

Mr. Ducas , 143

Physics

DIRECTIONS FOR ELECTION Exemption Examination

Credit will be given for only one of the following An examination for exemption from Physics 1 10 courses: 104, 105, 110. is offered to students who present one admission unit in physics. Students who pass this examina- A major in physics should ordinarily include 201 tion will be eligible for Grade II work in physics. 202, 204 or [200], 306, 314, and 321. Extradepart- No unit of credit will be given for passing this mental 216 or Mathematics 209, is an additional 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 at- tend graduate school: French, German, Russian. 144

Political Science

Professor: Barnette Miller Visiting Assistant Professor: Miller^, Schecter, Stettner, Keohane, Litwak P

Just (Chairman) Instructor: Visiting Associate Professor: Smiley, Kvistad p Jenson Lecturer: Assistant Professor: Entmacher ^, Leymaster p, Wasserspring p Paarlberg, Krieger^, Joseph, Murphy. O'Neill, Lewis

For information on our new Experimental Ex- population control, and the role of women in the cfiange with Brandeis University's Legal Studies developing countries.

Program see p. 151. Prerequisite: one unit in political science, economics, or European or Third World history; Politics 101 (1) (2) Introduction to open to juniors and seniors without prerequisite. Study of political conflict and consensus, or "who Mr. Joseph gets wfiat, wfien, and how." Topics include ways in which political systems deal with problems of 205 (1) Politics of Western Europe leadership, economic development, social and A comparative study of democratic politics in racial inequality. Comparison of democratic and Western Europe. The course will focus on political authoritarian systems, including the United States, development in Great Britain, France, and Ger- Great Britain, Nazi Germany, and the People's many and will examine the role of political culture, Republic of China. Emphasis on the relationship parties, interest groups, and leaders in the political between political thought, institutions, and policy process. Contemporary problems in civil rights, problems. Readings from Rousseau, Madison, economics, and European integration will be Mill, Hitler, Marx, Lenin, and Mao as well as con- explored. temporary political analysts. Strongly recommend- Prerequisite: one unit in political science or Euro- for all further work in political ed science. pean history; open to juniors and seniors without Open to all students. prerequisite.

The Staff Mr. Kvistad

206 (1) Politics of the Soviet Union and Comparative Politics Eastern Europe Study of the ideology and political organization of 204 (1) Political Economy of Development and Underdevelopment Soviet and Eastern European Communism since the 1917 Bolshevik Revolution. Topics include An analysis of the national and international con- theory and practice of Marxism-Leninism and texts of political and economic problems of the Stalinism, internal politics of the Communist Par- Third World with special emphasis on the major ty, Soviet education and public opinion, and explanations for underdevelopment and alternative varieties of socialist democracy in contemporary strategies for development. Some attention will also Eastern Europe. Students interested in studying be given to the experience of the Industrial Revolu- Soviet Politics should enroll in MIT 17.603 (1), tion in Western Europe and North America and taught by Professor Donald Blackmer. the process of change in industrial societies. Prerequisite: two units in political science or Rus- Topics discussed include colonialism and sian language and/or history. Not open to students economic dependency, nationalism and nation- who have taken 301. building, rural development, technology transfer, Not offered in 1982-83.

Offered in 1983-84 by Kathryn W. Davis Visiting Professor of Slavic Studies 145

Political Science

207 (2) Politics of Latin America problems of redistribution of wealth; social security, An analysis of political and economic problenns health, and unemployment protection; and equal of Latin America, including alternative explanations employment and educational opportunity. of development and underdevelopment in the Prerequisite: one Grade 11 unit in American or com- region. The course will focus on major national parative European politics or macroeconomics or problems such as urbanization, rural development European history; open to juniors and seniors and agrarian reform, economic dependency, in- without prerequisite by permission of the instructor. dustrialization and redistribution and explore the Mr. Kvistad political consequences of public policies for- mulated to deal with these issues. Special con- 304 (2) Studies in Political Leadership sideration given to the political systems of Mex- A comparative study of the resources and con- ico, Brazil, Peru, Argentina, and Chile. straints modern political leaders experience. Con- Prerequisite: one unit in political science; by per- ceptual approaches and case studies will be mission to other qualified students. analyzed. Exploration of succession problems and Ms. Wasserspring political culture in a variety of democratic and authoritarian societies. Individual research and stu- 208 (2) Politics of East Asia dent reports.

An introduction to the political systems of contem- Open to students who have taken one Grade II porary China and Japan. Topics include the unit in international relations, American or com- origins and evolution of the Chinese revolution; the parative politics, or by permission of the instructor. legacy of Chairman Mao Zedong; the structure Not offered in 1982-83. and nature of political processes in the People's Miss Miller Republic of China; policy issues such as rural development, the status of women and ethnic Offered in 1983-84. minorities, and education in socialist China; party 305 (1) Seminar. The Military in Politics and bureaucratic politics in post-war Japan; and A comparative exploration of the role of the military the reasons for the Japanese economic "miracle." in the political process. Why and how does the Prerequisite: one unit in Political Science, Asian military become involved in politics? What are the History, or Chinese Studies. Not open to students consequences of its involvement for the society who have taken 300. and for the military as an institution? Special at- Mr. Joseph tention to military and civilian elite interaction, causes of military coups, decision-making styles, 209 (2) African Politics and policy outcomes in military regimes. Case An examination of the politics of Africa, with special studies drawn from experiences in the U.S., emphasis on relations among African countries Western Europe, and the Third World. and between Africa and the rest of the world. At- Open to juniors and seniors by permission of the tention will be paid to the problems of decoloniza- instructor. tion, national integration, and to the crisis in southern Africa. Ms. Wasserspring Prerequisite: one unit in political science; by per- 306 (2) Seminar. Revolutions in the mission to other qualified students. Modern World Mr. Murphy Comparative analysis of the theory and practice

of revolutions in the 20th century. The seminar will 303 (2) The Political Economy of the consider such questions as: Why and when do Welfare State revolutions occur? Why do some succeed while A comparative study of the foundations of social others fail? Are there different types of revolutions? and welfare policy in Western democracies. Focus What are the important qualities of revolutionary will be on the changing character of the welfare leadership? How are people mobilized to join and state in Europe and America; its development in support a revolutionary movement? Revolutionary the inter-war years, its startling expansion after writings by Lenin, Mao, Guevera, Debray, and Ho World War II, and its uncertain future today as a Chi Minh will be studied, along with contem- result of fiscal crisis and diverse political opposi- tions. Themes to be discussed include: state strategies for steering the capitalist economy; 146

Political Science

porary social science analyses of the phenomenon elections. Special topics include the use of media of revolutions. Case studies will be drawn from and technology in campaigns, political alienation, revolutions in Russia, China, Cuba, Vietnam, Chile, and structural reform. and Iran. Prerequisite: two units in political science or Open to juniors and seniors by permission of the American history or sociology, or permission of instructor. the instructor.

Mr. Joseph Mrs. Just

307 (1) Seminar. Comparative Political 212 (1) Urban Politics Parties and Social Movements Introduction to contemporary urban problems. Analysis of modern social movements and their Analysis of the various perspectives on the nature relationship to political parties in Europe, Canada of urban and suburban problems and policies. and the United States. Impact of social change due Evaluation of the formation, implementation, and to economic modernization and technology, impact of selected urban policies concerning hous- secularization, mass education, corporatism, and ing, education, race, criminal justice, welfare,

communication on bourgeois, social democratic finances, transportation. Examination of trends in and communist parties and on autonomous social national urban policy, intergovernmental relations, movements concerned with such issues as peace, and patterns of political involvement and conflict.

feminism, the environment, and independence for Prerequisite: one Grade II unit in American politics, regional sub-groups within a nation. Comparative two units in American history, sociology, or analysis of structure, function, mobilization, and economics, or permission of the instructor. impact of parties and social movements on ad- Not offered in 1982-83. vanced industrial systems. Open to juniors and seniors by permission of the 215 (1) (2) Law and the Administration of instructor. Justice Ms. Jenson Fundamentals of the American legal process, in- cluding development of common law, courts and

judges, civil and criminal proceedings, consumer American Politics and Law rights and duties, criminal liability, interaction of law and politics, limits of the legal system; some 200 American Politics (1) (2) comparison with other legal systems. Recom- The dynamics of the American political process: mended for further work in legal studies. constitutional developments, growth and erosion Prerequisite: two Grade II units in political science of congressional power, the rise of the presiden- including one in American Politics, or by permis- cy and the executive branch, impact of the sion of the instructor. Not open to students who Court, evolution of federalism, the role Supreme have taken 330. of political parties, elections and interest groups. Mr. O'Neill, Ms. Entmacher Emphasis on national political institutions and on both historic and contemporary political values. 311 (1) The Supreme Court in American The course will include analysis of variety of con- a Politics temporary policy problems, including such issues Analysis of major developments in constitutional as race and sex discrimination, individual liberties, interpretation, the conflict over judicial activism, poverty, urban conflict, environmental disruption, and current problems facing the Supreme Court. inflation, and unemployment. Recommended for Emphasis will be placed on judicial review, the further work in American law and politics. powers of the President and of Congress, federal- Prerequisite: one unit in political science, state relations, and individual rights and liberties. economics, or American studies, or by permission Each student will take part in a moot court argu- of the instructor. ment of a major constitutional issue.

Mr. Schechter, Mr. Lewis, Mr. O'Neill Prerequisite: two Grade II units in political science, including one in American politics, or 330, or by 210 Voters, Parties, and Elections (1) permission of the instructor. Not open to students Analysis of political behavior in America. The role who have taken 332. of interest groups and public opinion in policy Mr. Schechter issues. Study of voting decisions, political cam- paigns, party organization, and the meaning of 147

Political Science

312 (1) The Criminal Justice System regulating the private business sector, and the An examination of how the criminal justice system Great Society programs of the 1960s. Case studies works, considering the functions of police, pro- of agencies such as the Office of Management and secutor, defense counsel, and court in the pro- Budget, the Environmental Protection Agency, the cessing of criminal cases; uses of discretionary Office of Economic Opportunity, and the Occupa- power in regard to international and national ren- tional Safety and Health Administration. dition of fugitive offenders, arrest, bail, plea Prerequisite: 200, or permission of the instructor. bargaining, and sentencing; changing perceptions Ms. Jenson of the rights of offenders and victims; current prob- lems in criminal law. Legal research and moot 316 (2) Mass Media and Public Opinion court practice. Analysis of development and treatment of contem- Prerequisite: 300, or 332, or permission of the in- porary political issues in the mass media and the structor. Not open to students who have taken written press. Relevant topics in political behavior 334. will also be explored. How consistent or mutable are popular opinions? public opinion Mr. Leymaster How does influence or constrain democratic leadership? 313 (2) American Presidential Politics Comparison will be made of the development of Analysis of the central role of the president in issues such as the Vietnam War, school desegre- American politics, and the development and gation, national health insurance, and ERA. operation of the institutions of the modern Prerequisite: 200, or 210, or permission of the presidency, including the White House staff, the instructor. Office of Management and Budget, the Council Mrs. Just of Economic Advisors, and the National Security Council. The course will focus on sources of 317 (2) Federal Policy-Making presidential power and limitations on the chief ex- Investigation of how politicians, bureaucrats and ecutive, with particular emphasis on congressional lobbyists bargain over policies at home and relations and leadership of the federal abroad. Focus on practical politics and general bureaucracy. Case studies will be drawn from re- theories about the policy-making system. Case cent administrations. studies of successes and failures in both foreign Prerequisite: 200, or the equivalent, or permission and domestic policy. This course will emphasize of the instructor. student presentations and research papers on in- dividual policies. Mr. Paarlberg Prerequisite: 200 or permission of the instructor.

314 (1) Congress and the Legislative Mr. Lewis Process An examination of the structure, operation, and 318 (1) Field Research Seminar in Social political dynamics of the U.S. Congress and other Welfare Law and Policy contemporary legislatures. Emphasis will be on A seminar combining student internships in

Congress: its internal politics, relations with the governmental agencies or public interest groups other branches, and responsiveness to interest with investigation of the law and politics of social groups and the public. The course will analyze the welfare in the United States. Focus on such pro- sources and limits of congressional power, and grams as legal services, food stamps, AFDC, will familiarize students with the intricacies of housing, Medicaid and Medicare. Class sessions lawmaking. will explore policies, procedures, institutional struc- Prerequisite: 200, or 210, or permission of the tures, litigation. instructor. Open to juniors and seniors by permission of the

Mr. O'Neill instructor. Mr. Schechter 315 (2) Public Policy and the Bureaucracy Exploration of the expanding role of the federal bureaucracy. What are the causes of bureaucratic growth? What impact has this had on individuals, on institutions, and on the policy process? Focus on processes of decision-making, problems of im- plementation, intergovernmental relations, and program evaluation. Examination of specific bureaucratic responsibilities such as budgeting, , 148

Political Science

319 (1) Seminar. Secrecy and Openness in International Relations Government Examination of the conflict between demands for 221 (1) (2) World Politics secrecy and for openness in American govern- An introduction to the international system with em-

ment. When, if ever, is secrecy justified? What are phasis on contemporary theory and practice. the advantages of widespread public dissemina- Analysis of the bases of power and influence, the tion of information? Study of techniques of secrecy policy perspectives of principal states, and the and communication and of such issues as ex- modes of accommodation and conflict resolution. ecutive privilege, national security, intelligence Prerequisite: one unit in history or political science. gathering. The Freedom of Information Act will pro- Mr. Murphy vide a detailed case study of a congressional fight with the White House over open government. 222 (2) Comparative Foreign Policies Open to juniors and seniors by permission of the An examination of factors influencing the formula- instructor. tion and execution of national foreign policies in the contemporary international system. Com- Mr. Lewis parisons and contrasts between "advanced" and

320 (2) Seminar. Law and Social Change "developing" countries will be stressed, especial- Analysis of the emerging constitutional and ly the varying significance of domestic sources of statutory rights of women and racial minorities. foreign policy in Western and non-Western What rights have been sought? What rights have settings. been achieved? To what extent have new legal Prerequisite: one unit in international relations or rights been translated into actual social and comparative politics. governmental practices? Focus on the equal pro- Mr. Paarlberg tection and due process clauses of the Fourteenth Amendment, statutes such as Title VII of the 1964 321 (1) The United States in World Politics Civil Rights Act, and Supreme Court decisions dur- An exploration of American foreign policy since ing the past decade. The seminar will compare 1945. Readings will include general critiques and litigation with more traditional strategies for chang- case studies designed to illuminate both the pro- ing public policies toward employment discrimina- cesses of policy formulation and the substance of tion, abortion, affirmative action, school segrega- policies pursued. Consideration of future tion, housing and welfare. prospects. Prerequisite: one unit in Amencal legal studies and Prerequisite: one unit in international relations or permission of the instructor. Not open to students permission of the instructor. who have taken 335. Mr. Litwak Mr. Schechter 322 (2) The Soviet Union in World Politics 336 (2) Seminar. The Family and the State An examination of Soviet foreign policy since 1917. Analysis of the development and evolution of Attention will be given to ideological, geo-political, public policies toward the family. Focus on the role economic, and domestic sources of foreign policy of the political system and the courts in defining behavior. Soviet policy toward the Western nations, when a family exists, the purposes of the family, developing nations, and other communist coun- and the varying responsibilities within a family rela- tries will be treated. tionship. Questions to be considered include how Prerequisite: one unit in international relations, 301 should the state respond when the interests of the 206, or permission of the instructor.

individual and his or her family conflict, or when Not offered in 1982-83. the expectations of the family and the state con- Offered in 1983-84 by flict. Consideration of policies toward divorce; un- Kathryn W. Davis Visiting Professor conventional lifestyles; recognition of nontraditional of Slavic Studies families; spouse, child and dependent abuse; fami- ly planning; and public welfare decision-making.

Prerequisite: prior work in American politics, and/or law and permission of the instructor. Ms. Entmacher 149

Political Science

323 (1) The Politics of Economic 327 (1) International Organization Interdependence The changing role of international institutions since A review of political strategies for coping with the League of Nations. Emphasis on the General global economic interdependence. Emphasis on Assembly and the Security Council of the UN, plus the promise and performance of national, regional, examination of specialized agencies, multilateral international, and transnational organizations, in- conferences and regional or functional eonomic cluding multi-national corporations, in response to and security organizations. The theory and prac- order. Global issues discussed will include food, tice of integration beyond the nation-state, as well oil, terms of trade, population, income inequality, as the creation and destruction of international and resource depletion. regimes. Prerequisite: one unit in international relations or Prerequisite: one unit in international relations or comparative politics. comparative politics. Not open to students who taken 223. Mr. Paarlberg have Not offered in 1982-83. 324 (2) International Security Mr. Murphy War as the central dilemma of international politics. Shifting causes and escalating consequences of Offered in 1983-84. warfare since the industrial revolution. Emphasis 328 (1) Seminar. Problems in East-West on the risk and avoidance of armed conflict in the Relations contemporary period, the spread of nuclear and Analysis of American, European and Soviet conventional military capabilities, arms, transfer, perspectives on political, military, economic, and arms competition, and arms control. cultural relations between the superpowers and Prerequisite: same as for 321. their allies in a series of case studies from the Mr. Paarlberg origins of the Cold War to the imposition of mar-

tial law in Poland. Emphasis on competing visions 325 (2) Seminar. Negotiation and of detente, co-existence, arms control, energy Bargaining dependence, trade, technology transfer, and third- An examination of modern diplomacy emphasiz- world development. Individual research and stu- ing the behavior of states, international organiza- dent reports. tions, and other actors in a variety of political set- Prerequisite: one unit in international relations or tings. Consideration of the roles of personalities, permission of the instructor. national styles of statecraft, and domestic con- straints in East-West and North-South conflicts. Mr. Litwak Open to juniors and seniors by permission of the 329 (1) International Law instructor. The law applicable to the relations of States, in- Mr. Murphy ternational organizations, and individuals in the in- ternational community, considering lawmaking 326 (2) International Politics in the Middle processes, settlement of public and private East disputes, national claims to marine areas, control Examines conflict and cooperation in the Middle of international terrorism, nationality and alienage, East stressing the Arab-Israeli dispute, intra-Arab regulation and protection of foreign trade and in- politics, and the behavior of extra-regional states. vestments, revision of laws of war. Legal research Also considers domestic problems and the roles and moot court practice. of religion and ideology as hindrances or aids to Open to students who have taken 330 or two units conflict resolution. in international relations, or by permission of the Prerequisite: same as for 321. instructor. Not open to students who have taken Not offered in 1982-83. 331. Mr. Murphy Not offered in 1982-83. Offered in 1983-84. 150

Political Science

Political Theory and Methods 340 (1)* American Political Thought Examination of American political writing, with em- 240 (2) Classical and Medieval Political phasis given to the Constitutional period, Pro- Theory gressive Era, and to contemporary sources. Ques- Study of selected classical, medieval, and early tions raised include: origins of American institu- modern writers such as Plato, Aristotle, Cicero, St. tions, including rationale for federalism and separa- Augustine, St. Thomas Aquinas, Machiavelli, tion of powers, role of President and Congress, Luther, Calvin, and Hooker. Views on such ques- judicial review, etc.; American interpretations of tions as nature of political man; interpretations of democracy, equality, freedom and justice; the concepts of freedom, justice, and equality; legitimate powers of central and local govern- legitimate powers of government; best political in- ments. Attention paid to historical context and to stitutions. Some attention to historical context and importance for modern political analysis.

to importance for modern political analysis. Prerequisite: Grade II work in political theory, Prerequisite: one unit in political science, American politics, or American history, or permis- philosophy, or European history. sion of the instructor.

Mr. Kvistad Mr. Stettrier

241 (2) Modern Political Theory 341 (1) Issues and Concepts in Political Study of political theory from the 1 7th to 1 9th cen- Theory turies. Among the theorists studied are Hobbes, Study of such political concepts as freedom, Locke, Hume, Rousseau, Burke, Mill, Hegel, Marx, justice, equality, democracy, power, revolution,

and Nietzsche. Views on such questions as the civil disobedience, and political obligation. Discus- nature of political man; interpretations of the con- sion of related issues, including implications for cepts of freedom, justice, and equality; legitimate political systems of adopting these concepts and powers of government; best political institutions. problems which result when these values conflict Some attention to historical context and to impor- with one another. Emphasis on contemporary tance for modern political analysis. political problems and sources.

Prerequisite: one unit in political science, Prerequisite: two Grade II units in political science, philosophy, or European history. philosophy, or intellectual history, or permission

Mr. Stettner of the instructor. Miss Smiley 242 (1) Contemporary Political Theory Study of selected 20th century political theories, 342 (2) Marxist Political Theory including Marxism-Leninism, Social Democracy, Study of the fundamental concepts of Marxism as Fascism, Neo-conservatism. Attention will be paid developed by Marx and Engels and explored by to theories leading to contemporary approaches later classical Marxist theorists including: Lenin, to political science, including elite theory, group Stalin, Trotsky, Gramsci, Kautsky, and Luxemburg.

theory, functionalism, and theories of bureaucracy. Attention will also be paid to the contemporary Prerequisite: one unit in political theory; 241 is theoretical controversy surrounding both East strongly recommended. European communism and the "Eurocommunism" Miss Smiley of France, Italy, and Spain. Concepts to be critical- ly examined include: alienation, the materialist view 249 (2) Political Science Laboratory of history, the bourgeois state, the transition to The role of empirical data and the use of the com- socialism, the dictatorship of the proletariat, and puter in the study of comparative politics, public permanent revolution vs. statism.

opinion, and political behavior. Frequent exercises Prerequisite: one Grade II unit in political theory introduce students to topics in descriptive statistics, or permission of the instructor. probability sampling, questionnaire design, and Miss Smiley cross tabulation; tests of significance, regression, correlation and modeling. Emphasis is on con- 343 (2) Seminar. Society and Self in cepts in data analysis. No previous knowledge of French Thought mathematics, statistics, or computing is required. Exploration of the development of concepts of the

Prerequisite: one Grade II unit in political science individual self and integration of the individual in

or permission of the instructor. social and political life in early modern French will theories Mr. Murphy thought. Among the topics studied be 151

Political Science of obligation to obey political authority, and philo- EXPERIMENTAL EXCHANGE WITH sophies justifying estrangement or detachment THE LEGAL STUDIES PROGRAM from society. Authors read will include: Montaigne, AT BRANDEIS UNIVERSITY Descartes, Pascal, Montesquieu, and Rousseau.

Prerequisite: II unit in political theory, one Grade The Political Science Department and the Legal philosophy, or history, and permission of French Studies Program at Brandeis have established an the Department. experimental exchange for the next three years Ms. Keohane in order to enlarge the law-related curricular offerings of both institutions. Next year Brandeis 349 Seminar. Feminist Political Theory (2) students will be eligible to enroll in Political Sci- Examination of 18th through 20th century feminist ence 31 8 and 319 in Semester 1 and 320 and 336 theory within the conventions and discourse of in Semester 2. Wellesley students may enroll in theory. first half of the traditional political The the following Brandeis seminars: seminar will focus on the liberal and the socialist traditions and the second half on contemporary Legal Studies 102 A (1) Law and the feminist theory in the Marxist, psychoanalytic and Environment "radical feminist" genres. Authors such as This seminar explores the use of law to regulate Wollstonecroft, Marx, de Beauvoir and Row- and protect the environment: to control air and botham will be studied. water pollution and toxic substances, to allocate Open to juniors and seniors by permission of the land, water and other resources, and to resolve instructor. conflicts between development and protection, in- Miss Smiley terdisciplinary approach will address economic and philosophical issues, regulation of technology, 350 (1) (2) Research or Individual conflict resolution and social equity concerns. Study 1 or 2 Materials drawn from law, social science and Individual or group research of an exploratory or natural science. specialized nature. Students interested in indepen- No specific prerequisite, but preference given to dent research should request the assistance of a juniors and seniors. plan the project, readings, faculty sponsor and Mr. Joel Russell conferences, and method of examination with the faculty sponsor. Legal Studies 102 AR (2) Science, Open to juniors and seniors by permission. Technology and the Law This seminar will examine the legal, institutional, to 4 370 (1-2) Thesis 2 economic, social and ethical issues relating to only to honors candidates. Open public control of science and technology. Current

legal controversies will be considered in the larger CROSS-LISTED COURSES context of the public interest in the place and direc- tion of scientific research and technological devel-

Black Studies 214 (2) opment. The political and legal roles and funding Blacks and the U.S. Supreme Court policies of a variety of governmental agencies will For description and prerequisite see be explored. Black Studies 214. No specific prerequisite, but preference given to juniors and seniors. Black Studies 215 (1) Mr. Richard Miller Race and Racism in American Politics For description and prerequisite see Black Studies 215. DIRECTIONS FOR ELECTION

Black Studies 312 (1) The Political Science Department divides its Urban Black Politics in the South courses and seminars into four sub-fields: Com- For description and prerequisite see parative Politics, American Politics and Law, In- Black Studies 312. ternational Relations, and Political Theory and

Methods. Political Science 101 , which provides an Education 307 (2) introduction to the discipline, is strongly recom- Seminar: Law, Ethics, and Education mended for freshmen or sophomores who are For description and prerequisite see considering majoring in Political Science. Education 307. 152

Political Science

The following requirements, adopted in December In addition to the distribution requirement, the

in of 1 Department believes all majors should do ad- 1 981 , apply to all majors the Class 984 and subsequent classes; majors in the Class of 1983 vanced work in at least two of the four sub-fields. may choose between these requirements and To this end, the minimum major shall include

those existing when they became Political Science Grade III work in two fields and at least one of these

majors. For a description of the earlier re- Grade III units must be a seminar. Majors are en- quirements, consult the College Bulletin for couraged to take more than the minimum number

1982-83. of required Grade III courses. Furthermore, while units of credit taken at other institutions may be In order to ensure that Political Science majors used to fulfill up to two of the four distribution units, familiarize themselves with the substantive con- the Grade III units required for a minimun major cerns and methodologies employed throughout must be taken at Wellesley. the discipline, all majors must take one Grade II

or Grade 111 unit in each of the four sub-fields of- Although Wellesley College does not grant fered by the Department. In the process of meeting academic credit for participation in intern pro- this major requirement, students are encouraged grams, students who take part in the Washington to take at least one course or seminar which Summer Internship program or the Los Angeles focuses on a culture other than their own. Urban internship Program may arrange with a faculty member to undertake a unit of 350, Research or individual Study, related to the intern- ship experience.

Political Science majors who are considering go- ing to graduate school for a Ph.D. in Political Science should keep in mind that most graduate schools require a reading knowledge of two foreign languages and statistics or, as an alter- native, one language plus quantitative methods. 153

Psychology

Professor: Instructor: Zimmerman, Dickstein, Furumoto, Schlavo '^, Akert, Hauser-Cram Miller Lecturer: Visitng Professor. Erkut P, Rierdan p Blumstein, Henry R. Luce Visiting Professor Research Assistant: Associate Professor: Eister Clinchy (Chair), Koff, Mansfield, Finison p, Harlan p, Kaplan p

Assistant Professor: Schwartz, Pillemer^, Cheek, Brachfeld-Child. Keane p, Cohen p

101 (1) (2) Introduction to Psychology 207R (1) (2) Research Methods in Study of selected research problems from areas Developmental Psychology such as personality, personality development, An introduction to research methods appropriate learning, cognition, and social psychology to to the study of human development. Individual and demonstrate ways in which psychologists study group projects. Laboratory. Each section typical- behavior. ly limited to twelve students. Observations at the

Open to all students. Child Study Center required. Prerequisite: 205 and 207. The Staff Ms. Brachfeld-Child. Ms. Clinchy 205 (1) (2) Statistics The application of statistical techniques to the 208 (1) Adolescence analysis of psychological data. Major emphasis on Consideration of physical, cognitive, social and the understanding of statistics found in published personality development during adolescence. research and as preparation for the student's own Prerequisite: 101. research in more advanced courses. Three Ms. Erkut periods of combined lecture-laboratory. Additional optional periods may be arranged for review and 210 (1) (2) Social Psychology discussion. The individual's behavior as it is influenced by other Prerequisite: 101. people and the social situation. Study of social in- fluence, interpersonal perception, social evalua- Mr. Finison, Mr Dickstein, Ms. Hauser-Cram tion, and various forms of social interaction. Lec-

207 (1) (2) Child Development ture, discussion, and demonstration. Behavior and psychological development in infan- Prerequisite: 101. cy and childhood. Theory and research pertain- Ms. Akert ing to personality, social, and cognitive develop- ment are examined. Lecture, discussion, 21 OR (2) Research Methods in Social demonstration, and observation of children. Psychology Observations at the Child Study Center required. An introduction to research methods appropriate Prerequisite: 101. to the study of social psychology. Individual and group projects on selected topics. Laboratory. Ms. Brachfeld-Child. Ms. Mansfield Each section typically limited to twelve students. Prerequisite: 205 and 210 or 21 1. Ms. Akert 1

154

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21 ( ) Group Psychology 215 (1) Comparative Psychology Study of everyday interaction of individuals in Study of the behavior of a variety of animal species groups. Introduction to theory and research on the to provide insight into basic psychological pro- psychological processes related to group struc- cesses and behavior patterns such as learning, ture and fornnatlon, leadership, comnnunicatlon cognition, communication, consciousness, court- patterns, etc. ship, mating behavior, and parenting. Course will Prerequisite: 101. include laboratory and field observations. Prerequisite: 101. Not offered in 1982-83. Ms. Furumoto Mr. Schiavo

216 (2) Psycholinguistics 212 (1) (2) Personality Consideration of psychological theories of Selected theories of personality as applied to the language, including such topics as origins and normal individual. Sonne emphasis on relation of evolution of language, animal communication, theories to selected topics and/or case studies. biological basis of language, Prerequisite: 101. language acquisition, and the relation between language and thought. Mr. Schwartz, Mr. Cheek Prerequisite: 101.

21 2R (1) (2) Research Methods in Ms. Blumstein Personality Cognitive Processes An introduction to research methods appropriate 217 (1) Examination of basic issues and research in to the study of personality. Individual and group information processing, including topics projects. Laboratory. Each section typically limited human from attention and pattern recognition; memory to twelve students. conceptual processes; reasoning, Prerequisite: 205 and 212. and judgment, and problem-solving. Mr. Cheek, Mr Dickstein Prerequisite: 101.

213 (1) Introduction to Psychobiology Ms. Mansfield An introduction to the study of the relationship be- 218 ) Sensation and Perception tween the nervous system and behavior with par- ( Survey of theoretical and experimental ap- ticular emphasis on the structure and function of topics in sensation the nervous system. Topics include basic proaches to selected and will sensory receptor neuroanatomy and neurophysiology, and brain perception. Topics include: processes; auditory and visual perceptual mechanisms involved in such aspects of behavior perceptual learning adaptation as emotion, language, motivation, memory, sen- phenomena; and in children and adults; influence of social and per- sation, and cognition. Emphasis on comparison sonal variables upon perception; perceptual of experiments with animal and human subjects anomalies such as visual illusions, feelings of in an effort to shed light on human cognitive func- deja vue, and hallucinations. Course will include tions. Laboratory. Replaces [245]. laboratory demonstrations. Prerequisite: 101 and Biology 111 or 109, or by Prerequisite: 101. permission of the instructor. in 1982-83. Mr. Eichenbaum, Mr Cohen Not offered

219 ) Learning 21 4R (2) Research Methods in ( Psychobiology Conditioning, verbal learning, and memory will be discussed. There will be an emphasis on in-class Introduction to research methods employed in exercises demonstrating principles of learning and psychobiology. Consideration of human and a consideration of their relevance to everyday animal experimental methodology. Group and in- learning situations. dividual projects, with opportunity for students to design and execute an independent research Prerequisite: 101. project. Not offered in 1982-83. Prerequisite: 205, and one of the following: 213, 215, 216, 217, 218, 219. Ms. Furumoto, Mrs. Kofi 155

Psychology

Psychological Implications of 220R ( ) Research Methods in 303 (1) The Experimental Psychology Being Female An introduction to research methods employed in Consideration of some of the changing patterns experimental psychology, including the fields of in the behavior of women, including literature in learning, information processing, animal behavior, the area of sex differences. Some of the following and cognition. Group and individual projects. Op- topics will be examined: theoretical formulations portunity for student selection of an appropriate of the psychology of women; female sexuality; independent project. Laboratory. men's liberation; results of research on sex dif- Prerequisite: 101 and 205 (205 may be taken con- ferences in humans and animals; social deter- currently); and 21 3 or 21 5 or 21 6 or 217 or 218 minants of sex-stereotyped behavior. or 219. Open to juniors and seniors who have taken two

Grade II units, excluding 205, and by permission Not offered in 1982-83, of the instructor to other qualified students. 249 (2) Seminar. The Psychology of Ms. Kaplan Education Topic for 1982-83: The psychology of college 306 (1) States of Consciousness education. Exploration of different types of liberal An examination of various conceptual and em- arts colleges from the psychological point of view. pirical issues in consciousness study. Topics con- Topics will include changes in student attitudes, sidered will include sleep and dreams, hypnosis values, and behavior during the college years; and the induction of dissociated states, biofeed- salient features of the college environment as back, childhood states of consciousness, the un- perceived by students and faculty (e.g., competi- conscious, psychotic and hallucinogenic states, tion, achievement); student decision-making (e.g., drug-induced states, and cross-cultural and the major, the career); relationships among psychotherapeutic concerns. students and between students and faculty; the Prerequisite: same as 303. social psychology of the classroom and the Mr. Schwartz residence hall; innovative and traditional teaching techniques; methods of evaluating student learn- 309 (2) Abnormal Psychology ing; single-sex vs. coeducational colleges; the ideal Consideration of major theories of neurosis and college education for women. Freshmen and psychosis. Illustrative case materials. Selected sophomores are encouraged to apply. issues in prevention and treatment of emotional Open by permission of the instructor to students problems. who have taken 101. Open to juniors and seniors who have taken two

II units, including 212 and excluding 205. Miss Zimmerman Grade Mr. Schwartz

301 ( ) Seminar. Child Development and Social Policy 310 (1) Seminar. Schizophrenia An examination of the relevance of psychological The nature, causes, and treatment of theories and research in forming social policy, with schizophrenia. Schizophrenia will be distinguished particular emphasis on policies affecting children. from other psychological disorders with which it Consideration of the applicability of developmen- is frequently confused (such as multiple personal- tal research to policy issues such as the content ity); its causes in terms of genetic, biochemical, of federal regulations and the construction of social family, and social influences will be reviewed; programs serving children and adolescents. effective treatment of people diagnosed schizo- Topics include the effects of televised advertising phrenic will be considered. Theoretical and re- and violence, educational television, day care, search articles will be supplemented by taped juvenile delinquency, and physical and sexual interviews and films. The goals of the seminar are abuse of children. The adequacy of existing to increase the student's appreciation of this par- strategies for synthesizing psychological research ticular psychological disorder and, in so doing, to in order to increase its policy relevance will be broaden her understanding of the variety of func- considered. tional and dysfunctional ways people attempt to Open by permission of the instructor to juniors and resolve universal human dilemmas. seniors who have taken two Grade II units, in- Open by permission of the instructor to juniors and cluding 207 and excluding 205, and to other seniors who have taken two Grade II units, in- qualified students. cluding 212, and excluding 205.

Not offered in 1982-83. Ms. Rlerdan

Mr. Pillemer 156

Psychology

cialization, and sex differences in lateralization. 311 ( ) Seminar. Social Psychology Psychological study of family interaction. Applica- Open by permission of the instructor to juniors and

tion of social psychological variables and small seniors who have taken two Grade II units, in- group theories to the study of the internal pro- cluding one of the following: 21 3, 21 5, 21 6, 21 7,

cesses of family interaction. Topics will include 218, 219 and one other Grade II course, excluding power, decision-making, coalition formation, con- 205. flict resolution, and privacy. The approach will con- Mr. Cohen sider both marital interaction and processes involv- ing the family as a unit. Some consideration given 325 (1) Seminar. History of Psychology to the research methods used to study family Topic for 1982-83: Women in the Early Period of interaction. American Psychology. Investigation of the Open by permission of the instructor to juniors and emergence of psychology as a discipline in the

seniors who have taken two Grade II units, in- United States (1890-1930) and of the lives, educa- cluding either 210 or 211 and excluding 205. tional experiences, and professional contributions of the women who were entering the field in that Not offered in 1982-83. period. of Prerequisite: same as 317. 312 ( ) Seminar. Psychology Death An examination of the psychological meaning of Ms. Furumoto death to the individual. Topics to be covered will include acquisition of the concept of death, 327 (2) Selected Topics in Personality antecedents and correlates of individual dif- Topic for 1982-83: The Psychology of Vocational ferences in concern about death, psychological Choice and Personnel Selection. The first half of

processes in dying persons and their relatives, and the course concerns the psychological processes the psychology of grief and mourning. involved in the development of vocational interests Open by permission of the instructor to juniors and and the choice of a career. Diagnostic tests used In the seniors who have taken two Grade II units, ex- in career counseling will be examined. sec- cluding 205. ond half, attention will be focused on the use of personality tests and other measures by person- Not offered in 1982-83. nel psychologists to make hiring and promotion Mr. Dickstein decisions in business and industry. Recent con- troversies concerning sex and race discrimination 317 (2) Seminar. Psychological and the validity of psychological tests for employee Development in Adults selection will be discussed. Exploration of age-related crises and dilemmas in Prerequisite: same as 303. the context of contemporary psychological theory and research. Primary focus will be on early Mr. Cheek adulthood, but selected topics in mid-life and 328 (1) Seminar aging will also be examined. Among the topics to Topic for 1982-83: Freud and psychoanalysis. be covered will be intellectual development in Study of works of Sigmund Freud selected to show adulthood; changing conceptions of truth and the development of Freud's concepts and con- moral value; commitments to intimacy and work; cerns. Special consideration of Freud's place in marriage and divorce; parenthood; conflicts be- modern psychoanalytic thinking and in other tween family and career; the role of play in adult Western intellectual traditions. life; sex differences in development. Prerequisite: same as 312. Open by permission of the instructor to juniors and seniors who have taken 101. Mr. Schwartz Ms. Mansfield 330 ( ) Seminar. Environmental Psychology 318 (2) Seminar. Brain and Behavior This seminar will examine the influence that set- Selected topics m brain-behavior relationships. ting has on behavior. Important concepts in en- Emphasis will be on the neural basis of the higher- vironmental psychology such as crowding, order behaviors. Topics will include language, privacy, territoriality, and personal space will be perception, learning, memory, hemispheric spe- examined in detail. Sections of the course will focus on specific settings (e.g., hospitals, offices, classrooms), and attention will be paid to investi- 157

Psychology

gating the urban environment. The application of 345 (2) Seminar psychological variables in architectural planning Early social development. Examination of major and design will also be considered. psychological theories and research concerning Prerequisite: same as 303. social development from infancy through the preschool years. Consideration of development in Not offered in 1982-83. the contexts of the family and peer groups. Topics 331 (2) Advanced Topics in Psychology will include the child's interactions with mother, The Psychology of the Self. An examination of father and siblings; dual-career and single-parent psychological approaches to understanding the families; development of sex roles; preschool and nature of the self from William Jamies (1 890) to con- day care; peer play and friendship. Includes obser- temporary theories. Topics will include self- vations and research projects at the Wellesley Col- awareness, self-esteem, self-consistency, self- lege Child Study Center. presentation, and self-actualization. The processes Open by permission of the instructor to juniors and of self-concept formation during childhood will also seniors who have taken two Grade II courses, in- be considered. cluding 207, and excluding 205. Prerequisite: same as 303. Ms. Brachfeld-Child

Not offered in 1982-83. 349 (2) Seminar. Selected Topics in Mr. Cheek Psychology Topic for 1982-83: Nonverbal Communication. 335 ( ) Seminar. Experimental Psychology This course will examine the use of nonverbal com- The ape language controversy. Is language munication in social interaction. Emphasis will be unique to humans, or does the potential for on the systematic observation of nonverbal language exist at least in some closely related behavior, especially facial expression, tone of species? This seminar will consider evidence from voice, personal space, gestures, and body move- ape language research projects and recent criti- ment. Readings will include both scientific studies cisms which question the validity of this research. and descriptive accounts. the issues to Open by permission of the instructor to juniors and Among be considered: the communication of emotion; seniors who have taken one of the following: 213, differences; nonverbal 215, 216, 217, 218, or 219 and one other Grade cultural and gender com- munication in specific settings (e.g., counseling, II course, excluding 205, and to others by permis- educational situations; and interpersonal relation- sion of the instructor. ships). Not offered in 1982-83. Open by permission of the instructor to juniors and

Ms. Furumoto seniors who have taken two Grade 11 units in psychology excluding 205. 340 (1) Applied Psychology Ms. Akert Topic for 1982-83: Organizational Psychology. To be effective in any organization it is crucial to have 350 (1) (2) Research or Individual a working knowledge of how organizations and Study 1 or 2 people within them function. This course will ex- Open by permission to juniors and seniors. amine applications of psychological and managerial principles to problems encountered in 370 (1-2) Thesis 2 to 4 work settings. Topics will include the impact of Open only to honors candidates. organizational systems on behavior, the use of Prerequisite: 207R, or 210R, or 212R, or 214R power and influence, strategies for increasing pro- [220R]. ductivity, motivation and morale, training and development techniques, and the implementation of organizational change. Special attention will be CROSS-LISTED COURSES paid to the role of women as managers and Extradepartmental 239 (1) leaders. Language and Mind Prerequisite: same as 303. For description and prerequisite see Ms. Harlan Extradepartmental 239. 158

Psychology

DIRECTIONS FOR ELECTION Students interested in an interdepartmental ma- jor in psychobiology are referred to the section of

Beginning with the Class of 1984, majors in the Catalog where the program is described. They psychology must take at least nine courses. The should consult with the directors of the

major must include 101 , 205, one research course, psychobiology program.

and three additional Grade II courses. The Depart- ment offers four research courses: 207R, 21 OR, 21 2R, 21 4R, [220R]. The Department strongly recommends that the research course be com- pleted no later than the end of the junior year. 159

Religion

Professor: Assistant Professor: Johnson, Hobbs (Chairman) Elkins P, Reynolds, Grumet Associate Professor: Instructor: Kodera ^, Marini Brettler

104 (1) (2) Introduction to the Hebrew Taoism, and Shinto. Comparisons made, when Bible appropriate, with Hebrew and Christian Scriptures. A critical study of the Hebrew Bible (Old Testa- Course is also taught at MIT second semester. ment) from a variety of perspectives -as a cultural Open to all students. expression of the ancient Near East, as a source Mrs. Reynolds for the history of Israel, and as the record of the evolving religious tradition of the Israelites. Atten- 109 (1-2) Elementary Hebrew 2 tion to this tradition as the matrix of Christianity and A systematic introduction to the grammar of the Judaism. Emphasis upon the v^^orid views and Hebrew language, with attention to oral and writ- literary craft of the authors. ten expression. Preparation for the reading of

Open to all students. religious texts from all periods. No previous acquaintance with Hebrew assumed. Mr. Brettler Open to all students. 105 (1) (2) Introduction to the New Ms. Grumet Testament An exploration of the writings of the New Testa- 110 (2) The Religious Dimension ment as diverse expressions of early Christianity. What IS the religious dimension of human life? An Close reading of the texts, with particular emphasis introductory comparative exploration of basic upon the Gospels and the letters of Paul. Treat- themes and patterns of religious experience and ment of the literary, theological, and historical expression. Topics include: sacred space and dimensions of the Christian scriptures, as well as sacred time, the holy in art, myths of creation, rite of methods of interpretation, both ancient and and sacrament, religious community, evil and suf- modern. fering, means to spiritual fulfillment. Readings from

Open to all students. various religious traditions. Open to all students. Mr. Hobbs Mrs. Reynolds 107 (1) (2) Crises of Belief in Modern Religion 200 (1)* The Gospels Religious and antireligious thinkers from the A historical study of each of the four canonical Enlightenment to the present. An examination of Gospels, and one of the noncanonical Gospels, the impact of the natural sciences, social theory, as distinctive expressions in narrative form of the psychology, and historical method on traditional proclamation concerning Jesus of Nazareth. religion. Readings in Hume, Darwin, Teilhard de Open to all students.

Chardin, Marx, Reinhold Niebuhr, Freud, Tillich, Not offered in 1982-83. and others. Mr. Hobbs Open to all students.

Mr. Johnson 201 (1)* Jesus of Nazareth A historical study of the life and teachingof Jesus 108 (1) (2) Introduction to Asian Religions of Nazareth. Includes use of source, form, and An introduction to the major religions of India, redaction criticism, as methods of historical Tibet, China, and Japan with particular attention reconstruction. universal questions as to overcome to such how Opened to all students. the human predicament, how to perceive the Not offered in 1982-83. ultimate reality, and what is the meaning of death and the end of the world. Materials taken from Mr. Hobbs Islam, Hinduism, Buddhism, Confucianism, 160

Religion

202 (1)* Biblical Archaeology ship to Israelite law; conflict between prophets; the An archaeological approach to the reconstruction role of prayer and intercession; and the applica-

of daily life and historical events in the eras of the tion of old oracles to new situations. Hebrew Bible and New Testament, with emphasis Prerequisite: one of the following: 104, 105, 203, upon the period from 1000 B.C. to A.D. 300. and 206. cities of Jerusalem, Among topics covered are the Not offered in 1982-83. Samaria, and Ephesus; the Dead Sea Community, Mr.Brettler an early Gnostic community in Egypt, and the interrelationship of text and material remains; 206 (2) The Book of Psalms: The Faith synagogues and the earliest evidence for church and the Art of the Biblical Poet structures. Open to all students. A close reading of the Psalms, with special atten- Not offered in 1982-83. tion to the relationship of literary form to theological meaning, and to the reconstruction of the original 203 (2)* The Ancient Near East: settings of the Psalms in the worship of ancient An Introduction Israel. Includes readings from elsewhere in the A discussion of the earliest civilizations which are Hebrew Bible (Old Testament) and from related cultural basic to Western thought, focusing on the literatures. Some attention to the re-use and inter- of history and especially the literature Egypt, pretation of the Psalter in later Jewish and Chris- Mesopotamia, Syria, and Canaan. Readings in- tian traditions. clude Enuma Elish, Gilgamesh, the Code of Ham- Prerequisite: 104 or 105. murabi, the Baal cycle, the Keret and Aghat epics, and various hymns, omens, letters, treaties, chron- icles, and royal inscriptions. Closes with a discus- 207 (1) New Testament Greek

sion of the relationship of Israel to its environment. Special features of Koine Greek. Readings and

Open to all students. discussions of selected New Testament texts. Prerequisite: Greek 102 and 103. Not offered in 1982-83. Mr. Hobbs 204 (2)* Paul: The Controversies of an Apostle 208 (1) Ethics A study of the emergence of the Christian move- An inquiry into the nature of values and the ment with special emphasis upon those ex- methods of moral decision-making. Examination periences and convictions which determined its of selected ethical issues including sexism, ter- distinctive character. Intensive analysis of Paul's rorism, professional morality, nuclear technology, thought and the significance of his work in mak- and personal freedom. Introduction to case study ing the transition of Christianity from a Jewish to and ethical theory as tools for determining moral a Gentile environment. choices.

Open to all students. Open to all students.

Not offered in 1982-83. Mr. Marlnl Mr. Hobbs 209 (1-2) Intermediate Hebrew 2 A rigorous review of Hebrew grammar with 205 (1) Prophecy in Israel readings in biblical and rabbinic texts and modern An examination of each prophetic book in the religious literature. Practice in the development of Hebrew Bible (Old Testament), with attention to oral competence. historical context, literary form, and theology. Prerequisite: 109 or permission of the instructor. Among the topics discussed: the affinities of Israelite prophecy with ecstatic experience and Ms. Grumet, Mr. Brettler divination elsewhere in the ancient Near East; the tension between visionary experience and political

reality; the ethics of the prophets and its relation- 161

Religion

210 (2) Psychology of Religion 214 (2)* The Jewish Experience An examination of psychological studies of religion A survey of the history of the Jewish community including a variety of theoretical perspectives and from the close of the period of the Hebrew Bible exercises in contemporary research methods. to the present. Exploration of the elements of Readings in authors such as William James, Sig- change and continuity within the evolving Jewish mund Freud, C. G. Jung, Erik Erikson, and Gor- community, as it interacted with the larger Greco- don Allport. Roman world, Islam, Christendom, and post- Open to all students. Enlightenment Europe and America. Considera- Mr. Johnson tion given to the central ideas and institutions of the Jewish tradition in historical perspective.

211 (1)* Religion and the Human Life Open to all students. Cycle Ms. Grumet A cross-cultural study of the role of religion in the major stages of the life cycle: birth, puberty, mar- 216 (1)* History of Christian Thought: riage, death. Attention given to the rituals that mark 100-1400 these critical episodes and the religious questions Good and evil, free will and determinism, or- they raise. Readings from autobiography, thodoxy and heresy, scripture and tradition, faith literature, anthropology, psychology, and ritual and reason, love of God and love of neighbor; texts of the major traditions. Opportunity to do field issues in Christian thought as addressed by work. Augustine, Thomas Aquinas, Francis of Assisi, and

Open to all students. other shapers of Christianity from its origins

Not offered in 1982-83. through the medieval period. Attention also to popular religious practices; pilgrimages, the cult Mrs. Reynolds of saints, asceticism, and mysticism.

to all students. 212 (1) "Wisdom" and "Folly" in Acient Open Israel Ms. Elkins A close reading of the books of Proverbs, Job, (2)* Qohelet (Ecclesiastes), Esther, the Song of Songs, 217 History of Christian Thought: 1400-1800 Ben Sira (Ecclesiasticus), the Wisdom of Solomon, and closesly related texts from the Hebrew Bible, Free will, revelation, tradition, reason, authority, and the life as figures the Apocrypha, and elsewhere in the Ancient Near good debated by such as Luther, Calvin, East. Among the issues to be discussed: the rela- Erasmus, Ignatius Loyola, Teresa, tionships between divine and human wisdom, Radical Reformers, Descartes, Milton, Locke and commandments and values, knowledge and Rousseau. Attention also to mysticism, witchcraft, morality; the Hebraic ideals of education; story- and the impact of science and the new World on telling as a form of teaching; the challenge posed theology. to the justice of god by the suffering of the inno- Open to all students. cent; the theme of the wise woman and the gulli- Ms. Elkins ble man; and the interpretation of these books in the Jewish and Christian traditions. 218 (1)* Religion in America A study of major ideas, institutions, and events in Open to all students. American religions from the colonial period to the Mr. Brettler present. Introduction to the principal ways Americans have interpreted religious reality and 213 (2) Rabbis, Romans and Archaeology historical The development of Judaism from the reign of the impact of these ideas on society and culture. in central thinkers Alexander the Great to the 7th century C.E. An Readings including the Puritans, examination of the constituents of Jewish culture Jonathan Edwards, Ralph Waldo Emer- son, well in relation to the major political, social, religious and Mary Baker Eddy as as primary and economic trends of the Hellenistic World and sources from Native American, Black, Catholic, Jewish, Pentecostal traditions. late antiquity. Special attention to the impact of the and Christianization of the Roman Empire on Judaism. Open to all students. Attention also to problems of historical reconstruc- Mr. Marini tion as reflected in archaeological evidence in- cluding papyri, coins, synagogue and funerary art, as well as the writings of the rabbis, church fathers and Roman historians.

Open to all students. 162

Religion

219 (1)* Religion and Politics in America 223 (1)* Modern Christian Theology A study of religious beliefs, institutions, and sym- An examination of those theological positions bols In the political culture of the United States. dominant in the formation of modern theology. Case studies and theoretical readings in selected Thematic focus: how shall we understand God? topics. Including religion and the Constitution, the The decline of traditional metaphysics and the rise ideological functions of religion, politics and sym- of alternatives such as, morality, the meaning of bolic drama, religious identity and the electoral pro- world history, existential decisions, primary intui- cess, religious radicalism and political dissent, and tions, or psychological projections. Readings In-

civil religion. clude Kant, Hegel and Kierkegaard, Schleler-

Open to all students. macher and Nietzsche, Coleridge and Newman. Open to all students. Not offered in 1982-83. Mr. Johnson Mr. Marlnl 242 (2)* Christianity in the Arts 220 (2)* Religious Themes in American The Christian tradition as expressed through the Fiction arts. Painting, architecture, and liturgy viewed In Human nature and destiny, good and evil, love their theological and historical contexts. Examples and hate, loyalty and betrayal, salvation and dam- include the Catacombs, Byzantine Ravenna, nation, and fate as depicted in the novels of God Medieval monasteries and cathedrals, Hawthorne, Melville, James, Twain, Hemingway, Renaissance Rome and Florence, and Protestant Faulkner, and others. Reading and discussion of London and New England. these texts as expressions of religious thought and Open to all students. culture In 19th- and 20th-century America. Offered Not offered In 1982-83. In alternate years only.

Open to all students. Ms. Elkins

Not offered in 1982-83. 250 (2)* Primitive Religions Mr. MarinI An exploration of religious patterns of non-literate and archaic peoples. Topics include: magic, witch- 221 (2)* Catholic Studies craft, myth and ritual, the shaman, totemism, Contemporary Issues in the Roman Catholic taboo, vision quest, peyote cult, revltallzation Church, with particular attention to the American movements. Consideration given to theories of the situation. Topics include sexual morality, social origins and evolution of religion, and to the con- ethics, spirituality, and modern theology. Readings cept of "the primitive." Special attention to the represent a spectrum of positions and include religious life of selected Native American societies. works by Thomas Merton, Dorothy Day, Flannery Open to all students. O'Connor, Karl Rahner, Hans Kung, and Pope Not offered in 1982-83. John Paul II.

Open to all students. Mrs. Reynolds

Ms. Elkins 251 (1)* Religion in India Indian religious expression and 222 (1)* Christian Spirituality An exploration of the present. Con- The experience and knowledge of God explored experience from 2500 B.C. to centration on Hinduism, but with consideration of through Christian writers of all periods including Islam, Buddhism, Christianity, and Judaism as Paul, Augustine, Thomas a Kempis, Teresa, Bun- well. Attention to myth, ritual, sacred time and yan, Pascal, Hammarskjold, Kazantzakis, Merton, and Nouwen. space, cosmology, religious community, and pat- terns of Interaction among traditions. Sources in- Open to all students. clude sacred texts, ethnographies, literature, arts, Not offered in 1982-83. and symbol systems. Ms. Elkins Open to all students.

Not offered In 1982-83.

Mrs. Reynolds 163

Religion

252 (1)* The Islamic Tradition 257 (1)* Contemplation and Action An exploration of the fundamental patterns of An exploration of the relationship between two

Islamic religious life from its 7th century origins to dimensions of religious life. Materials drawn from the present. Topics include: life of the Prophet, ar- religious and cultural traditions. East and West. ticles of belief and practice, pilgrimage, mosque, Topics include: self-cultivation and responsibility women in Islam Sufi mysticism. Islamic revolution, (Confucius), liberation and nonviolence (Mahatma unity and diversity in the Islamic world. Offered at Gandhi), salvation and justice (Martin Luther King). MIT. Offered in alternation with 253.

Open to all students. Open to all students.

Mrs. Reynolds Not offered in 1982-83.

Mr. Kodera 253 (2)* Buddhist Thought and Practice of the predica- A study of Buddhist views human 260 (2)* Eastern Spirituality in the West different doctrines ment and its solution, using and An examination of the "new religions" of Asian- forms of practice from India, Thailand, Tibet, China, origin in America: Transcendental Meditation, Hare and Japan. Topics including Buddha's sermons, Krishna, Divine Light Mission, Dharmadhatu. meditation, Buddhist psychology and cosmology, Topics include: the doctrine, practice, and social career, Tibetan Tantricism, Land, bodhisattva Pure organization of the groups; social and theological Western thinkers (e,g., Eliot, Zen, influence on significance of the "turn Easf; relations with other Hesse), and adaptation to the West. Offered in religious traditions. alternation with 257. Open to all students. Open to all students. Not offered in 1982-83. Not offered in 1982-83. Mrs. Reynolds Mr. Kodera 302 (1) Seminar. Women and Asian 254 (1)* Chinese Thought and Religion Religions Continuity and diversity in the history of Chinese An exploration of the religious lives of women in thought and religion from the ancient sage-kings Indian Buddhism, Hinduism, and Islam. Topics in- third including of the millenium B.C. to Mao. Topics clude: ideologies and metaphysics of the feminine Confucianism, Taoism, Chinese Buddhism, folk and female; status of women in sacred law; rituals religion and their further developments and in- women perform; socio-religious status of virgins, teraction. Materials drawn from philosophical and wives, mothers, widows, and renunciants. religious works as well as from their cultural Prerequisite: one course in Asian religions or per- manifestations. Offered in alternation with 255. mission of the instructor. Open to all students. Mrs. Reynolds Not offered in 1982-83. Mr. Kodera 303 (1)* Asian Mysticism The sufi, the saint, and the yogi as foci for an ex- 255 (2)* Japanese Religion and Culture ploration of mysticism and techniques of spiritual Constancy and change in the history of Japanese liberation in Asian religious traditions. Materials and religious thought and its cultural and literary ex- readings from hatha yoga, Hindu and Buddhist pressions. A consideration of Japanese in- tantra, Hindu and Muslim devotional paths. debtedness to, and independence from China, Prerequisite: one course in Asian religions. assimilation of the West and preservation of in- Not offered in 1982-83. digenous tradition. Topics including Shinto, Mrs. Reynolds Japanese Buddhism and its arts, Neo- Confucianism and nationalism. Christian impact and failure, and modern Japanese thought. Of- fered in alternation with 254.

Open to all students.

Not offered in 1982-83.

Mr. Kodera 164

Religion

304 (1) Seminar. Zen Buddhism the Law, traditional and secular messianic expec- Zen, the long-known yet little-understood tradition, tations, and the ecumenical future for Jews and

studied with particular attention to its historical and Christians. Readings from Saul of Tarsus/The ideological development, meditative practice, and Apostle Paul to the present.

expressions in poetry, painting, and martial arts. Prerequisite: one course in Judaism or Christianity, Prerequisite: one course in Asian Religions and or permission of the instructor permission of the instructor. Not offered in 1982-83.

Not offered in 1982-83. Mr. Johnson Mr. Kodera 315 (2) Seminar. Theology 305 (2) Seminar. Religion and Asian An examination of the theology and life of Paul Literature Tillich. Focus on themes such as: Tillich's fusion A discussion of literature from India, China, and of ontology and Christian faith; his borrowings from Japan as reflecting the religious, social, and cul- existentialism, psychoanalysis, and Marxism; and

tural concerns of the people. the intersection of his life history with world Open by permission of the instructor. historical events. Readings of selected writings by Tillich and his biographers, including his wife, Not offered in 1982-83. Hannah. Mr. Kodera Prerequisite: one course in Western religion or philosophy. 306 (2)* The Encounter of the Hebrew Bible and Modern Thought Mr. Johnson An examination of the theological assumptions, (2)* goals, and implications of some of the major 316 Seminar. Ethics intensive of an ethical issue or set of schools of interpretation of the Hebrew Bible (Old An study a related issues with readings in relevant source Testament) against the backdrop of modern in- materials. tellectual history. Examples of topics to be ex- Prerequisite: 208. plored: the emergence of critical method, historicism; the impact of archaeological Not offered in 1982-83.

discoveries; the history of religious school; the Mr. Marlni Biblical theology movement; liberation theology; the possibility of the Hebrew Bible as scripture. 317 (2)* Religion and the Social Sciences Prerequisite: 104 or 105, or by permission of the The use of social scientific methods (psychological instructor. sociological, and anthropological) in the study of

religious communities. Readings in theoretical texts Not offered in 1982-83. and exercises in current research methods. Of- 307 (2)* Seminar. The New Testament fered in alternation with 314. An examination of several of the major New Testa- Prerequisite: 210, or 211, or Anthropology 104,

ment Theologies published since World War II, or Sociology 102. with an eye to discerning both the shared and the Not offered in 1982-83. divergent theologies within the New Testament Mr. Johnson itself, and to uncovering the various methodologies

for re-presenting in our time. them 318 (2)* Seminar in American Religions Prerequisite: 105 or of instructor. permission the Topic for 1982-83: The Evangelicals. An examina- Mr. Hobbs tion of Evangelical Protestantism in American culture from the Great Awakening of 1736-1745 (1)* 314 Seminar. Theology to the Revival of the 1970s. Multidimensional ap- for 1981-82: Critical issues in the ongoing Topic proach integrating the beliefs, institutions, mission, of Jewish-Christian dialogue. An exploration the worship, religious literature, and political acitivities theological in issues contemporary Jewish- of the movement. Chnstian relations in their intellectual, societal, and Prerequisite: one Grade II course in American historical contexts. Attention topics the to such as: religion, history, or literature; or permission of the exclusiveness of Christian salvation claims and the instructor. particularism of Jewish identity, the authority of Mr. Marini 165

Religion

325 (1) Seminar. Judaism: The Holocaust DIRECTIONS FOR ELECTION An examination of the origins, character, course, and consequences of Nazi anti-Semitism during In a liberal arts college, the study of religion con- the Third Reich. stitutes an integral part of the humanities and social Prerequisite: a course in one of the following: sciences. Recognizing religion as an elemental ex- Judaism, modern European history, modern pression of human life and culture, past and pres- political theory, or permission of the instructor. ent, the department offers courses in the major religious traditions of the East and the West. These Ms. Grumet courses examine both the individual and the col- lective dimensions of religion 350 (1) (2) Research or Individual and approach their Study 1 or 2 subject from a variety of perspectives including Open to juniors and seniors by permission. historical and textual, theological and social scientific. 370 (1-2) Thesis 2 to 4 The total program of the major is designed around Open only to honors candidates. the principles of breadth and depth. To promote

breadth, majors shall complete one course in each CROSS-LISTED COURSES of three groups: Biblical, Western, and Asian. To insure depth, majors shall concentrate in a special Black Studies 320 (1) field of interest. The structure of this concentra- Black Institutions tion shall be determined in consultation with the For description and prerequisite see advisor.

Black Studies 320. In individual cases, studies in the original language of religious traditions may be especially valuable. History 233 (1) Hebrew and New Testament Greek are available Renaissance Italy in this department. Relgion 109, Elementary For description and prerequisite see Hebrew, cannot be credited towards the depart- History 233. ment major. However, both Religion 209, In- termediate Hebrew; and Religion 207, New Testa- History 339 (1) Seminar. American Jewish History ment Greek; can be credited towards the major. For description and prerequisite see Latin and Chinese are available elsewhere in the History 339. College. Majors interested in pursuing language study should consult their advisors to determine Sociology 212 (2) the appropriateness of such work for their pro- Sociology of Religion grams. For description and prerequisite see Sociology 212. 166

Russian

Professor: Instructor: Lynch *, Bones (Chairman) Chester p Associate Professor: Kostich

100 (1-2) Elementary Russian 2 225 (1) Soviet Film 1917-1980 (in English) Grammar: oral and written exercises; reading of The history of Soviet film, Lenin's "most important sfiort stories: special emphasis on oral expression; art." Close analysis of several films with extensive weekly language laboratory assignments. Three reading in film history and theory, interrelation with periods. other arts (literature and painting). Main genres to

Open to all students. be examined: documentary, historical re-creation, Ms. Chester social drama, adaptation from literary sources. Open to all students.

200 (1-2) Intermediate Russian 2 Not offered in 1982-83. Conversation, composition, reading, review of grammar. Three periods. 248 (1)* Experience Transfigured: Thie Prerequisite: 100 or the equivalent. Interrelation of the Artist's Personal and Mrs. Bones Creative Life (in English) Explores relations of author's biography and

201 (2) Russian Literature in Translation I literary art in Russian literature from 1917 to the

Russian literature from its beginnings to the mid- present. Readings include memoirs, letters, fiction, dle of the 19th century. The focus of the course and poetry of Pasternak, Mandelstam, Mayakov-

is on the major prose of the first half of the 19th sky, Akhmatova, Tsvetaeva, Nabokov, and others. century. The authors to be considered include Some readings in the original for Russian majors.

Pushkin, Lermontov, Gogol, Goncharov, Open to all students. Turgenev, and Dostoevsky. Ms. Chester Open to all students. Mrs. Bones 249 (1)* Language General laws of phonology, syntax, and gram-

202 (2) Russian Literature in Translation II matical categories. History, theory, and logic of Russian literature from the second part of the 19th language and their application to Russian and the century to the present with emphasis on the works problems of English-Russian translation. of Tolstoy, Chekhov, Sologub, and such Soviet Prerequisite or corequisite: 200 or permission of writers as Babel, Olesha, Bulgakov, and the instructor. Solzhenitsyn. Not offered in 1982-83. Open to all students. Mrs. Lynch Not offered in 1982-83. Offered in 1983-84. Offered in 1983-84. 300 (1-2) Advanced Russian 1 or 2 (2)* 205 Intermediate Conversational The structure of modern Russian. Extensive Russian reading of literary and historical works. Weekly writ- in writing Practice conversation and to increase ten and oral reports on selected topics. Two fluency and accuracy in the use of idiomatic Rus- periods and weekly laboratory assignments. sian. A variety of materials such as newspapers, Prerequisite: 200. periodicals, tapes, and films will be used in the The Staff course. Regulai use of language laboratory. Prerequisite or corequisite: 200 or permission of the instructor.

Not offered in 1982-83. Mrs. Bones 167

Russian

311 (1)* Russian Literature From Its 350 (1) (2) Research or Individual Beginnings up to Pushl

Not offered in 1982-83. Course 100 is counted toward the degree but not toward the Ms. Chester major. Courses 201 and 202 are counted toward the distribution requirements in Offered in 1983-84. Group A and are strongly recommended to students who intend to major in Russian. However, 317 (2)* Russian Writers Today: Emigre only one of them and Soviet may count toward the major. A major in Russian is expected to elect 248, 249 or Prerequisite or corequisite: 300. 205 in conjunction with 200, as well as three Grade Not offered in 1982-83. III courses beyond Russian 300.

318 (2)* The Silver Age of Russian Poetry Students majoring in Russian should consult the A critical study of major poets in Russia at the chairman of the department early in the college beginning of the 20th century. Emphasis given to career, as should students interested in an in- Symbolists, Acmeists, and Futurists. Poetry dividual major which includes Russian.

reading in class followed by close analysis. History 246 and 247 are recommended as related Prerequisite of corequisite: 300. work.

Mr. Kostich The study of at least one other modern and/or classical language is strongly recommended for 320 (2)* Seminar those wishing to do graduate work in Slavic

Not offfered in 1982-83. languages and literatures.

Mrs. Lynch Attention is called to Art 222 (1) and 319 (1) and

Music 216 (2) and 323 (2). Offered in 1983-84.

349 (1)* The Writer in a Censored Society: His Literary and Nonliterary Roles Topic for 1982-83: Chekhow: His concept of freedom. An examination of selected prose, plays, and correspondence. Prerequisite or corequisite: 300. Mrs. Bones 168

Sociology

Professor: Instructor: Berger (Chairman) EwickP, WorthamP Assistant Professor: Anderson-Khleif, Cuba, Imber, Silbey

102 (1) (2) Sociological Perspective 120 (1) Urban Sociology Introduction to the sociological perspective; its A survey of theoretical perspectives which social

principal concepts, theories; its methodologies of scientists have used in their analyses of city life. examining human social behavior in relation to This course explores the metaphorical images as social institutions. The interconnection between the well as the historical realities associated with the "micro" world of the individual and the "macro" development of urban areas and reviews several world of social institutions. contemporary investigations which follow from

Open to all students. classic works on the city. Boston is used as a The Staff laboratory for course assignments requiring field work. 103 (2) American Society Open to all students. the experience of being "American" How has Mr. Cuba changed during the past century, from our agrarian roots to the foundations of the corporate 129 (2)* Sociology of Work and state. Readings in local community studies and Occupations in social reports from de Tocqueville to the pres- Study of representative work and occupational ex- ent which analyze American society in terms of periences ranging from blue-collar jobs to the pro- an ideology of equal opportunity. Attention to fessions. The nature of work in traditional and in populism, racial and class conflict, and social contemporary societies. Socialization to work roles; reform within the context of American Pragmatism. the process of professionalization; work careers;

Open to all students. and other topics.

to all students. Not offered in 1982-83. Open

Mrs. Silbey, Mr. Cuba, Mr. Imber Not offered in 1982-83. The Staff 111 (1) Family Sociology The study of transition or change in the family 138 (2) Deviant Behavior system. Emphasis on the contemporary U.S. fami- Why are some behaviors and some people con- ly but includes comparative material. Scandina- sidered 'deviant' while others are not? This vian family, Israeli kibbutz family, Middle East ex- introductory level course examines several tended family, and Dutch family discussed as theoretical perspectives of social deviance which

cross-cultural models for change. Topics include offer different answers to this question. It focuses dating, family and work roles, marital relationships, on deviance as an interactive process through an contacts with kin, divorce, and single-parent exploration of the way in which people enter de- families, singlehood, and alternative family forms. viant worlds, how others respond to their deviance, Open to all students. and how deviants cope with these responses. Mrs. Anderson-Khleif Open to all students. Mr. Cuba

200 (1) Sociological Theory Sytematic analysis of the intellectual roots and the development of major sociological themes and theoretical positions from the Enlightenment to the present.

Prerequisite: 102 and one Grade I unit. Mrs. Berger, Mr. Imber 169

Sociology

201 (1) Social Statistics 212 (2)* Sociology of Religion An introduction to the use of statistics in the social Examination of the social dimensions of religion sciences. Both descriptive and inferential statistics and the institutional interrelationship between are presented as ways of organizing data for the religion and society. Sociological theories of development and testing of hypotheses and as a religion, religious organization and behavior, guide to understanding social science research. religion and social change, and the processes of Provides the necessary background for 302. institutionalization and secularization. Special at-

Open to all students. tention will be given to religion in America with wide Mr. Cuba use of comparative materials.

Prerequisite: 102 or one Grade I unit. 207 (1) Criminology Mrs. Berger, Mr. Imber Systematic examination of the meaning of crime and reactions to crime. Topics include: theories 213 (2) Law and Society regarding the causes of crime, nature and origins Study of a day in court and underlying factors that of criminal laws, extent and distribution of criminal lead to lawful behavior. Study of legal reasoning, behavior, societal reaction to crime through the types of law and legal systems, and relationship criminal justice system, penology and corrections. of law to social class and social change. Emphasis Attention to the relationship among crime, punish- upon the profession and practice of law including ment and justice. legal education, stratification within the bar, and

Prerequisite: 1 02 or by permission of the instructor. the politics of legal services.

Prerequisite: 1 02 or permission of the instructor. Not offered in 1982-83. by Mr. Cuba, Mrs. Silbey Mrs. Silbey

208 (1)* Demography 215 (2) Sociology of Culture Systematic analysis of the constitutive elements of The analysis of population composition and contemporary culture: their impact on individual change. Differential fertility, mortality, and migra- alike. role of science, technology, tion of sociocultural groups are examined with and society The bureaucracy, government and the mass media; reference to population theory and national questions of autonomy, rationality and irrational- policies. Attention is also given to urbanization, ity, the theme of abstraction and the spirit of overpopulation, and environmental limits. protest. Prerequisite: one Grade I unit or by permission of Prerequisite: as for 201. the instructor. same Not offered in 1982-83. Not offered in 1982-83.

The Staff Mr. Imber

217 (1) Power: Social, Personal and 209 (2) Social Stratification Institutional Dimensions The concept of social stratification is the core con- The study of power extends far beyond formal cept of sociology. It describes the differences politics or the of overt force into the opera- among individuals and among institutions. The use institution every life: are course examines indicators of social mobility, of tion of every and how we in subtle the people around social class and implications of race, sex, ethnici- influenced ways by us, controlling decisions in the fami- ty for one's social standing and prestige. Dimen- who makes ly, how people get ahead at work, whether sions of stratification will be analyzed at the com- governments, in fact, reflect the "will munity, national and international levels. democratic of the people." This course explores some of the Prerequisite: 1 02 or by permission of the instructor. major theoretical issues involving power (including Mr. Imber, Ttie Staff the nature of dominant and subordinate relation- ships, types of legitimate authority) and examines how power operates in a variety of social settings: relations among men and women, the family, the community, the corporation, the government, cooperatives and communes. Open to sophomores, juniors, and seniors without prerequisite.

Mrs. Silbey, Mr. Cuba (team-taught) 170

Sociology

224 (2)* Political Sociology and Social pean and American sources. Focus varies with the Movements instructor.

Analysis of the social basis of power and political Prerequisite: 200 and one other Grade II course action in modern societies. How does one's social- or by permission of the instructor. ly structured position influence political behavior, Mrs. Berger, Mr. Imber, Ms. Worttiam and is political action rooted in ideological struc- tures or material conditions? Special attention 302 (2) Research Methods given to the relationship between the "ways of be- An examination of the logic of survey analysis, from ing political" and structures of power and authori- the development of hypotheses and construction

ty. Analysis of revolutions, political movements, as of a survey instrument to the analysis and report-

well as ordinary citizen activities. ing of results. Emphasis is on field research ex-

Prerequisite: 1 02 or by permission of the instructor. perience; class participants work collectively on Mrs. Silbey the design and implementation of a research proj- ect of their choice. 229 (1) Organizations and Organizational Prerequisite: 201 or by permission of the instructor. Behavior Mr. Cuba How do organizations operate? Why do people act the way they do inside organizational settings? 311 (2) Seminar. Family Studies Analysis of organizational structure, processes, Topic for 1982-83: The Family, the State and Social and behavior. Topics include organizational roles, Policy. Analysis of problems facing the contem- managerial ideologies, the individual in the porary U.S. family and potential policy directions. organization, power, communication, effec- Discussion of the social meaning of income and

tiveness, decision making, conflict, recruitment, the quality of family life. Emphasis on welfare, mobility, fast-tracking, risk taking, initiative, flexibility housing, the impact of work on family relations, and rigidity in organizational structure, and day care, the elderly, the working poor, and organizational change. delivery of services to families with special needs. Prerequisite: 102 or by permission of the instructor. Sweden studied as a comparative model for family Mrs. Anderson-Khleif policy.

Prerequisite: one Grade II course, or permission 231 (2) Society and Self of the instructor. How can the individual be at once cause and con- Mrs. Anderson-Khleif sequence of society? Not only is the person a social product, but s/he is also clearly unique, and 314 (2) Medical Sociology in turn helps shape and modify society. This Definition, incidence and treatment of health

course is concerned with the relationship between disorders. Topics include: differential availability the individual and society, and the behavior of per- of health care; social organization of health delivery sons in groups. Ways in which groups and institu- systems; role behavior of patients, professional

tions aid or inhibit individual experience will be staff and others; attitudes toward terminally ill and discussed. dying; movements for alternative health care.

Prerequisite: 1 02 or by permission of the instructor. Prerequisite: one Grade II unit or by permission

Mrs. Berger, The Staff of the instructor. Mr. Imber 300 (2)* Senior Seminar. Sociological Theory and the Sociology of Knowledge 320 (1) Seminar. Community Studies Analysis of topics in contemporary sociological Analysis of the structures and processes found in theory. Topic for 1982-83: Sociology of Intellec- modern communities. Intensive research power tuals. The relationships between thought and structures, patterns of residential neighboring, and society; fundamental approaches to the critical forms of participation.

analytical modes in the sociology of knowledge. Prerequisite: one Grade II unit or by permission The course will consider contributions from Euro- of the instructor.

Not offered in 1982-83. Mr. Cuba 171

Sociology

324 (2) Seminar. Social Change 350 (1) (2) Research or Individual Examination of theories of social change and the Study 1 or 2 emergence of modern paradigms of social Open by permission to juniors and seniors. change. Analysis of the impact of change upon selected social institutions such as the polity, 370 (1-2) Thesis 2 to 4 economy, family, the stratificational system. Social- Open only to honors candidates. psychological dimensions of change. The pro- cesses of rationalization and bureaucratization. CROSS-LISTED COURSES Prerequisite: two Grade II courses or permission of the instructor. Anthropology 210 (2) Mrs. Berger Racial and Ethnic Minorities For description and prerequisite see 325 (1) Science, Technology and Society Anthropology 210. An examination of the social conditions of scien- tific development and controversy, and the links Education 216 (2) among scientific work, technological development Education, Society, and Social Policy and everyday life. Topics include: the interrelation For description and prerequisite see of science, government and industry: sociobiology Education 216. and IQ debates: the politics of science education Extradepartmental 222 and the ethics of science research. Women in Contemporary Society Prerequisite: 102 or by permission of the instructor. For description and prerequisite see Mr. Imber Extradepartmental 222.

329 (2) Internship Seminar in Organizations DIRECTIONS FOR ELECTION To observe operations and behavior in a range of business, medical, government, law, media, Sociology as a discipline has a three-pronged ap- urban planning, and social service organizations. proach: (a) on a general level, it is concerned with Selected topics in theory and research including patterns of human interaction, the role of values, organizational development, group-to-group inter- and the social construction of reality: (b) on a more face, incentive systems, job satisfactions, organiza- specific level, it studies systematically those rela- tions and environment, organizational design, tions which have come to assume discrete forms coalitions and cliques, information systems, stan- such as family, law, religion: (c) on the meth- dard operating procedures, and management odological level. It explores approaches and roles. techniques of social research and the scientific

Prerequisite: one Grade II course or by permis- principles on which these techniques are ground- sion of the instructor. 229 is recommended. ed. Sociology is concerned with making empiri- Mrs. Anderson-Khleif cally valid observations and statements which allow for a fuller and realistic understanding of the

338 (2) Seminar. Topics in Deviance, Law totality of social life. and Social Control A sociology major must include: Sociology 200, Topic for 1982-83: Sociological Perspectives on 201, and 302 taken at Wellesley. Permission to Regulation. Application of sociological concepts take these courses elsewhere must be obtained and methods to the central issues surrounding in advance from the department chairman. The public regulation with special attention to the case department discourages a minimum major with of consumer protection: historical and moral foun- only two Grade III level courses. Students are en- dations of the market economy, political demands couraged to explore the full range of disciplines for and legal mandates prescribing regulation, pat- in the liberal arts, and should consult a faculty terns of implementation through bureaucracy, and member to select courses each term and to plan the rise of the "new class." This will course address a course of study over several years. the criteria which measure regulatory success or failure, the meaning of rational implementation, and the role played by discretion in administra- tion and implementation.

Prerequisite: one Grade II unit or by permission of the instructor.

Mrs. Si Ibey 172

Sociology

The Sociology Complement is offered for students who wish to develop analytical skills and who seek

to acquire a supplementary perspective that is in- formed by the sociological frame-of-reference and empirically available data. The Complement con- sists of Sociology 102, 200, 209 and two other sociology courses selected with the advice of a department member. A student wishing to add the Sociology Complement to the major in another field should consult a faculty advisor in sociology. 173

Spanish

Professor: Instructor: Lovett Levy P, Benitez

Associate Professor: Lecturer: Gascon-Vera (Chairman), Roses Renjilian-Burgy

Assistant Professor: Villanueva, Agosin

Courses of the departnnent are normally con- the audio-lingual method develops accuracy and ducted in Spanish; oral expression is stressed. fluency with the spoken language. Five periods per week. The department reserves the right to place new Open by permission of the instructor to students students in the courses for which they seem best who not present Spanish for admission. prepared regardless of the number of units they do have offered for admission. Not offered in 1982-83.

Qualified students may be recommended to spend 201 (1) (2) Oral and Written the junior year in a Spanish-speaking country, Communication either with the PRESHCO Consortium Program of Practice in conversation and writing to increase Hispanic Studies in Cordoba, Spam, or a non- fluency and accuracy in the use of idiomatic Wellesley program. See p. 40. Spanish. Through frequent oral presentations and the use of audio- and videotapes, students develop 100 (1-2) Elementary Spanish 2 their ability to use Spanish comfortably in various Introduction to spoken and written Spanish; stress on audio-lingual approach through directed con- situations. Prerequisite: 102, 103, [199] or [200] or four ad- versation. Extensive and varied drills. Oral presen- mission units or permission of the instructor. tations. Language laboratory exercises. Three periods. The Staff Open to students who do not present Spanish for admission. 202 (2) Linguistic and Literary Skills A course to serve as a transition between language The Staff study and literary analysis; speaking and writing organized around interpretations of works by con- 102 (1-2) Intermediate Spanish 2 temporary Hispanic authors; creative writing; a Intensive review of grammar and language skills review, at the advanced level, of selected prob- through practice in the classroom and with in grammar. periods. language laboratory exercises. Readings by con- lems Spanish Two students presenting three admission units, temporary Spanish and Spanish American writers. Open to or 201. Emphasis on vocabulary building and oral and 102, 103, written expression. Three periods. Ms. Renjilian-Burgy Prerequisite: two admission units in Spanish or 100. 203 (2)* Modern Spanish Literature The search for identity in Spam 1898-1936. Domi- The Staff nant themes and innovations in such authors as Valle Inclan, Baroja, A. Machado, 103 (1-2) Intensive Spanish 3 Unamuno, Azorin and Ortega Gasset. Offered in alterna- First semester: Concentrated introduction to y tion with 204. spoken Spanish. Constant oral-aural practice, in Prerequisite: [199], [200], 201 or 202 or permis- class and in the language laboratory, builds an sion of the instructor. active facility with linguistic structures. Intensive vocabulary building through visual presentations, Ms. Gascon-Vera dramatizations, and short readings. Second semester: Increased emphasis on writing and on the reading of literary texts. Continued use of 174

Spanish

204 (1) Censorship and Creativity in Spain 208 (2) Nineteenth Century Spanish 1936-1982 Society as Seen by the Novelist From 1936 to the present day. The struggle for The masters of 19th-century peninsular prose self-expression in Franco's Spain and the transi- studied through such classic novels as Pep/fa tion fronn dictatorship to democracy. A study of Jimenez by Juan Valera, Miau by Perez Galdos, the literary styles and accomplishments of contem- Los pazos de Ulloa by the Countess Pardo Bazan porary authors: Miguel Hernandez, Cela, and La Barraca by Blasco Ibanez. Discussions. Goytisolo, Gabriel Celaya, Martin Santos, and Bias Student interpretation. de Otero. Offered in alternation with 203. Prerequisite: same as for 203. Prerequisite: as for 203. same Not offered in 1982-83.

Not offered in 1982-83. Mr. Lovett

205 (1)* Freedom and Repression in 209 (1) The Spanish American Short Spanish American Literature Narrative the literature of the Spanish An introduction to The realistic and fantastic short stories of contem- American countries with special focus on the ten- porary Spanish America. Special emphasis on sion literary expression the limiting between and women writers. In-depth analysis of the masters authoritarianism. struggle forces of The constant Quiroga, Borges, Cortazar, Rulfo, and Garcia Mar- the writer society the outcome between and and quez. Offered in alternation with 205. will discussed. of that struggle be examined and Prerequisite: same as for 203. Close reading of poetry, chronicles, essay and Ms. Roses drama. El Inca Garcilaso, Sor Juana de la Cruz, Ruben Dari'o, Gabriela Mistral, Pablo Neruda, 210 (2)* Chicano Literature: From the Octavio Paz. Offered in alternation with 209. Chronicles to the Present Prerequisite: same as for 203. A survey of the major works of Chicano literature Not offered in 1982-83. in the United States in the context of the Hispanic Ms. Roses and American literary traditions. A study of the chronicles from Cabeza de Vaca to Padre 206 (1) The Spirit of Spain in Its Literature Junfpero Serra and 19th-century musical forms Intensive study of masterpieces that establish such as corhdos. A critical analysis of the themes Spanish identity and create the myths that Spain and styles of the contemporary renaissance in the has given to the world. Poema del Cid, La light of each author's literary values: Luis Valdez, Celestina, Lazarillo de Tormes, El burlador de Alberto Urista, Jose Montoya, Rodolfo Anaya. Sevilla (Don Juan); Garcilaso, Fray Luis de Leon, Prerequisite: same as for 203. Vega, Calderon. Cervantes, Lope de Not offered in 1982-83. Prerequisite: same as for 203. Mr. Villanueva Ms. Renjillan-Burgy 211 (2) Living Women Writers of Spain, 207 (2) The Struggle of the Two Spains in 1970-1981 Literature A selection of readings— novels, poetry, essays, From the virtue-extolling El s! de las ninas by theatre - by Spanish women writers of the 1 970s Morati'n through the turbulent works of the and 1980s. Carmen Martin Gaite, Rosa Montero, emotion-prone Romantics Rivas, Espronceda, and Ester Tusquets, Merce Rodoreda, Carmen Conde. the biting satire of Larra, the Becquer, and to A close study of the development of their feminist realistic novel of Perez Galdos.- consciousness and their response to the chang- Prerequisite: same as for 203. ing world around them. Not offered in 1982-83. Prerequisite: same as for 203.

Mr. Lovett Not offered in 1982-83. Ms. Gascon-Vera .

175

Spanish

212 (2) The Word and The Song: 261 (1)* History of Spain Contemporary Latin America Today From the epic struggle between Moors and Chris- The study of the themes and voices of Latin tians for the control of the Iberian Peninsula, American poetry as they appear in the written work through the centuries of imperial Spain, to modern

and the oral tradition of the folk song. Special em- Spam with its split between liberals and conser- phasis will be on Neruda, Vallejo, Paz, Peri-Rossi, vatives, a split which explodes into the apocalyp-

Belli, Dalton. tic Civil War of 1936-39, the history of Spain is ex- Prerequisite: same as for 203. plored through readings, lectures, and discus- Ms. Agosin sions. The course ends with the study of the Fran- co dictatorship (1939-75) and post-Franco Spain. 215 (1) Spanish Practicum Prerequisite: same as for 260. Students are placed with various Hispanic Not offered in 1982-83. organizations in the Boston area to increase their Mr. Lovett fluency in Spanish through personal and continued contact with the language. Classroom seminars, 301 (2)* Honor, IVIonarchy and Religion in Hispanic guest lecturers, and films in Spanish com- the Golden Age Drama plement the students' internship experiences. The characteristics of the Spanish drama of the Readings by Oscar Lewis, Babi'n, Maldonado Golden Age. Analysis of ideals love, honor, and Denis, and others. religion as revealed in the drama. Representative Prerequisite: personal interview with the instruc- masterpieces of Lope de Vega, Guillen de Castro tor to establish adequate language skill. and Ruiz de Alarcon, Tirso de Molina, Calderon. Ms. Levy Offered in alternation with 302. Open to juniors and seniors who have taken two 228 (2)* Latin American Literature: Grade II units including one unit in literature. Fantasy and Revolution Not offered in 1982-83. The interrelation between aesthetic and sociopolitical problems in the works of contem- Mr. Lovett porary Latin American writers, as seen by Garcia 302 (2)* Cervantes Marquez, Cortazar, Paz, Donoso, and Neruda. A close reading of the Quijote with particular em- Special attention will be given to the imaginative phasis on Cervantes' invention of the novel form: vision of Jorge Luis Borges. creation of character, comic genius, hero versus Open to all students except those who have taken anti-hero; levels of reality and fantasy, history ver- Spanish 306 and 307. sus fiction. Offered in alternation with 301. Ms. Roses Prerequisite: same as for 301

260 (1)* History of Latin America Ms. Gascon-Vera The political, social, economic, and cultural evolu- 306 (1) Arts and Letters of Contemporary tion of the Latin American world from colonial days Mexico to the present. Emphasis on colonial institutions Study of the fiction, poetry and essay in Mexico and their relations to historical developments in the within the context of the interrelationship of the arts Iberian peninsula and on the fundamental prob- from the Revolution of 1910 to the present. Authors lems, especially in certain key countries, of modern read to include Vasconcelos, Rulfo, Fuentes, Paz, and contemporary Latin America. Usigli, Revueltas, Gorostiza, Villaurrutia, Carballido, Open to qualified freshmen and sophomores, to Garro, Sai'nz. sophomores who have had a course in history or Prerequisite: same as for 301. art history, and to juniors and seniors without prerequisite. Not offered in 1982-83. Ms. Roses Ms. Roses ,

176

Spanish

307 (2) The New Novel of Latin America DIRECTIONS FOR ELECTION Analysis and discussion of major Latin American novels from the 1960s and 1970s. Special topics Course 100 is counted toward the degree but not will be social conflict in the novel, estheticism vs. toward the major.

engagement, literature as a critique of values and Students who begin with 100 in college and who a search for identity. Works by Onetti, Cortazar, wish to major should consult the chairman in the Fuentes, Rulfo, Carpentier, Donoso, Garcia second semester of their freshman year. Marquez. Students may choose to major either in Peninsular Prerequisite: same as for 301, or Latin American literature or an approved com- Ms. Roses bination of the two. The Peninsular major should ordinarily include 201 or 202, 203 or 204, 206, 310 (1) Seminar. Avantgarde Poetry of 207 or 208, 301 , 302, either 205 or 307, and at Spain least one additional unit of Grade III literature in A study of the major poets of the generation of Spanish. The Latin American major should or- 1927. In-depth study of poets Garcia Lorca, dinanly include 201 or 202, 205, 209, 21 or 21 1 Guillen, Salinas, Aleixandre, Miguel Hernandez, 306, 307, 206 or 302, and at least one additional and Alberti. unit of Grade III literature in Spanish. History 260 Prerequisite: same as for 301. is recommended for the Latin American major;

Mr. Villanueva History 261 is recommended for the Peninsular major. 350 (1) (2) Research or Individual Individually planned majors in Latin American Study 1 or 2 studies, which combine language and literature Open by permission, or to seniors who have taken courses with a program of history, anthropology, two Grade III units in the department. political science, and economics courses, are 370 (1-2) Thesis 2 to 4 encouraged.

Open only to honors candidates. Students who have completed at least Spanish 201 or equivalent may apply to Wellesley's "Pro- grama de Estudios Hispanicos en Cordoba" (PRESHCO). 177

Theatre Studies

Professor: Lecturer: Barstow (Chairman) Levenson p

203 (2) Plays, Production, and 209 (2)* Seminar. The Design of Lighting Performance for Theatrical Production The produced play considered as originally the Theory and technique of the lighting of perfor- creation of the dramatist but brought to comple- mance as a major artistic component of theatrical tion in performance through the creative collabora- production. Emphasis is on developing the tion of producers, directors, designers, and actors. analytical, organizational and technical skills

Open to all students. necessary to the lighting designer. Offered in alter-

Mr. Barstow nation with 206. Prerequisite: same as for 205. 205 (1)* Acting and Study Scene Not offered in 1982-83. Study of the performed scene as the basic Mr. Levenson building-block of playwright, director, and actor. Scenes from significant plays and scenes written 210 (1-2)* History of the for the course regularly rehearsed and performed Theatre 1 or 2 for class criticism. Study of theatre structures, crafts, and practices Prerequisite: or permission of the instructor. 203 with emphasis on acting and production styles as Not offered in 1982-83. these relate to major developments in dramatic

Mr. Barstow literature. One unit of credit may be given for either semester by permission of the instructor. Offered in 1983-84. Prerequisite: same as for 205. 206 (2)* Design for the Theatre Mr Barstow Study of the designer's function in the production (2)* in process through development of scale models of 212 Images of Women the Drama of specific of the representation theatrical environments for specific plays. The Study examples of women on the dramatic stage during various models are evaluated in a series of juried critiques in variety of cultures, focusing on what focusing on performance as a realization of the eras a a public and popular art says and implies about analytical interpretation of each play. Offered in alternation with 209. women: their "nature," their roles, their place in the society reflected, their options for individuality and Prerequisite: same as for 205. Majors are en- for activity affecting others, etc. couraged to take Art 1 00 and one or more of the Prerequisite: or permission of the instructor. following before taking 206: Art 105, 108, 209, 203 210. Open to majors in Women's Studies without prerequisite. Mr. Levenson Mr. Barstow 208 (1)* Contemporary Theatre Late 20th-century dramatists and production 215 (1)* Shakespeare in the Theatre of production of Shakespeare's plays in the styles; plays, producers, designers, and actors Study theatre; particular attention to Elizabethan significant in the development of contemporary theatre. stagecraft and to contemporary production styles; emphasis on acting and directing. Reports, and Prerequisite: 203 or permission of the instructor. scenes performed for class criticism. Open to juniors and seniors without prerequisite. Prerequisite: 203, and English 112, [215], or 223 Mr. Barstow or 224 or [305] or [306].

Not offered in 1982-83.

Mr. Barstow 178

Theatre Studies

235 (1) Looking at Ballet 236 (2) Looking at Modern Dance A history of ballet from the Romantic ballet of the An analysis of modern dance focusing on what

1830s to the present. Analysis of ballets by such makes it "modern" and how it differs from ballet. choreographers as Petipa, Balanchine, and Modern dance choreographers from Isadora Dun- Ashton. There will be filmed and taped materials can and Ruth St. Denis to Martha Graham, Doris each week, along with lecture and discussion. Humphrey, Paul Taylor, Merce Cunningham, and When possible, lectures will be supplemented by Twyia Tharp will be discussed. Frequent films and field trips to dance performances in the Boston videotapes of modern dance will be supplemented area. when possible by field trips to dance performances

Open to all students. in the Boston area.

Open to all students. Not offered in 1982-83.

Mrs. Temin Mrs. Temin

Offered in 1983-84. 350 (1) (2) Research or Individual Study 1 or 2 Open by permission to qualified students.

DIRECTIONS FOR ELECTION

A student who wishes to pursue an interest in theatre should consult the chairman of theatre studies about course selection which will em- phasize 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 Interdepartmental Majors. 179

Extradepartmental

The following section includes several separate concepts are formulated, revised, and restated; courses of interest to students in various what it means to be "objective" in science; and the disciplines. degree to which preconceived ideas affect what we observe, record, and accept in science. Two * Course may be elected to fulfill in part periods for lecture and a 3-period demonstration the distribution requirement in Group A *** section. Meets the Group C distribution require- Course may be elected to fulfill in part ment as a nonlaboratory unit but does not count the distribution requirement in Group B^ toward the minimum major in any Group C designated. or B2 as department. **** Course may be elected to fulfill in part Open to freshmen and sophomores; to juniors and the distribution requirement in Group C seniors by permission. Miss Webster, Miss Widmayer

114 (1)'**2 introduction to Linguistics Extradepartmental Courses Designed to familiarize the student with some of the essential concepts of language description.

100 (2) Tutorial In Expository Writing Suitable problem sets in English and in other An individual tutorial in writing, taught by juniors languages will provide opportunities to study the and seniors from a variety of academic depart- basic systems of language organization. Changes ments. Requirements for the course include com- in linguistic methodology over the last century will pletion of weekly assignments in writing and revis- also be discussed. ing; occasional reading assignments; weekly con- Open to all students. ferences with a student tutor; occasional con- Ms. Levitt ferences with faculty advisor. Open by permission of the class dean. 119 (2)* History of Science: Scientific Ideas and World Views Mrs. Stubbs A course designed for students whose technical 106 (2) Introduction to Chinese Culture knowledge of science is limited, but who wish An inquiry into the patterns and themes of China's nevertheless to examine some of the scientific culture by examining its history, philosophy, ideas which have shaped man's ideas of himself religion, literature, art and science. Particular and his universe. Films from Jacob Bronowski's themes will be explored through a series of Ascent of Man series will provide a perspective historical topics. The patterns we will look for for examining the contributions of such scientists should help us answer questions such as; why did as Newton, Darwin, and Einstein to the science the Chinese Empire continue to exist for four of their time as well as to our own. Critical evalua- millenia? why did Chinese philosophy develop in tion of the portrayal of scientific ideas and their im- the direction of Maoist ideology? Classes in pact in historical accounts, biography and film. English. (There will be film showings outside of class hours.)

Open to all students without prerequisite. Open to all students.

Mr. Van Zoeren Not offered in 1982-83. Miss Webster 112 (2)**** Evolution: Change Through Time 120 (1)** Introduction to Women's Studies Study of the concepts of evolution in the physical Examination of key works of literature and scholar- and biological world and their impact on man's ship on women and the intellectual background view of himself, his place in nature, and his ex- of modern women's movements. Themes to be for future Evidence for origins pectations change. emphasized include (1) different definitions of male in universe, the earth, and life and change the and female roles (2) recommendations for changes of the historical development forms. Consideration in established practice and attitudes and (3) of evolutionary concepts will provide the oppor- women's cultural history. tunity to the in which scientific examine manner Open to all students. 180

Extradepartmental

141 (2) China on Film of some significant historiographical interpreta-

West looks East through the camera's eye. Charlie tions. Also, particular attention to Machiavelli in Chan in Shanghai, Shirley MacLaine at the Great relation to the intellectuals of his own time.

Wall, Pearl Buck on the Good Earth: a cinematic Open to all students. exploration of Western conception of 20th-century Not offfered in 1982-83. China. A broad selection of films, primarily Ms. Mattii documentary, will be analyzed in their historical context, supplemented by readings on both 216 (2) Mathematics for the Physical background material and film criticism. Focus on Sciences major shift of dominant Western opinion toward Mathematical preparation for intermediate and ad- China, Films Felix Greene, Antonioni, by Rene vanced physical science courses. Topics include: Burri, Shirley MacLaine, Edgar Snow to be includ- vector analysis; field theory, with the divergence ed among others. Course conducted in English. and Stoke's theorems; ordinary and partial differen- Discussion following each film showing. Short tial equations; Fourier series. Topics such as paper assignments through the course. diagonalizing matrices and using statistical distribu- Open to freshmen and sophomores only; upper- tion functions included as time permits. No class students by permission of the instructor. laboratory. Not offered in 1982-83. Prerequisite: Physics 104 or 105 or 110 or per-

Mr. W. Liu mission of the instructor and Mathematics 205. Ms. Marsfiall 211 (1-2) Dante (in English) 2 An introduction to Dante and his culture. This 220 (2) Proust and the Modern French course presumes no special background and at- Novel tempts to create a context in which Dante's poetry Psychology and aesthetics in works by Flaubert,

can be carefully explored. It concentrates on the Gide, Sartre, Beckett, and Robbe-Grillet, with em- Divine Comedy and Dante's use of his literary and phasis on Proust's Remembrance of Tfiings Past. philosophical sources. The centrality and encyclo- Lectures, papers, and class discussion in English.

pedic nature of the comedy make it a paradigmatic Students may read the texts in French or in English work for students of the Middle Ages. Since Dante translation.

has profoundly influenced some key figures of the Open to all students except those who have taken

19th and 20th centuries, students will find that he two or more Grade II courses in French literature. illuminates modern literature as well. First semester Mr. Stambolian may be elected independently, second semester ***2 may be elected independently by permission of 222 (2) Women in Contemporary the instructor. Society

Open to all students. The legal, political, economic, and psychological Ms. Jacoff issues affecting women. Special emphasis on women's work at home and in the paid labor force, 214 (2) Machiavelli (In English) their role in the family and in social change.

An analysis of Machiavelli's thought in terms of its Prerequisite: Extradepartmental 120, or a social political, cultural and methodological elements. science course, or by permission of the instructor. The analysis will proceed according to two com- plementary lines: reading and discussion of basic works {The Prince, Discourses. Art of War, Letters, 226 (1) History of Science: Historical History of Florence): study of the historical context Foundations of Modern Science A course designed for students who have com- and cultural tradition in which the various themes pleted their introduction to science and wish developed. Interpretation of reality, the dichotomy who to put aspects of that knowledge into between "virtu" and "fortuna"; force and persua- some historical perspective, the historical sion; the role of the aggregate and of the individual emphasizing development rather than the textbook version of "virtu." Evaluation of Machiavelli's intellectual revolu- scientific ideas, and the context- historical, tion, the ermergence of a new relationship be- political, philosophical pivotal tween empirical observation and theoretical economic, and -of latter will selected as much as elaboration. The science of politics. Discussion episodes. The be possible to reflect the interests of the students elec- ting the course. With this introduction to history of science as a discipline and with several case histories from different sciences as models, 181

Extradepartmental

students will design research projects in the history 237 (2)* History and Structure of the of science reflecting their particular areas of interest Romance Languages and expertise. Students will present their projects Open to students of French, Italian, Spanish, and orally and in final papers. Latin, this course deals with the development of Prerequisite: three units in Group C, at least one the modern Romance languages from Vulgar

of which IS with laboratory. Open to juniors and Latin. Primary emphasis will be placed on examin- seniors, and to sophomores by pernnission of the ing this development from a linguistic point of view, instructor. stressing general principles of historical change. Some reading and comparison of early texts in Not offered in 1982-83. each of the languages will also be included. Of- Miss Webster fered in alternation with 238.

Prerequisite: Extradepartmental 1 14 or by permis- 227 (1) Feminism, Anti-Feminism and Philosophy sion of the instructor. Study of the range of feminist and anti-feminist Ms. Levitt theories developed in the course of Western 238 (2)* Linguistic Analysis of Social and history from Plato to the present. Emphasis will be Literary placed espcially on discovering what values and Expression An interdisciplinary course designed for students concepts underlie anti-feminist theories and at- in the humanities and social sciences based on titudes. Some recent discussions of the possibility the application of linguistics to the analysis of of changing traditional values and concepts so as language in its written and spoken forms. Em- to reflect women's equality will also be examined. phasis on the ways literary styles are created, and Open to all students without prerequisite. levels of social expression are conveyed, by varia- Mrs. Janik tions in the structural and semantic organization of language. Includes extensive study of women's 228 (2)* ** Latin American Literature: Fantasy and Revolution language. Offered in alternation with 237. Prerequisite: Extradepartmental 1 14 or by permis- Aesthetic and sociopolitical problems in the works sion of the instructor. of contemporary Latin American writers, as seen by Garcia Marquez, Cortazar, Paz, Donoso, and Not offered in 1982-83.

will im- Neruda. Special attention be given to the Ms. Levitt aginative vision of Jorge Luis Gorges.

Open to all students except those who have taken 239 (1) Language and Mind Spanish 306 and 307, Introduction to the study of the relation between Ms. Roses higher order abilities and the brain. The course will focus on the relationship of the brain to speech 231 (2) Interpretation and Judgment of and language processing, artistic realization (music Films and art), intelligence, and other cognitive dimen- Close analysis of masterpieces of film art, drawn sions. Issues such as the origins of language, from the work of such directors as Eisenstein, creativity, the relation between language and Chaplin, Keaton, Dreyer, Ophuls, Welles, thought, sex differences in cognitive abilities, and Bergman, Feliini, Godard, and Antonioni. Many human consciousness will be considered. short written assignments. Frequent screenings in Prerequisite: an introductory course in psychology the early part of the week of the film under discus- or linguistics or anthropology or philosophy or per- sion; students are required to see each film at least mission of the instructor. twice. Ms. Blumstein Open to all students.

Mr. Garis 182

Extradepartmental

** 241 (2)* Chinese Poetry and Drama in 245 (2)* Films and the Novel in Italy Translation An introduction to historical, political, and social A survey of Chinese literature of classical antiquity, aspects of post-war Italy; exploration of the inter-

with emphasis on works of lyrical nature. Readings relationship between Italian cinema and fiction in include selections from Book of Songs, elegiac the development of both social realism and ex- poetry of Ch'u Yuan and works by the great poets perimental modes of poetic expression. Emphasis of the Tang and Sung periods. The course con- on novels by authors such as Pavese, Calvino, cludes with the introduction to poetic drama of the Moravia, and Levi and analysis of films directed Yuan Dynasty, Comparative analysis with other by Visconti, Rossellini, De Sica, Fellini, and literature will be encouraged. Classes in English. Pasolini. Given in English. Students doing the Open to all students without prerequisite. reading and paper writing in Italian may count this

Not offered in 1982-82. course toward the major in Italian. Open to sophomores, juniors, and seniors. Mr. Van Zoeren Not offered in 1982-83. ** 242 (2)* Chinese Fiction in Translation (1)***^ A survey of Chinese narrative literature from the 246 Ancient Medicine medieval period to the present. Readings include A survey of medical practice in the Near East, short stories from the Tang Dynasty to the end of Greece, and Rome focusing on the development the Ming, selections from the great classic novels of rational medicine under Hippocrates and the medical achievements of the Hellenistic era. Also, of the Ming and Ching Dynasties, and prose fic- theories of physical mental their tion by 20th-century authors. Discussions will focus and diseases and for on the different stylistic developments of high- and consequences later Western medical practice, low-culture literature, the social significance of this doctor-patient relations, malpractice suits, the cult literature, and the writer's perceptions of the of the healing god Asklepios, and miracle cures. customs, institutions, and conflict of his/her Open to all students. historical environment. Classes in English. Mr. Engels

Open to all students without prerequisite. 247 (2) Arthurian Legends Not offered in 1982-83. A survey of legends connected with King Arthur 243 (1)* Roman Law from the 6th century through the 15th with some attention to the new interpretations in the Renais- Ancient Roman civil law; its early development, codification, continuing alteration; law and society sance, the 19th, and the 20th centuries. Special lectures by members of the medieval/renaissance (property, family, slavery); its influence on other legal systems. studies program. to juniors, seniors. Open to all students. Open sophomores, and Mr. Not offered in 1982-83. Stehling Mr. Starr 251 (1)***^ Ancient Science

Offered in 1983-84. A study of our Western scientific heritage from its origins to about 200 A.D. Egyptian and Babylo- 244 (2)* Sport and Ancient Society nian mathematics and astronomy and their later The significance of organized athletics and recrea- transformation into deductive sciences by the tional play for the understanding of Greek and Greeks. The boundary between nonscience and Roman cultures; the events and mythology of science, the cultural values necessary for scien- athletic ethical contests; and political importance tific development in the ancient world, early of the games. theories of biological and cultural evolution, con- Open to all students. flicts among science, religion, and philosophy.

Not offered in 1982-83. Medical practices not included in this course.

all students. Mr. Pollakoff Open to Not offered in 1982-83. Offered in 1983-84. Mr. Engels 183

Extradepartmental

308 (1-2) Seminar for Materials Research include novels and books on literary criticism and in Archaeology and Ethnology 2 culture, all in English or English translation. Three An examination of the way in which scientific short papers and a final paper. analysis of archeological ceramics contributes to Open to students who have taken one Grade II our understanding of the cultures that produced course in any literature. the artifacts. This inquiry will include technological Mr. W. Liu aspects such as physical properties, processing, fabrication and firing techniques as well as 331 (2) Seminar. The Theatre since 1945 socioeconomic aspects of production such as Comparative study of the major innovative forms identifying workshops and trades. All students of contemporary drama from the works of Beckett, undertake analytical projects on archaeological Brecht, and Artaud to the most recent theatrical collections. experiments in Europe and America. New critical Prerequisite: upperclassmen with sufficient approaches and playwriting encouraged. preparation in anthropology/archaeology with per- Open by permission of the instructor to juniors and mission of instructor. seniors.

Mr. Kohl and S.P. De Atley (taught at MIT) Not offered in 1982-83. Mr. Stambolian 320 (2) Women and Health The Women and Health seminar will examine 333 (2)* Comparative Literature various elements in the relationship between Topic for 1980-81 : Ideas of typology in the Bible

health it has women and the care system as and literature. Examination of certain basic primarily in the evolved over the last 150 years, typological structures established in the Old Testa- United States. The first section of the seminar will ment and how the New Testament adopts and focus on women as patients. Nineteenth-century transforms them. Typology both as a historical female invalidism, sexuality, birth control, abortion, phenomenon (why was it so important and ubi- practices, and self-help will be among childbirth quitous?) and a theoretical one (what are its im- the topics considered. The second section of the plications for theology, historiography, and seminar will explore the various healing roles hermeneutics?). Questions posed and answered physi- women have taken on: midwives, nurses, in different terms by both texts and iconography religious allied health workers. cians, healers, and in art and architecture. Readings from Vergil's The specific ideological and structural difficulties Aeneid, Augustine's Confessions. Dante's Inferno faced by each group, and how they shifted over and Purgatorio, and Milton's Paradise Lost. will last section of the time, be assessed. The Readings available in translation, but students with course will examine contemporary women and reading knowledge of Latin or Italian encouraged analyzing both continuities and health care issues, to prepare in original languages. since the 1 9th century, the focus will be changes Open to all students who have taken at least one on the social policy issues these movements have unit of foreign language beyond the college re- raised: abortion, birth control, sterilization abuse, quirement and one Grade II course in literature. world-wide drug experimentation on women, the Not offered in 1982-83. physician-woman patient relationship, alternative forms of healing. Miss Jacoff Open by permission of the instructor. 334 (2) Seminar. The Autobiographical Ms. Reverby Impulse in Photography, Writing, and Speaking 330 (1) Literary Images of An interdisciplinary study of the human desire to "Women of Intellect" — East and West reveal, explore, and record the individual's self, A comparative study of the attitude which society, body, and world. Attention will be given to the community, family, religion, and cultural tradition sources of this desire, the cultural factors that resist had toward women through the analysis of 18th or shape it, the various languages and forms it and 19th century literature of China, Russia, adopts, and the personal and political uses to France, England, and America, against the which it IS put. Among the artists and thinkers background of social systems, philosophical studied are: Barthes, Beckett, Ingmar Bergman, outlook, and psychological comprehension. Foucault, Freud, Violette Leduc, Rousseau, Lucas Topics discussed through both male and female Samaras, Susan Sontag, Proust, and selected perspectives; repression of expression of love; photographers. Students will be required to com- women of intellect— "lusas naturae"; religion and plete a short autobiographical project. guilt; community and self; independence and Open to juniors and seniors by permission of the loneliness; rage and rebellion; etc. Readings instructor.

Mr. Stambolian 184

Extradepartmental

349 (2) Studies in Culture and Criticism Open to juniors and seniors with some reading

Not offered in 1982-83. knowledge of music (or any Grade I course in music) and of either German or French (German preferable), and to others only with permission of EXPERIMENTAL COURSES the instructor.

Mr. Fisk According to College legislation, the student- faculty Committee on Educational Research and Development has the authority to recommend CROSS-LISTED COURSES experimental courses and programs to the Dean of the College. Faculty members and students are German 225 (2) invited to submit their ideas to the Committee. Clashing Myths in German Culture (in English) There are three criteria for an experimental course For description and prerequisite see

or program: a) it should address a defined prob- German 225.

lem in education at Wellesley; b) it should test a Greek 104 (1)** set of conscious assumptions about learning (and Classical Mythology the results of the test should be communicated For description and prerequisite see openly); c) it should not fit easily into conventional Greek 104. departmental contexts. The following is the ex- perimental course: Greek 203 (2)* Greek Drama in Translation 111 (1) Writing about Technological Issues For description and prerequisite see A study of Lake Waban, with consideration of the Greek 203. natural state of the lake and its drainage basin, the impact of effluents and chemical treatments, Greek 252 (2) and the regulations governing human activities Women in Antiquity lake. course will focus on the writing with the The For description and prerequisite see proposals about the lake, and em- of reports and Greek 252. phasis will be placed on improving the student's writing abilities. Italian 212 (2) Open to freshmen by permission only. Literature of the Italian Renaissance (in English)

Mr. Williams For description and prerequisite see Italian 212. 302 (2) Aspects of European Romanticism: The Arts in an Age of Revolution Italian 214 (2) Machiavelli (in English) This course will examine some of the ways in which certain underlying questions of the Romantic For description and prerequisite see period -the re-evaluation of the individual and of Italian 214. in increasingly unstable social eviron- "nature" an Italian 249 (2)* corresponding quest for a new ment, and the History of Italian Culture quasi-religious order-found parallel religious or (in English) expressions and resolutions in philosophy and in For description and prerequisite see topics studied with the various arts. Among the Italian 249. reference to these questions will be the influence of Goethe's Werther on the Muller-Schubert and Russian 201 (1)

Eichendorff-Schumann song cycles; of his Faust Russian Literature in Translation I on the music of Liszt and Berlioz; the nature- For description and prerequisite see worship of Beethoven and Schubert, Eichendorff Russian 201. and Fnedrich; the quasi-cultist eccentricities of such artists as E.T.A. Hoffmann, Schumann and Russian 202 (2)

in Translation II Runge; the opposing strains of morbidity and Russian Literature For descnption and prerequisite see nationalism in Goya, Gencault, Delacroix, Chopin Russian 202. and Liszt; the fascination with fragmentation and rum evident in most of these artists; and the new Russian 248 (1) "religions" of Hegel and Beethoven, Schopenhauer Experience Transfigured and Wagner. For description and prerequisite see Russian 248. -

185

Extradepartmental

Theatre Studies 235 (1) Semester II 1982-83 Looking at Ballet For description and prerequisite see Problems in Twentieth-Century Art and Theatre Studies 235. Philosophy Twelve major painters of the last 100 years, from Theatre Studies 236 (2) Manet to Olitski, studied. Equal emphasis given Looking at Modern Dance to their stylistic development through a close study For description and prerequisite see of individual paintings and to the critical issues Theatre Studies 236. raised by their work, especially as these issues relate to the history of Modernist thought. Readings include writings Cambridge Humanities Seminar of the artists themselves, as well as relevant critical and philosophical texts. Same course as Philosophy 328. The Cambridge Humanities Seminar is a col- laborative effort by universities in the Boston Mrs. Stadler, Mr. Ablow (Boston University)

Cambridge area to enrich and diversify their in- On Quality in Art terdisciplinary offerings in the humanities at an ad- An exploration of recent and older attempts at for- vanced level. The program is centered at the malizing critical and comparative judgments of Massachusetts Institute of Technology and offers works of visual art, tracing the subject back to its subjects to students in the humanities at par- roots in the isolation during the 16th century of a ticipating institutions during the last tv\/o years of distinct aesthetic realm, in order to investigate the undergraduate and the first two years of graduate extent to which objectivity of such judgment can ^ork, in an area of scholarship periodically deter- be arrived at. Readings will be coordinated with nined by its membership. The program current- analysis of art works to which they refer. Authors ly involves faculty in literature, history, philosophy, include selections from Vasari, Winckelmann, and fine arts. Its current subject is the idea of the Baudelaire, Burckhardt, Hildebrand, Meier-Graefe, past as it plays a role in the study of various cultural Berenson, Roger Fry, Apollinaire, Breton, Focillon, activities. All subjects have limited enrollment. Panofsky, Gombrich, Jacob Rosenberg, Rhys Carpenter, James Ackerman.

Semester I 1982-83 Mrs. Martin (Boston University) issues in Literary interpretation The Theory and Practice of Metaphor Examination of the in which arising ways issues A "discovery course" tracing the function of in the interpretation of dreams, folk tales, sacred metaphor in literature, the sciences, and human texts, works of visual art, and primitive cultures creativity in general. Theoretical analysis of have influenced the practice of interpreting literary metaphorical thinking as well as studies of the role and narrative texts. Readings include Freud, T.S. of some specific metaphors in past and present Eliot, Empson, Levi-Strauss, Derrida, Barthes, will be included. Same course as Philosophy 304 Gombrich, Panofsky, Walter Benjamin. or 201.

Mr. Kibel (MIT) Prerequisite: one Grade II unit preferably 200 or

201 , or by permission of the instructor. American Television: A Cultural History Mrs. Janik Television's evolution as a system of story-telling and myth-making, studied from anthropological, literary, and cinematic perspectives. The course centers on prime-time commercial broadcasting but also examines theoretical perspectives as well as the medium's technological and economic history. Open by permission of the instructor. Mr. Thorburn (MIT) 186

Interdepartmental Majors

The College offers a number of established inter- Economics 243 (2) departmental major programs. In addition, a Issues in Social Policy: The Sexual Division of student may design an individual major. All inter- Labor departmental and individual majors must include at least four units of v^/ork in one department above Education 212 (1) History of American Education the Grade I level, and at least two Grade III units. Some representative individual majors and English 266 (1) courses available for them are included in this Early Modern American Literature section.

English 362 (1) AMERICAN STUDIES The American Renaissance English 363 Director: Marini (2) Advanced Studies in American Literature American studies is a highly flexible, interdisci-

plinary program designed to illuminate varieties History 250 (1) of the American experience. A wide selection of The First Frontier courses in different departments within the College may be taken for credit in the major. This flexibility History 251 (2) enables students to develop individual programs The United States in the Eighteenth Century of study. Students are encouraged to integrate History 252 (2) diverse elements of American experience by work- The United States in the Nineteenth Century ing closely with their advisors and by taking

courses which focus on what is enduring and History 253 (2) characteristic in American culture. The United States in the Twentieth Century Four courses in one department above the Grade History 310 (1-2) I level and two Grade III units are required. Social History of the United States The following is a partial list of other courses

available that may be included in an American History 312 (2) Studies major: Intellectual History of the United States 210 Anthropology (2) Music 104 (2) Racism and Ethnic Conflict in the United States American Music and the Third World Philosophy 222 (1) Art 231 (1) American Philosophy The Art of the English Colonies and the United States to the Civil War Political Science 311 (1) The Supreme Court in American Politics Art 232 (2) Art in the United States from the Civil War to World Political Science 313 (2) Presidential Politics War II American

(1)* Black Studies 206 (1) Political Science 340 Afro- American History American Political Thought

Black Studies 230 (2) Religion 218 (1)* Black and Third World Women Religion in America

Black Studies 264 (2) Religion 219 (1)* Black Literature in America Relgion and Politics in America

(2)* Black Studies 320 (1) Religion 220 Black Institutions Religious Themes in American Fiction

(2)* Economics 204 (1) Religion 318 American Economic History Seminar in American Relgions 187

Interdepartmental Majors

ARCHITECTURE Art 345 (1) (2) Seminar. Historical Approaches to Art A major in architecture offers the opportunity for for the Major study of architectural history and practice through an interdiciplinary progrann. Following Virtruvius' Art advice on the education of the architect, the pro- Studio gram encourages students to familiarize Art 105 (1) (2) themselves with history and with a broad range Drawing I of subjects in the humaniities, sciences and social sciences. Courses in studio art, mathematics and Art 206 (1) of the principles of physics lead to appreciation Drawing II design and the fundamental techniques of artchitecture. Art 207 (1) (2)

Sculpture I The MIT-Wellesley exchange provides a unique opportunity for students to make use of resources Art 209 (1-2) in design and of MIT- such as advanced courses Basic Design technique. Students are encouraged to consider travel or study abroad as important aspects of their Art 210 (2) education in architecture, and to take advangtage Color of the wide resources of the College and the Department of Art in pursuing their projects. Art 218 (1) (2) Introductory Painting A student majoring in architecture must take four

II Level I and two Grade courses above Grade Art 316 (2) units within the Department of Art. Students design Life Drawing their programs individually in consultation with the directors, and with faculty advisors in other fields. Art 318 (2) Intermediate Painting Students are expected to include selections from the list below in their core programs.

IVIIT History of Art 4.01 (1) Issues in Architecutre Art 100 (1-2) Introductory Course 4.26 (2) Built Form Obersvation Art 203 (2) Cathedrals and Castles of the High Middle Ages 4.125 (1)

Design Studio Level I Art 228 (2) Wellelsley Units) Nineteenth and Twentiteth Century Architecture (2

4.126 (2) Art 232 (2) Design Studio Level II Art in the United States from the Civil War to World (2 Wellesley Units) War II

4.402J (2) Art 233 (1) Basic Building Construction Domestic Architecutre and Daily Life

Art 254 (1) Mathematics The Art of the City: Medieval, Renaissance, and Baroque Mathematics 102 (1) (2) Application of Mathematics without Calculus Art 309 (1) Renaissance and Baroque Architecture Mathematics 115 (1) (2)

Calculus I Art 320 (1) American Architecture in the 19th Century Mathematics 116 (1) (2)

Calculus II Art 332 (2) Seminar. The Cathedrals of England 188

Interdepartmental Majors

Physics Chinese 310 (1) Introduction to Literary Chinese Physics 104 (1) Chinese 311 Basic Concepts I (2) Readings in Classical Chinese Physics 105 (1) Chinese 312 (1) General Physics I The Development of Modern China: Political, Physics 106 (2) Social and Economic Issues

Basic Concepts II Chinese 316 (1) Physics 110 (1) Seminar. Chinese Literature in the Twentieth Advanced General Physics Century

Chinese 349 (2) CHINESE STUDIES Seminar. Topics in Literary Chinese

Directors: Cohen, Lam Extradepartmental 106 (2) Students interested in graduate work and a career Introduction to Chinese Culture in Chinese studies should take extensive Chinese Extradepartmental 141 language work, and literature in the original (2) China on Film Chinese is highly recommended.

The following courses are available for majors in Extradepartmental 241 (2)* Chinese studies. Chinese Poetry and Drama in Translation

Art 217 (1) Extradepartmental 242 (2)* Themes and Meaning in Asian Art Chinese Fiction in Translation

Art 248 (1) Extradepartmental 330 (1) Chinese Art Literary Images of "Women of Intellecf - East and West Art 337 (2)* Seminar. Chinese Art History 150 (1)e China in Outside Perspective Chinese 101 (1-2)

Elementary Spoken Chinese History 275 (1) Late Imperial Chinese History Chinese 102 (1-2)

Basic Chinese Reading and Writing History 276 (2) China in Revolution Chinese 151 (1)

Chinese I Advanced Elementary History 346 (2) Seminar. History of Sino-American Relations Chinese 152 (2)

Elementary II Advanced Chinese Political Science 208 (2) Politics of East Asia Chinese 201 (1-2)

Intermediate Chinese Reading Political Science 306 (2) Seminar. Revolutions in the Modern World Chinese 202 (1-2) Intermediate Conversational Chinese Religion 108 (1) (2) Introduction to Asian Religions Chinese 252 (1) Readings in Modern Style Writings Religion 253 (2)* Buddhist Thought and Practice Chinese 300 (2) Readings in Contemporary Chinese Literature Religion 254 (1)* Chinese Thought and Religion Chinese 301 (1) Readings in Expository Writings of People's Religion 304 (1)* Republic of China Seminar. Zen Buddhism

Religion 305 (2) Seminar. Religion and Asian Literature 189

Interdepartmental Majors

CLASSICAL CIVILIZATION Religion 104 (1) (2) Introduction to the Hebrew Bible Director: Lefkowitz Religion 105 Students who wish a Classical Civilization Major (1) (2) Introduction to the New Testament can plan with the Departments of Greek and Latin an appropriate sequence of courses, which should Religion 201 (1) include work in art, history, philosophy, and liter- Jesus of Nazareth ature. Such a program should always contain at least four units m the original language. Basic Religion 203 (2)* knowledge of French or German is recommended. The Ancient Near East: An Introduction

The selections listed below are available for majors Religion 207 (1) in Classical Civilization during 1982-83. New Testament Greek Greek: All courses in the original. Latin: All courses in the original. CLASSICAL AND NEAR EASTERN Art 100 (1-2) ARCHAEOLOGY Introductory Course Director: Marvin Art 200 (1)* The purpose of a major in Classical and Near Classical Art: Greek Art Eastern Archaeology is to acquaint the student Extradepartmental 243 (1)* with the complex societies of the Old World in Roman Law antiquity. The program for each student will be planned in- Extradepartmental 244 (2)* dividually from courses in the Departments of An- Sport and Ancient Society thropology, Art, Greek, History, Latin, Philosophy, and Religion as well as from the architecture and Extradepartmental 246 (2)* anthropology programs at MIT. Certain courses Ancient Medicine in statistical methods, geology, and chemistry are Extradepartmental 251 (1)* also useful. The introductory course in archaeology Ancient Science (Anthropology 106) or its equivalent is required for all archaeology majors. Greek 104 (1) Students who concentrate in classical archaeology Classical Mythology must normally have at least an elementary Latin. Students Greek 252 (2)* knowledge of both Greek and who concentrate on the ancient Near East must have Women in Antiquity knowledge of one ancient Near Eastern language Greek 328 (2)* and have taken Anthropology 344 which details The Concept of Freedom in the Ancient World the emergence of early urban societies, and Religion 203 which traces their later history. History 150 (2) c Students should plan for at least one summer of Early Greece excavation and travel. Scholarship aid for this History 230 (2)* travel is available from the Stecher Fund for Greek History from the Bronze Age to the Death qualified students. See p. 41. of Philip II of Macedon

History 231 (1)' FRENCH STUDIES History of Rome The major in French Studies offers students the opportunity to achieve oral and written linguistic History 331 (1)* competence, a knowledge of France Seminar. Roman History good through study of its history, literature, arts and

Philosophy 101 (1) (2) thought, and an understanding of contemporary Plato's Dialogues as an Introduction to Philosophy French society.

Philosophy 312 (1)* Aristotle 190

Students will have further advantage of working History 348 (1) closely with two advisors, one fronn French and Seminar. Women, Work and the Family in Euro- one fronn another area of study, to devise and pean History, 1700-present focus their programs. Programs are subject to the Music 251 approval of the director. (2) Music in the fvliddle Ages Requirements: For the major, at least four units in

French above the Grade i level are required. Of Music 252 (2) these, at least one shall be at the Grade III level, Music in the Renaissance and at least one chosen from among the follow- At the discretion of the director, after consultation ing: French 222, 308, or 309. All courses above with the course instructor, research or individual French 102 may be counted toward the major in study (350) may be approved, as may such other French Studies, except that both French 121-122 courses as: Art 216, European Art from the and 141-142 or both French 206 and 226 may Renaissance through the Nineteenth Century; Art not be counted. 225, Modern Art; Art 228, Nineteenth- and For the major in French Studies, two or more Twentieth-Century Architecture; History 237, courses shall be elected from the following: Modern European Culture: the Nineteenth and Twentieth Centuries; Music 209, the Classical Era; Art 202 (1) Philosophy 200, Modern Sources of Contem- Art f\/ledieval porary Philosophy; Philosophy 223, Phenome- nology and Existentialism; Political Science 205, Art 203 (2) Politics of Western Europe; Extradepartmental Cathedrals and Castles of the High Middle Ages 333, Comparative Literature.

Art 219 (1) Students interested in obtaining certification to Painting and Sculpture of the Nineteenth Century teach French in the Commonwealth of Massachu- setts should consult the director and the Chairman Art 305 (2) of the Department of Education. History of Photography

Art 312 (2) ITALIAN CULTURE Problems in Nineteenth- and Early Twentieth- Century Art Director: Jacoff

The major in Italian Culture offers students the op- Extradepartmental 220 (1) portunity of becoming proficient in the language Proust and the Modern French Novel and of acquiring knowledge and understanding

Italy the of its art, history, literature, Extradepartmental 237 (2) of through study History and Structure of the Romance Languages music, and thought. The program for each student will be planned on Extradepartmental 331 (2) an individual basis and is subject to the approval Seminar. The Theatre Since 1945 of the director. At least four units in Italian above

the Grade I level, two of which shall be of Grade History 235 (2) III level, must be included in the program. Medieval and Modern Intellectual History, 400 to 1600. The following courses are available for majors in Italian Culture: History 236 (2) The Emergence of Modern European Culture: Art 220 (1) the Seventeenth and Eighteenth Centuries Painting and Sculpture of the Later Sixteenth and Seventeenth Centuries in Southern Europe History 242 (1) The Age of Louis XIV in France Art 250 (1)* From Giotto to the Art of the Courts History 243 (2) The Enlightenment, the French Revolution, and Art 251 (2) Napoleon Italian Renaissance Art

History 245 (1) Art 254 (1)* History of Modern France, 1815-present Art of the City: Medieval, Renaissance, and Baroque. 191

Interdepartmental Majors

Art 304 (2)* MEDIEVAL/RENAISSANCE Problems in Italian Sculpture STUDIES

Art 309 (1)* Director: Cox, Fergusson Renaissance and Baroque Architecture The major in Medieval/Renaissance Studies enables students to explore the infinite richness Art 330 (2) Seminar. Italian Art and variety of Western civilization from later Greco- Roman times to the Age of the Renaissance and Extradepartmental 211 (1-2) Reformation, as reflected in art, history, music, Dante (in English) literature, and language. Numerous opportunities for study abroad exist for Extradepartmental 245 (2)* those who wish to broaden their experience and Films and the Novel in Italy supplement research skills through direct contact with European and Mediterranean culture. Majors History 233 (1) who are contemplating postgraduate academic or Renaissance Italy professional careers should consult faculty ad- History 333 (2) visors, who will assist them in planning a sequence Seminar. Renaissance Florence of courses that will provide them with a sound background in the linguistic and critical techniques

Italian 202 (1) essential to further work in their chosen fields. In-

Intermediate Italian I dividual interests and needs can be accom- modated through independent study projects car- Italian 203 (2) ried out under the supervision of one or more facul- Intermediate Italian II ty members and designed to supplement, or substitute for, advanced seminar-level work. Italian 204 (2) History 334 is the for An Introduction to Italian Literature and Culture of seminar recommended ma- the Nineteenth and Twentieth Centuries jors in Medieval/Renaissance Studies in 1982-83. Among the courses available for majors and pro- Italian 207 (1) spective majors are: An Introduction to Italian Literature and Culture of the Late Middle Ages and the Renaissance Art 100 (1) Introductory Course Italian 212 (2)* Art Literature of the Italian Renaissance (in English) 202 (1) From the Catacombs to the Court of Charlemagne Italian 214 (2)* Machiavelli (in English) Art 203 (2) Cathedrals and Castles of the High Middle Ages Italian 301 (1-2)* Dante Art 215 (1) European Art to the Renaissance Italian 302 (1)* Art (1)* The Theatre in Italy 250 From Giotto to the Art of the Courts Italian 303 (1)* Art 251 The Short Story in Italy Through the Ages (2) Italian Renaissance Art Italian 304 (1) Art 254 (1)* Women Writers in Modern Italy Art of the City: Medieval, Renaissance, and Italian 308 (2) Baroque The Contemporary Novel Art 304 (2)* Italian 349 (2) Problems in Italian Sculpture Seminar. Literature and Society Art 309 (1)* Music 252 (2)* Renaissance and Baroque Architecture Music in the Renaissance Art 311 (1)* Music 307 (1)* Northern European Painting and Printmaking The Opera 192

Interdepartmental Majors

Art 330 (2) History 223 (2) Seminar. Italian Art Science and Medicine from the Middle Ages to the Scientific Revolution Art 332 (2)* Seminar. Medieval Art History 230 (2)* Greek History from the Bronze Age to the Death English 112 (1) (2) of Philip II of Macedon Shakespeare History 231 (1)* (1)* English 211 History of Rome Medieval Literature History 232 (2) English 213 (1) The Medieval World, 1000 to 1300 Chaucer History 233 (1) English 222 (1) Renaissance Italy Renaissance Literature History 234 (1) English 223 (1) The Renaissance and Reformation in Western Advanced Studies in Shakespeare I Europe English 224 (2) History 235 (2) Studies in II Advanced Shakespeare Medieval and Early Modern European Intellectual History, 400 to 1600 English 282 (2)* Tragedy History 238 (1) English History: 1066 and All That English 313 (2)* Advanced Studies in Chaucer History 239 (2) English History: Tudors and Stuarts English 381 (1) The English Language History 330 (1) Seminar. Medieval Kings, Tyrants and Rebels Extradepartmental 211 (1-2) Dante (in English) History 333 (2) Seminar, Renaissance Florence Extradepartmental 247 (2) Arthurian Legends History 334 (2) Seminar. Material Culture and Daily Life in French 212 (1) Renaissance Europe Medieval French Literature I

Italian 207 (1) French 300 (2)* An Introduction to Italian Literature and Culture of French Literature of the Renaissance the Late Middle Ages and the Renaissance

French 312 (1) Italian 212 (2)* Medieval French Literature II Literature of the Italian Renaissance (In English)

German 202 (1) Italian 214 (2)* Introduction to German Literature Machiavelli (In English)

German 225 (2) Italian 301 (1-2) Clashing Myths in German Culture (in English) Dante Greek 328 (2)* Latin 207 (2) Problems in Ancient History and Historiography Medieval Latin

History 100 (1) (2) Music 251 (2)* Medieval and Early Modern European History Music in the Middle Ages History 150 (1)d Music 252 (2)* Henry VIII: Wives and Policy Music in the Renaissance History 150 (2)h Political Science 240 (1) Richard The Lion-Hearted in History and Legend Classical and Medieval Political Theory 193

Interdepartmental Majors

Religion 216 (1)* MOLECULAR BIOLOGY History of Christian Thought: 100-1400 Director: Levy

Religion 217 (2) The Departments of Biological Sciences and History of Christian Thought 1400-1800 Chemistry offer an interdepartmental major in molecular biology which gives opportunity for ad- Religion 242 (2) vanced study of the chemistry of biological Christianity in the Arts systems.

Spanish 206 (1) In addition to two units of Biochemistry (323 and

Landmarks of Spanish Literature I 324), the area of concentration consists of four

units of Chemistry which must include 21 1 and Spanish 302 (2)* 231 ; five units of Biology (110,111, 200, 205, and Cervantes one Grade III unit with a scheduled laboratory taken at Wellesley excluding 350 or 370); Physics 104, 105, or 110; and Mathematics 116 or the equivalent. Students should be sure to satisfy the

prerequisites for the Grade III biology course.

PSYCHOBIOLOGY

Directors: Koff, Eichenbaum

The Departments of Psychology and Biological Sciences offer an interdepartmental major in psychobiology which provides opportunity for in- terdisciplinary study of the biological bases of behavior.

A major in psychobiology must include Psychology 101 and 205, Biology 110 and 111, Psychobiology 213, and either Psychology 21 4R or Biology 214. z In addition, majors must elect at

least one Grade II course from each department,

and two relevant Grade 111 courses or their equivalents, subject to approval by the directors

of the program. At the Grade III level, the student may elect two psychology courses, or two biological sciences courses, or one from each department.

It is recommended that students plan a program in which the core sequence (first six courses) be completed as early in the program as possible, and no later than the end of the junior year. 194

Interdepartmental Majors

WOMEN'S STUDIES Black Studies 222 (1) Images of Blacks and Women in American Directors: Gouda Cinema Faculty Advisors: Amott^ (Economics), Black Studies 230 (2) Anderson-Khlelf {Sociology), Berger (Sociology), Black and Third World Women Brenzel (Education), Brown (Physics), Campbell (Mathematics), Clinchy (Psychology), Darling Economics 241 (2) (Black Studies), Friedman (Art), Gouda (History), The Economics of Personal Choice Hules (French), Janik (Philosophy), Jones (History), Saj-nicole JonI (Computer Science), Koff Economics 243 (2) (Psychology), Lefkowitz (Greek and Latin), Issues in Social Policy: The Sexual Division of Magraw (Physical Education), Matthaei (Eco- Labor nomics), Merry (Anthropology), Roberts (Computer Education Science), Robinson (History), Roses (Spanish), 206 (1) Education Schechter (Political Science), Schiavo'^ Women, and Work (Psychology), Silbey (Sociology), Van Dyke^ Education 312 (2) (English), Ward (German). Seminar. History of Child Rearing and the Family A major in Women's Studies offers the opportunity for the interdisciplinary study of women's experi- English 150 (1)a

ence as it is reflected in history, the humanities and American Women Writers of the Short Story social sciences. An understanding of the new in- English 150 (2)a tellectual frameworks contributing to a reevalua- Three Generations of American Poets: Marianne tion of the models and theories which have con- Moore, Elizabeth Bishop, and Sylvia Plath ditioned thought about women and men should be at the core of the Women's Studies major. English 150 (2)b Beginning with the Class of 1983, a major m Women on Women: Female Portraits of a Lady Women's Studies must include Extradepartmen-

tal 120, Introduction to Women's Studies, and at English 386 (2) least one of the following: Extradepartmental 222, Seminar. Writing about Women: Towards a Feminist Literary Tradition Women in Contemporary Society, Philosophy 227, Feminism, Anti-Feminism and Philosophy, Black Extradepartmental 120 (1) Studies 230, Black and Third World Women or An- Introduction to Women's Studies thropology 269, Sex Roles, Marriage, and the Family. In addition, the should include program Extradepartmental 222 (2) a concentration in one department: four units Women in Contemporary Society

above the Grade I level and two units of the major

at the advanced level (Grade III). These may in- Extradepartmental 238 (2)

clude individual study in 350 or 370 courses. It Linguistic Analysis of Social and Literary

is strongly recommended that majors elect basic Expression method and theory courses in their field of concentration. Extradepartmental 330 (1) Literary Images of "Women of lntellect"-East and Students design their programs in consultation with West two faculty advisors, one of whom should be from

the department of concentration. The directors are French 249 (1) available for preliminary consultation and referral Selected Topics. Myths et reaiite de la femme to the other faculty advisors. French 304 (1) The French Novel in the Eighteenth Century The following courses are available in Women's

Studies. Other courses are available each French 319 (2) semester through cross registration with MIT. Women, Language, and Literary Expression. The New French Feminism Anthropology 269 (1) Sex Roles, Marriage, and the Family

Art 233 (1) Domestic Architecture and Daily Life 195

Interdepartmental Majors

French 321 (2) Philosophy 227 (1) Repetition, Doubling, and Closure Feminism, Anti-Feminism and Philosophy

German 206 (1) Political Science 335 (2) Nineteenth-Century Literature: Wonnen from Seminar. Law and Social Change Romanticism to Realism Political Science 349 (2) German 208 (2) Seminar. Feminist Political Theory Literature since 1945: Women and Women Authors in the Two Germanies Psychology 303 (2) The Psychological Implications of Being Female Greek 252 (2) Women in Antiquity Psychology 317 (1) Seminar. Psychological Development in Adults History 150 (1)d Henry VIII: Wives and Policy Psychology 325 (1) Seminar. History of Psychology History 257 (2) Women in the Early Period of American Women in American History Psychology

History 315 (2) Psychology 327 (2) America in the 1960s The Psychology of Vocational Choice and Person- nel Selection History 334 (2) Seminar. Material Culture and Daily Life in Psychology 340 (2) Renaissance Europe Seminar. Applied Psychology

History 348 (1) Religion 302 (1) Seminar. Women, Work and the Family in Euro- Women in Asian Religions pean History, 1700 -Present Sociology 111 (1) History 351 (2) Family Sociology Seminar. The "Woman Question" in Victorian England Sociology 311 (2) Seminar. Family Studies Italian 304 (1) Women Writers in Modern Italy Spanish 211 (2) Living Women Writers of Spam, 1970-1981

Theatre Studies 212 (2) Images of Women in the Drama 196

Interdepartmental Majors

INDIVIDUAL MAJORS

Students who are interested in interdisciplinary a major and to assure suitable guidance to the stu- work may design an individual nnajor, in consulta- dent in selecting appropriate courses for the ma- tion with two faculty advisors. The program for the jor. The program for the individual major should

individual major is subject to the approval of the include four units in one department above the

Committee on Curriculum and Instruction. In set- Grade I level, and two Grade III units. guidelines for the individual major, the com- ting up The majors and suggested courses listed below the possibility for major mittee hopes to extend a are representative of the more established which crosses traditional departmental lines to programs. those students who could most benefit from such

East Asian Studies Students are urged to consult the MIT catalogue for additional offerings for the major. Courses given Directors: Cohen, Lam by the visiting Luce Professor may also be

This major is designed, in particular, for students relevant. are interested in East Asian Studies but do who The following courses are available in Language not intend to do more than minimal work with Studies: Chinese language. There is no Chinese language requirement. Courses applicable to the major in- English 381 (1) clude all those listed under the Chinese Studies The English Language Interdepartmental fvlajor, as well as the following: Extradepartmental 114 (1) Art 249 (2) Introduction to Linguistics Far Eastern Art Extradepartmental 237 (2)* History 271 (2) History and Structure of the Romance Languages Japanese History Extradepartmental 238 (2)* Religion 255 (2)* Linguistic Analysis of Social and Japanese Religion and Culture Literary Expression

Religion 260 (2) Extradepartmental 239 (1) Eastern Spirituality in the West Language and Mind

Religion 302 (1) French 308 (1)

Women and Asian Religions Advanced Studies in Language I

Religion 303 (1) French 309 (2) Asian fvlysticism Advanced Studies in Language II

Philosophy 304 (2) The Theory and Practice of Metaphor

Language Studies Philosophy 335 (1) Theory of Meaning Director: Levitt

The major in Language Studies offers students Psychology 216 (2) Psycholinguistics who are interested in the field of linguistics the op- portunity for interdisciplinary study of questions Russian 249 (1)* relating the structure, history, philosophy, to Language sociology and psychology of language.

The program for each student will be individually planned and subject to the approval of both ad- visors and director. Four courses in one depart-

ment above the Grade I level and two Grade III units are required. 197

Interdepartmental Majors

Theatre Studies English 224 (2)

Advanced Studies in Shakespeare II Director: Barstow

The major in Theatre Studies offers opportunity for English 282 (2) Tragedy study of the theatre through its history, literature, criticism, and related arts and through the Extradepartmental 331 (2) disciplines of its practitioners; playwrights, direc- Seminar. The Theatre since 1945 tors, designers, actors, and producers.

The student's program in the major may be French 213 (2) adapted to Individual interests. Focus may be on French Drama in the Twentieth Century the theatre and a national dramatic literature, on French 301 the theatre and related arts, or, within the general (1) The French Classical Theatre demands of the curriculum, a variety of emphases may be evolved, including work In such areas as German 210 (2) philosophy, history, psychology, sociology, and Theatre in Germany religion.

Theatre Studies 203 and both semesters of Greek 203 (2)* Theatre Studies 210 are required for the major. Greek Drama in Translation

At least four units above Grade I normally should Greek 302 (2)* be elected in a literature department (English, Aeschylus and Sophocles French, German, Greek and Latin, Italian, Russian, or Spanish), with emphasis on dramatic literature. Greek 304 (2)*

At least two units above Grade I normally should Euripides be elected In art or music. Two of the six units thus specified (or their equivalents) must be Grade 111. History 236 (1)* The Emergence of Modern European Culture: The Students electing to design a major in Theatre Seventeenth and Eighteenth Centuries Studies normally will take at least one resident semester of concentrated work in the discipline Italian 302 (1)* either with the National Theater Institute at the The Theatre in Italy Eugene O'Neill Theater Center In Waterford, Con- necticut, or at another institution In the Twelve Col- Music 200 (1-2) lege Exchange Program, to supplement and Design in Music enrich their work at Wellesley. Music 307 (1)* Since developments in the theatre arts are the The Opera results of stage experiments, and because the theatre performance is an expression of theatre Philosophy 203 (1) scholarship. It Is expected that theatre studies Philosophy of Art majors will elect to complement formal study of The following courses are specifically relevant to theatre history and theory with practical experience the individual design major In Theatre Studies: in the extracurricular production program of the Wellesley College Theatre. Art 100 (1-2) In addition to the offerings of the Theatre Studies Introductory Course Department, the following courses are specifically Art 105 relevant to the individual major In Theatre Studies: (1) (2)

Drawing I Chinese 316 (2) Art 108 (1) (2) Seminar. Chinese Literature in the Twentieth Photography I Century Art 209 (1-2) English 112 (1) (2) Basic Design Shakespeare Art 210 (1) English 127 (2) Color Modern Drama Majors taking Design for the Theatre (206) are en- English 223 (1) couraged to take Art 100 and one or more of the

Advanced Studies in Shakespeare I following, before taking 206: Art 105, 108, 209, 210. 198

Interdepartmental Majors

Urban Studies Students should note carefully the course prereq-

uisites set by each department. It is also strongly Director: Case recommended that majors elect basic method- A major in Urban Studies may be designed by ology courses in their field of concentration (e.g., students In consultation with two faculty advisors, Economics 21 1 ; Political Science 249; Sociology representing different departments. Each program 201 , 202 sequence, etc.). This focus will provide is subject to the approval of the Committee on Cur- techniques and tools of analysis pertinent to a riculum and Instruction. discipline perspective on urban processes and/or Thie program should include a minimum of four policy.

units in one department above the Grade I level. The interdisciplinary approach, based on particular Moreover, at least two of those units must be at student interests, may emphasize urban prob- the advanced (Grade III) level. This concentration lem-solving and public administration, urban is to provide majors with a sound disciplinary design, urban education, or the urban environ- background and to equip them for further ment. An understanding of the processes which academic or professional work. Such concentra- create and sustain urban systems should be at the tion usually occurs within the Departments of An- core of an urban studies major. thropology, Art, Black Studies, Economics, Students are also encouraged to apply for ex- History, Political Science, Psychology, or perientially based programs such as the Urban Sociology. Politics Summer Internship, programs sponsored by the Office for Careers, and to elect Political

Science 318 (Field Research Seminar in Public Policy) and Sociology 329 (Internship Seminar in Organizations). Additional opportunities for courses and field work are available through MIT cross registration. Faculty and Administration

There isn't a faculty member I know of who doesn't go into every single class hoping that that classroom will come alive and who doesn't believe that what she or he is teaching is the most impor- tant thing that anybody should learn.

Maud H. Chaplin, Dean of the College 200

Faculty

Legend Susan Anderson-Khleif B.A., University of Minnesota; A Absent on leave A.M., Ph.D., Harvard University

A1 Absent on leave during the first semester Assistant Professor of Sociology

A2 Absent on leave during the second Harold E. Andrews III semester B.A., College of Wooster; M.A., University of Missouri; P Part-time instructor Ph.D., Harvard University

Associate Professor of Geology

Frank Abetti Lilian Armstrong B.A., Duke University; B.A., Wellesley College; Ph.D., Yale University A.M., Radcliffe College; Visiting Assistant Professor of French Ph.D., Columbia University Professor of Art John F. Adams ** B.A., M.A., Ph.D., Harvard University Louis Arnold **

Associate Professor of Music Instructor in Guitar

Marie J. Adams'' Jerold S. Auerbach B.A., M.A., University of Chicago; B.A., Oberlin College; M.A., Ph.D., Columbia University M.A., Ph.D., Columbia University

Associate Professor of Art Professor of History

Jonathan E. Adier Robert D. Barnes'' B.A., Brooklyn College; Instructor in Violin M.A,, Ph.D., Brandeis University; Ph.D., Oxford University Evelyn Claire Barry Associate Professor of Philosophy A.B., A.M., Radcliffe College Professor of Music MarjorJe Agosin B.A., University of Georgia; Paul Rogers Barstow M.A., Indiana University B.A., Williams College; Assistant Professor of Spanish M.F.A., Yale University Professor of Theatre Studies Robin Akert Director, Wellesley College Theatre B.A., University of California (Santa Cruz) M.A., Princeton University Ann Streeter Batchelder

Instructor in Psychology B.A., Wheaton College; M.Ed., Framingham State College; Mary Mennes Aliens Ed.D., Boston University B.S., M.S., University of Wisconsin; Associate Professor of Physical Education Ph.D., University of California (Berkeley) and Athletics Professor of Biological Sciences Sandra R. Baum Teresa Louise Amott^ B A., Bryn Mawr College; B.A., Smith College; M.A., M.Phil., Columbia University Ph.D., Boston College Instructor in Economics Assistant Professor of Economics 201

Faculty

Connie Lynn Bauman Sheila E. Blumstein B.S., Illinois State University; B.A., University of Rochester; M.S., Arizona State University Ph.D., Radcliffe College

Assistant Professor of Physical Education Henry Luce Visiting Professor of Psychology and Athletics Athletic Trainer Ella P. Bones B.A., Cornell University; Stephanie Beai^ A.M., Radcliffe College; Ph.D., University Instructor in Cello Harvard Professor of Russian Barbara R. Beatty'' A.B., Radcliffe College; Sheila Brachfeld-Child Ed.M., Harvard University B.A., Tufts University; Ed.M., Boston University Lecturer in Education Assistant Professor of Psychology Donna Lee Beers B.A., M.S., Ph.D., University of Connecticut Barbara Miriam Brenzel

Assistant Professor of Mathematics B.A., University of Toronto; Ed.M., Ed.D., Harvard University

Carolyn Shaw Bell^ Assistant Professor of Education B.A., Mount Holyoke College; Ph.D., London University Mark Z. Brettler B.A., M.A., University Katharine Coman Professor of Economics Brandeis Instructor in Religion Hilda Benitez M.A., Boston University Martin Alan Brody** B.A., Amherst College; Instructor in Spanish M.M., M.M.A., Yale University

Priscilla Benson Assistant Professor of Music B.A., Smith College; M.S., Massachusetts Institute of Technology Judith Claire Brown B.A., Rice University; Laboratory Instructor in Physics Ph.D., University of California (Berkeley)

Brigitte Berger Professor of Physics M.A., Ph.D., The New School of Social Research Diana Browning St. John's College; Professor of Sociology B.A., M.A.T., Johns Hopkins University; James R. Besancon M.A., Case Western University; B.S., Yale University; M.A., Ph.D., Princeton University

Ph.D., Massachusetts Institute of Technology Assistant Professor of Greek and Latin Assistant Professor of Geology Barry Leonard Bull a Jan Bialostocki^ B.A., Yale University; M.A., Ph.D., Decent, University of Warsaw M.A., University of Virginia; M.A.T, University of Idaho; Kathryn W. Davis Professor of Art Ph.D., Cornell University

Frank Bidart'' Assistant Professor of Education B.A., University of California (Riverside); A.M., Harvard University William E. Cain^ B.A., Tufts University; Associate Professor of English M.A., Ph.D., Johns Hopkins University

D. Scott BIrney Associate Professor of English B.S., Yale University; M.A., Ph.D., Georgetown University

Professor of Astronomy 202

Faculty

Margaret Deutsch Carroll BIythe McVicker Clinchy B.A., Barnard College; B.A., Smith College; A.M., Ph.D., Harvard University M.A., New School for Social Research; Ph.D., Harvard University Assistant Professor of Art Associate Professor of Psychology Karl E. Case Director, Child Study Center A. 8,, Miami University; A.M., Ph.D., Harvard University Barbara J. Cochran B.S., M.Ed., Pennsylvania University; Associate Professor of Economics State Ed.D., Boston University A Maud H. Chaplin Assistant Professor of Physical Education B.A., Wellesley College; and Athletics M.A., Ph.D., Brandeis University P Professor of Philosophy Neal Cohen B.A., Center Stony Brook; Dean of the College SUNY Ph.D., University of California (San Diego)

Jonathan Cheek Assistant Professor of Psychology B.A., George Washington University; M.A., University of Texas (Austin) Paul A. Cohen B.A., University of Chicago; Assistant Professor of Psychology A.M., Ph.D., Harvard University

Pamela Chester^ Edith Stix Wasserman Professor of Asian Studies B.A., Wellesley College; A.M., Harvard University William Coleman B.S., Eckerd College; Instructor in Russian Ph.D., Indiana University (Bloomington) p Yung-chen Chiang Associate Professor of Chemistry B.A., M.A., National Taiwan Normal University Congleton Instructor in Chinese Ann B.A., Wellesley College; Mary Jane Ciccarello M.A., Ph.D., Yale University

B.A., Barnard College; Professor of Philosophy M.A., Columbia University Edith Instructor in Italian Cook A.B., Wheaton College; Nancy Cirillo'' M.A., Ph.D., University of Rochester

Instructor in Violin Assistant Professor of Mathematics Director of Chamber Music Society Betsy Cooper Robert Leslie Clair B.S., Ed.M., Boston University

B.A., Oberlin College; Instructor in Physical Education M.A., Ph.D., University of California (Berkeley) and Athletics Assistant Professor of Physics Christine D. Cooper Anne de Coursey Clapp B.A., M.A., Wellesley College

B.A., Smith College; Laboratory Instructor in Biological M.F.A., Yale University; Sciences A.M., Ph.D., Harvard University

Associate Professor of Art David B. Cope'' S.B., S.M., Massachusetts Institute of Suzanne Cleverdon Technology

Instructor in Harpsichord Laboratory Instructor in Physics

Eugene Lionel Cox B.A., College of Wooster; Ph.D., Johns Hopkins University Mary Jewett-Gaiser Professor of History 203

Faculty

Mary D. Coyne Margaret A. Dermody A.B,, Emmanuel College; A.B., Emmanuel College; M.A,, Wellesley College; M.A., Wellesley College University of Virginia Ph.D., Laboratory Instructor in Biological Professor of Biological Sciences Sciences

Martha Alden Craig Louis S. Dickstein B.A., Oberlin College; B.A., Brooklyn College; M.A., Ph.D., Yale University M.S., Ph.D., Yale University

Professor of English Professor of Psychology

Jean V. Crawford William A. Drew B.A., Mount Holyoke College; B.F.A., M.F.A., Rhode Island School of Design

M.A., Oberlin College; Assistant Professor of Art Ph.D., University of Illinois

Charlotte Fitch Roberts Professor of Theodore William Ducas Chemistry B.A., Yale University; Ph.D., Massachusetts Institute of Technology

Michael Crook Assistant Professor of Physics B.S., Queen Mary College, London University

Lecturer in Chinese Katherine Dyer A.B., Radcliffe College; Leroy J. Cuba M.Phil., Warburg Institute, University B.S., Southern Methodist Universtiy; of London M.Phil., M.A., Yale University Assistant Professor of History Assistant Professor of Sociology Kathleen Edwards Roxanne Dale B.A., M.A., University of Rochester; B.A., Slippery Rock State College M.S., Ph.D., University of Chicago

Instructor in Physical Education and Assistant Professor of Mathematics Athletics Howard Brook Eichenbaum Marsha J. Darling B.S., Ph.D., University of Michigan York; A. A., City University of New Assistant Professor of Biological B.A., Vassar College; Sciences M.A., Duke University Z. Eister Lecturer in Black Studies Dorothy B.A., Hood College; Jeanne A. Darlington M.A., Mount Holyoke College B.A., College; Knox Research Assistant in Psychology M.A., Wellesley College K. Elkins^ Laboratory Instructor in Chemistry Sharon B.A., Stetson University; Judith Davies M.T.S,, Harvard Divinity School; B.A., Scripps College; Ph.D., Harvard University

M.F.A., Temple University Assistant Professor of Religion Assistant Professor of Art Mei-Mei Akwai Ellerman^ Stanton Davis ^ Lie, University of Geneva; M.A., Boston University; Lecturer in Music Ph.D., Harvard University

Jean DePamphilis'' Assistant Professor of Italian B.S., Cornell University; Ph.D., University of Wisconsin (Madison)

Laboratory Instructor in Chemistry 204

Faculty

Donald Engels^z Charles Fisk^ B.A., University of Florida; A.B., Harvard College; M.A., University of Texas; M.M.A., Yale School of Music Ph.D., University of Pennsylvania Lecturer in Music Assistant Professor of History and of Instructor in Piano Greek and Latin Ellen Fitzpatrick Joan Entmacher'' B.A., Hampshire College; B.A., Wellesley College; Ph.D., Brandeis University J.D., Yale Lav^/ Schiool Assistant Professor of History Lecturer in Political Science Owen J. Flanagan, Jr. Sumru ErkutP B.A., Fordham University; B.S., Middle East Technical University; M.A., Ph.D., Boston University Ph.D., Harvard University Assistant Professor of Philosophy Lecturer in Psychology Phyllis J. Fleming Patricia M. Ewick'' B.A., Hanover College; Ph.D., University of Instructor in Sociology M.S., Wisconsin Sarah Frances Whiting Professor of Physics Doris Holmes Eyges'' B.A., University of Michigan; Susan Ford A.M., Radcliffe College B.A., Connecticut College; M.A.T., University Lecturer in English Brown Instructor in Physical Education and Athletics Laurel Fay^z B.A., Mills College; Carlo Roger Franpois^ M.A., Ph.D., Cornell University Lie. en Philosophie et Lettres, Agrege, Li6ge; Kathryn W. Davis Professor of Music University of A.M., Ph.D., Harvard University

Peter Fergusson Professor of French B.A,, Michigan State University; A.M., Ph.D., Harvard University Nan Burks Freeman ^

Professor of Art B.A., Smith College; M.A., University of Pennsylvania; David Ferry Ph.D., Massachusetts Institute of Technology B.A., Amherst College; Assistant Professor of Art A.M., Ph.D., Harvard University

Sophie Chantal Hart Professor of English Richard G. French p B.A., M.S., Ph.D., Cornell University Lorenz J. Finison^ Assistant Professor of Astronomy A.B., Wesleyan University; Ph.D., Columbia University Alice T. Friedman Associate Professor of Psychology A B., Radcliffe College; M.Phil., University of London; Philip Finkelpearl Ph.D., Harvard University A.B., Princeton University; Assistant Professor of Art A.M., Ph.D., Harvard University

Professor of English Robert Dean Frye A.B., M.A., Ph.D., University of Illinois James Allen Finn Assistant Professor of French B.A., University of California (Berkeley); M.A., Princeton University Laurel Furumoto Instructor in Computer Science B.A., University of Illinois; M.A., Ohio State University; Ph.D., Harvard University

Professor of Psychology 205

Faculty

Ann Gabhart** Frances Gouda B.A., Wellesley College; C.Ed., Rijkspedagogisch Academie (Utrecht); A.M., Harvard University B.A., M.A., Ph.D., University of Washington

Lecturer in Art Assistant Professor of History Director, Wellesley College Museum Robert Gough Jr.'' Rene Galand A.B., Bates College; Lic.-es-Lettres, University of Rennes; A.M., Ph.D., Duke University

Ph.D., Yale University Lecturer in Economics Professor of French James Howard Grant a Robert Garis B.S., Grand Valley State College; B.A., Muhlenberg College; M.A., Ph.D., Michigan State University

A.M., Ph.D., Harvard University Assistant Professor of Economics Katharine Lee Bates Professor of English Michel Grimaud Elena Gascon-Vera B.A., M.A., University of Aix-en Provence; Lie, University of Madrid; M.A., Ph.D., University of Wisconsin

M.Phil., Ph.D., Yale University Assistant Professor of French Associate Professor of Spanish Arlene Grossman'* Katherine Allston Geffcken B.F.A., M.F.A., Boston University B.A., Agnes Scott College; School of Fine Arts

M.A., Ph.D., Bryn Mawr College Instructor in Art Professor of Greek and Latin Elinor Grumet Anne Gillain B.A., Queens College of CUNY; Licence de Lettres Classiques, Sorbonne, MA,, Ph.D., University of Iowa Universite de Pans; Assistant Professor of Religion Ph.D., Harvard University

Associate Professor of French Vachik Hacopian B.A., University of California; Ricardo A. Godoy M.S., University of Massachusetts

B.A., Tufts University (Jackson College); Laboratory Instructor in Biological M.A., University of Chicago Sciences Assistant Professor of Anthropology Wendy HagenP Arthur Ralph Gold B.A., Mount Holyoke College; B.A., Princeton University; M.S., Ph.D., University of Hawaii A.M., Ph.D., Harvard University Assistant Professor of Astronomy Professor of English David Haines Marshall Irwin Goldman A.B., Earlham College

B.S., Wharton School, University of Instructor in Chemistry Pennsylvania; A.M., Ph.D., Harvard University Ellen M. Hall A.B., Smith College Class of 1919 Professor of Economics Laboratory Instructor in Biological Nelson Gore'' Sciences

Instructor in Oboe Mark Halliday Maja J. Goth B.A., M.A., Brown University

Mittellehrerdipl., Oberlehrerdipl.; Instructor in English Ph.D., University of Basel Jyoti LaPeer Hansa'' Caria Wenckebach Professor of German Instructor in Physical Education and Athletics 206

Faculty

Thomas S. Hansen David A. Hendricks B.A., M.A., Tufts University; B.S., University of Toledo; Ph.D., Harvard University M.A., Bow/ling Green State University; Ph.D., University of Assistant Professor of German California (Berkeley) Assistant Professor of Biological p Anne Harlan Sciences B.A., University of Houston; M.A., Ph.D., Ohio State University Faith Hentschel^

Associate Professor of Psychology B.A., Mount Holyoke College; M.A., M.Ph., Ph.D., Yale University

Barbara Leah Harman Assistant Professor of Art B.A., Tufts University; M.A., Ph.D., Brandeis University William A. Herrmann

Assistant Professor of English B.A., MA., Ph.D., Columbia University Professor of Music Gary C. Harris Director of the Choir B.S., Bates College; M.S., Ph.D., University of Massachusetts Dorothy Hershkowitz''

Associate Professor of Biological Instructor in Physical Education Sciences and Athletics

Adrienne Hartzell Sonja E. Hicks B.Mus., New England Conservatory of B.S., University of Maine; Music Ph.D., Indiana University

Instructor in Viola da Gamba Professor of Chemistry Director of Collegium Musicum Ann Mary Hirsch Bunny Harvey B.S., Marquette University; B.F.A., M.F.A., Rhode Island School of Design Ph.D., University of California (Berkeley)

Assistant Professor of Art Assistant Professor of Biological Sciences Penny Hauser-Cram B.S., Denison University; Philip Steven Hirschhorn* M.A., Tufts University B.S,, Brooklyn College of CUNY; Ph.D., Institute of Instructor in Psychology Massachusetts Technology Assistant Professor of Mathematics Kenneth S. Hawes'* B.S., Massachusetts Institute of Technology Edward Craig Hobbs Ph.B., of Instructor in Education University Chicago; Ph.D., Federated Theological Faculty Michael J. Hearn Oriental Institute

B.A., Rutgers College; Professor of Religion M.S., M.Phil., Ph.D., Yale University P Assistant Professor of Chemistry Eva R. Hoffman B.A., Brooklyn College; Kathryn Hellerstein M.A., Ph.D., Radcliffe College

B.A., Brandeis University; Assistant Professor of Art M.A., Ph.D., Stanford University

Assistant Professor of English Margaret Reed Holmgren B.A., Bryn Mawr College; Mae Gwendolyn Henderson Ph.D., University of Texas (Austin)

B.A., Carleton College; Assistant Professor of Philosophy M.A., M.Phil., Yale University

Instructor in Black Studies Mary V. A. Hoult A.B., M.A., Wellesley College

Laboratory Instructor in Biological Sciences 207

Faculty

Virginia TJiorndike IHules William Joseph B.A., Wellesley College; B.A., Cornell University; A.M., Ph.D., Harvard University MA., Ph.D., Stanford University

Assistant Professor of French Assistant Professor of Political Science

Jonathan Imber Joseph Joyce B.A., Brandeis University; B.S., Georgetown University; fvl.A., Ph.D., University of Pennsylvania M.S., Ph.D., Boston University

Assistant Professor of Sociology Instructor in Economics

Weldon Jacl

Assistant Professor of Black Studies Ph.D., Columbia University Associate Professor of Political Science Rachel Jacoff B.A., Cornell University; Linda Kamas-Mefford A.M., M.Phil., Harvard University; B.A., M.A., University of Ph.D., Yale University California (Los Angeles)

Assistant Professor of Italian Instructor in Economics

Owen Hughes Jander^z Alexandra Kaplan'' B.A., University of Virginia; B.A., University of Michigan (Ann Arbor); A.M., Ph.D., Harvard University M.S., Ph.D., Columbia University

Catherine Mills Davis Professor of Music Associate Professor of Psychology

Linda Gardiner Janil< Martin Karnett B.A., University of Sussex; B.S., State University of New York M.A., Ph.D., Brandeis University (Stony Brook); M.Phil., Assistant Professor of Philosophy M.S., Yale University

Instructor in Chemistry Eugenia Parry Janis B.A., University of Michigan; Laurie Katz** A.M., Ph.D., Harvard University Instructor in Physical Education Professor of Art and Athletics

Jane Jenson^ W. Michael Keanei* B.A., McGill University; B.S., Tnnity College; M.A., Ph.D., University of Rochester M.A.. Columbia University; University of York Visiting Associate Professor of Political Ph.D., City New Science Assistant Professor of Psychology

Roger A. Johnson Nannerl O. Keohane B.A., Northwestern University; B.A., Wellesley College; B.D., Yale University; M.A., Oxford University; Ph.D., Harvard University Ph.D., Yale University

Professor of Religion Professor of Political Science President Jacqueline Jones B.A., University of Delaware; Arjo Klamer M.A., Ph.D., University of Wisconsin MA,, University of Amsterdam

Associate Professor of History Instructor in Economics

Saj-nicole Joni Jonathan B. Knudsen

B.A , M.A., Ph.D., University of B.A., Michigan State University; California (San Diego) Ph.D., University of California (Berkeley)

Assistant Professor of Computer Science Assistant Professor of History and Mathematics 208

Faculty

T. James Kodera Vaughan Langman B.A., Carleton College; B.S., Colorado State University; M.A., M.Phil., Ph.D., Columbia University M.S., University of the Pacific; Ph.D., University of Alaska Associate Professor of Religion Assistant Professor of Biological Elissa Koff Sciences B.S., Queens College, CUNY; M.S., Ph.D., Tufts University Vivian Klein Lawrence B.A., Cornell University; Associate Professor of Psychology M.S., Ph.D., University of Associate Dean of the College Washington Assistant Professor of Mathematics Philip L. Kohl B.A., Columbia University; Beverly Joseph Layman A.M., Ph.D., Harvard University B.A., Roanoke College; M.A., University Virginia; Assistant Professor of Anthropology of A.M., Ph.D., Harvard University

Douglas C. Kohn Professor of English Dipl., University of Belgrade; B.A., Washington University; iVIary Rosenthal Lefkowitz M.A., University of Chicago B.A,, Wellesley College; A.M., Ph.D., Radcliffe College Instructor in French Andrew W. Mellon Professor in the Humanit Nancy Harrison Kolodny B.A., Wellesley College; Eric LevensonP Ph.D., Massachusetts Institute of Technology A.B., Harvard College; M.F.A., Brandeis University Associate Professor of Chemistry Lecturer in Theatre Studies George Kostich Design Director, Wellesley College Theatre M.A., Ph.D., Harvard University Levitt Associate Professor of Russian Andrea Gayle B.A., Wellesley College; Joel KriegerA M.A., M.Phil., Ph.D., Yale University B.A., Yale College; Assistant Professor of Linguistics and Ph.D., Harvard University of French Assistant Professor of Political Science Judith T. Levy Christopher Krueger A.B., Goucher College; B.Mus., New England Conservatory of Music Ph.D., Johns Hopkins University

Instructor in Flute Associate Professor of Chemistry Director of Performance Workshop Nancy Ruth Levyf Gregg Owen Kvistad B.A., M.A., American University Minnesota; B.A., University of Instructor in Spanish M.A., University of California (Berkeley) Jeremy Instructor in Political Science Lewis B.A., Keble College, Oxford University; James Leslie Ladewig Ph.D., Johns Hopkins University

B.M., Northwestern University; Assistant Professor of Political Science M.A., Ph.D., University of California (Berkeley)

Assistant Professor of Music Mark H. Leymaster** B.A., Princeton University; Yuan-Chu Ruby Lam J.D., Yale Law School

A.B., A.M., Ph.D., Harvard University Lecturer in Political Science Assistant Professor of Chinese Elizabeth C. Lieberman'' B.A., Wellesley College; M.A., Brandeis University

Laboratory Instructor In Chemistry 209

Faculty

Helen T. Lin* Wendy MacNeil^ B.S., National Taiwan University A.B., Smith College;

Professor of Chinese M.A.T., Harvard University Assistant Professor of Art David Lindauer B.S., City University of New York Martin Andrew Magid (City College); B.A., Brown University; A.M., Pfi.D., Harvard University M.S., Yale University; Ph.D., Assistant Professor of Economics Brown University Assistant Professor of Mathematics Stephen J. Little'' B.A., MA,, University of Kansas Helen C. Mann (Lawrence); A.B., Fresno State College; Ph.D., University of California M.A., Wellesley College (Los Angeles) Laboratory Instructor in Chemistry Assistant Professor of Astronomy Annick Mansfield Irene R. Little-Marenin'* A.B,, Radcliffe College; B.A., Vassar College; Ph.D., Columbia University M.A., Ph.D., Indiana University Associate Professor of Psychology Assistant Professor of Astronomy Stephen Anthony Marini Robert S. LitwakP A.B., Dickinson College; B.A., Haverford College; Ph.D., Harvard University Ph.D., London School of Economics Associate Professor of Religion Barnette Miller Visiting Professor of Political Science Elizabeth Marshall B.S., St. Lawrence University; William W. LiuA2 Ph.D., Dartmouth College Nankai University; Assistant Professor of Physics B.A., University of Tennessee

Assistant Professor of Chinese Tony Martin Barnster-at-Law, Gray's Inn; James Herbert Loehlin B.S., University of Hull; B.A., College of Wooster; M.A., Ph.D., Michigan State University Ph.D., Massachusetts Institute of Technology Professor of Black Studies Professor of Chemistry Miranda Constant Marvin a Eleanor Lonske** B.A., Bryn Mawr College; B.S., Boston College; Ph.D., Harvard University M.S., Worcester State College Associate Professor of Art Lecturer in Computer Science and of Greek and Latin

Gabriel H. Lovett Sylvie Mathe^ B.A,, M.A., Ph.D., New York University Docteur de I'Universite de Paris Agregee I'Universite Professor of Spanish de Ancienne eleve de I'Ecole Normale Barry Lydgate Superieure de Jeunes Filles B.A., M.Phil., Ph.D., Yale University Pans, France

Associate Professor of French Assistant Professor of French

Irina Borisova-Morosova Lynch a Julie Ann Matthaei A.M., Ph.D., Radcliffe College B.A., University of Michigan; M.A., M.Phil., Ph.D., Yale University Professor of Russian Assistant Professor of Economics 210

Faculty

Cecilia Mattii Bernard G. Moran^ Dott. in Lett., University of Florence Instructor in French Horn Assistant Professor of Italian R. James Morgan'' Florence McCulloch Laboratory Instructor in Physics B.A., Vassar College; M.A., Ph.D., University of North Carolina Rodney Morrison Professor of French B.S., M.A., Boston College; M.S., Ph.D., University of Wisconsin Glenda Medeiros'' William R. Kenan Professor of Economics B.A., Catholic University of America; M.Ed., Lesley College Linda S. Moulton

Instructor in Physical Education B.S., Eastern Illinois University; and Athletics M.S., Northeastern University Assistant Professor of Physical Education Ifeanyi A. Menkiti and Athletics B.A., Pomona College; M.S., Columbia University; Barbara F. Muise M.A., New York University; B.A., Bates College; Ph.D., Harvard University M.A., Smith College

Associate Professor of Philosophy Laboratory Instructor in Biological Sciences Margaret V. Merritt B.A., College of Wooster; Craig Murphy Ph.D., Cornell University B.A., Grinnell College; Assistant Professor of Chemistry M.A., Ph.D., University of North Carolina (Chapel Hill) Sally Engle Merry Assistant Professor of Political Science B.A., Wellesley College; M.A., Yale University; Len M. Nichols Ph.D., Brandeis University B.A., Hendrix College; Assistant Professor of Anthropology M.A., University of Arkansas; M.S., Ph.D., University of Illinois Jean Baker Miller Assistant Professor of Economics B.A., Sarah Lawrence College; M.D., Columbia University Linda Normandeau Professor of Psychology B.A., University of Vermont

Director, Stone Center for Instructor in Physical Education Developmental Services and Studies and Athletics

Linda B. Miller^ Bruce Norton A.B., Radcliffe College; B.A., University of Chicago; M.A., Ph.D., Columbia University M.S., University of Wisconsin

Professor of Political Science Instructor in Economics

Vicki E. Mistacco^ Haze! F. O'Donnell B.A., New York University; B.Mus., M.Mus., Boston University M.A., Middlebury College; Instructor in Voice M.Phil., Ph.D.. Yale University

Associate Professor of French James F. O'Gorman B.Arch., Washington University; Kenworth Moffett M.Arch., University of Illinois (Urbana); B.A., Columbia University; A.M., Ph.D., Harvard University A.M., Ph.D., Harvard University Grace Slack McNeil Professor of American Art Visiting Professor of Art 211

Faculty

Timothy O'Neill Elinor Preble B.A., Claremont Mens College: B.Mus., New England Conservatory of Music M.A., Ph.D., University of California Instructor in Flute (Berkeley)

Assistant Professor of Political Science Kathryn Conway Preyer^ B.A., Goucher College; Robert L. Paarlberg M.A., Ph.D., University of Wisconsin B.A., College; Carleton Professor of History Ph.D., Harvard University

Assistant Professor of Political Science Ruth Anna Putnam* B.S., Ph.D., University of California Louise Came Pappoutsakis (Los Angeles)

Instructor in Harp Professor of Philosophy

Joanne Paul Patrick F. Quinn B.S., Valparaiso University B.A., M.A., University of Wisconsin; Ph.D., University Instructor in Physical Education Columbia and Athletics Professor of English

Timothy Walter Hopkins Peltason Sabine Raffy A.B., Harvard College; License, Matrise, Doctorat Certificat, M.A., Ph.D., Yale University University of Pans; Ph.D., University Assistant Professor of English New York Visiting Assistant Professor of French David Burrell Pillemer^ B.A., University of Chicago; Carlene A. Raper Ed.D., Harvard University B.S,, M.S., University of Chicago; Ph.D., Harvard University Assistant Professor of Psychology Assistant Professor of Biological Sciences Isabelle C. Plaster B.A., Wellesley College; James Rash M.Mus., New England Conservatory of Music B.A., University of Michigan M.A., Ph.D., Princeton University Instructor in Bassoon and Assistant in Channber Music Society Assistant Professor of Greek and Latin

Michael Poliakoff James Wilson Rayen B.A., Yale University; B.A., B.F.A., M.F.A., Yale University

B.A. (Hon.), Oxford University; Professor of Art Ph.D., University of Michigan

Assistant Professor of Greek and Latin Gail Reimer B.A., Sarah Lawrence College; Robert Polito M.A., Rutgers University B.A., Boston College; Instructor in English M.A., Harvard University

Instructor in English Joy Renjilian-Burgy A.B,, Mount Holyoke College; Barbara Powell A.M., Harvard University Ed.D., M.A.T., Harvard University; Lecturer in Spanish A.B., Bryn Mawr College

Associate in Education IVIichele Respaut Faculte des Lettres, Universite de Charlotte Carroll Prather Montpellier; B.A., Barnard College; M.A., Assumption College; M.A., M.Phil., Ph.D., Yale University Ph.D., Brown University

Assistant Professor of German Assistant Professor of French 212

Faculty

Susan M. Reverby Margery Sabin B.S., Cornell University; A.B., Radcliffe College; M.A., New York University; A.M., Ph.D., Harvard University Ph.D., Boston University Associate Professor of English Assistant Professor in Extradepartmental Class Dean

Holly Baker Reynolds Jerry H. Samet B.A., Rockford College; B.A., Yeshiva University; M.A., Ph.D., University of Wisconsin Ph.D., City College

Assistant Professor of Religion Visiting Assistant Professor of Philosophy

John Grant Rhodes Alan Henry Schechter B.A., M.A., Harvard University B.A., Amherst College;

Instructor in Art Ph.D., Columbia University Professor of Political Science Jill RierdanP B.A., M.A., Ph.D., Clark University R. Steven Schiavo* B.A., Lecturer in Psychology Lehigh University; Ph.D., Columbia University

Eric Roberts Professor of Psychology

A.B., S.M., PhD , Harvard University

Assistant Professor of Computer Science Susan Paterson Schmidt B.A., Towson State University; Alice Birmingham Robinson M.F.A., Pennsylvania State University B.A., Wellesley College; Assistant Professor of Art A.M., Ph.D., Radcliffe College

Professor of History Wynn Randy Schwartz B.S., Duke University; Elizabeth Jane Rock M.A., Ph.D., University of Colorado College of St. Vincent; B.S., Mount Assistant Professor of Psychology M.A,, Smith College; Ph.D., Pennsylvania State University Lois Shapiro

Arthur J. and Nellie Z. Cohen Professor B.Mus., Peabody Institute of Music; of Chemistry M.Mus., Yale University School of Music; D.Mus., Indiana University School of Music Rokicki Theodore Instructor in Piano B.S., Purdue University; M.A,, University of Michigan Annemarie A. Shimony Associate m Education B.A., Northwestern University; Ph.D., Yale University

Lawrence Rosenwald** Professor of Anthropology B.A., Columbia College; M.A., Ph.D., Columbia University Alan Shuchat Assistant Professor of English B.S., Massachusetts Institute of Technology; M.S., Ph.D., University of Michigan

Lorraine Elena Roses Associate Professor of Mathematics B.A., Mount Holyoke College; A.M., Ph.D., Harvard University Randy Shull

Associate Professor of Spanish A.B., Humboldt State University; M.S., University of New Hampshire; Elias N. SaadA A.M., Ph.D., Dartmouth College B.A., M.A., University of American Beirut; Assistant Professor of Mathematics Ph.D., Northwestern University

Assistant Professor of History Frederic W. Shultz* B.S., California Institute of Technology; Ph.D., University of Wisconsin

Associate Professor of Mathematics 213

Faculty

Susan S. Silbey Raymond James Starr^ B.A., Brooklyn College; A.B., University of Michigan; M.A., Ph.D., University of Chicago M.A., Ph.D., Princeton University

Assistant Professor of Sociology Assistant Professor of Greek and Latin

Jane Sjogren Thomas Stehling B.A., Barnard College; B.A., Georgetown University; M.A., Stanford University M.A., Ph.D., University of California (Berkeley) Instructor in Economics Assistant Professor of English Martin Sleeper A.B., Williams College; Ann Kathryn Stehney Ed.D., M.A.T., Harvard University A.B., Bryn Mawr College; M.A., Ph.D., University of York Associate in Education State New (Stony Brook)

Marion M. Smiley Associate Professor of Mathematics B.A., Mount Holyoke College; M.A., Princeton University Edward A. Stettner B.A., Brown University; Instructor in Political Science M.A., Ph.D., Princeton University

Dennis Smith Professor of Political Science Ph.D., B.S., Loyola University Acting Dean of the College Assistant Professor of Biological Sciences Daniel Stillman B.A., Brandeis University ^ Elaine L. Smith Instructor in Recorder B.A,, fvl.A., Wellesley College Assistant in Collegium Musicum Laboratory Instructor in Chemistry Diana Strassman** Mark Snyder** A.B., Princeton University; B.S., f\/lassachu setts Institute of Technology; A.M., Harvard University M.S., University Columbia Instructor in Economics

Instructor in Physics Todd Thomas Straus Alexia Henderson Sontag B.A., M.A., University of Iowa; B.A., Pacific Lutheran University; Ph.D., University of California (Berkeley)

M.A., Ph.D., University of Minnesota Assistant Professor of French Associate Professor of Mathematics Marcia Stubbs'* Gordon Sparks ai B.A., M.A., University of Michigan B.A., University of Toronto; Lecturer in English MA., Ph.D., University of Michigan Director of Expository Writing (Ann Arbor)

Visiting Professor of Economics Frank Cochran Taylor II B.A., Yale University Ingrid Stadler Instructor in Organ B.A., Vassar College; A.M., Ph.D., Radcliffe College Christine Temin**

Professor of Philosophy A.B., Bryn Mawr College; M.F.A., University of North Carolina StambolianAi George Assistant Professor of Physical Education B.A., Dartmouth College; and Athletics M.A., Ph.D., University of Wisconsin

Professor of French Margaret D. Thompson A.B., Smith College; Lisa Standley A.M., Ph.D., Harvard University B.S., M.S., Cornell University Assistant Professor of Geology Assistant Professor of Biological Sciences 214

Faculty

Lyn Tolkoff Tino Villanueva B.A., Wellesley College; B.A., Southwest Texas State University; Ph.D., Yale University M.A., State University of New York; Ph.D., Boston University Instructor in Piano Assistant in Chamber Music Assistant Professor of Spanish

Donald TownP Glen Albert Walant

Instructor in Physical Education Instructor in Trombone and Athletics Richard William Wallace* M. Jeanne TrubekP B.A., Williams College; A.B., Bryn Mawr College; M.F.A., Ph.D., Princeton University M.S., Northeastern University Professor of Art

Lecturer in Mathematics Helen Wang Nina Tumarkin B.A., University of Wisconsin; B.A., University of Rochester; A.M., Ph.D., Harvard University A.M., Ph.D., Harvard University Assistant Professor of Mathematics Associate Professor of History Richard J. Warburg Marilyn Turnbull'' B.S., Ph.D., Birmingham University (U.K.) B.A., Wellesley College; Assistant Professor of Biological M.S., University of California Sciences (Berkeley) Margaret Ellen Ward Instructor in Chemistry B.A., Wilson College; Luther Terrell Tyler Jr. M.A., Ph.D., Indiana University B.A., Southwestern University at Memphis; Associate Professor of German M.A., M.PhiL, Ph.D., Yale University Lois WasserspringP Assistant Professor of English B.A., Cornell University; Joyce Van Dyke* M.A., Princeton University

B.A., Stanford University; Lecturer in Political Science M.A., Brandeis University; Ph.D., University of Virginia Andrew C. Webb*i B.S., Ph.D., University of Southampton Assistant Professor of English Associate Professor of Biological Steve Van Zoerenf Sciences B.A., University of Michigan; M.A., Harvard University Eleanor Rudd Webster B.A., Wellesley College; Instructor in Chinese M.A., Mount Holyoke College; Linda Kent Vaughan A.M., Ph.D., Radcliffe College B.S., M.A., Russell Sage College; Professor of Chemistry Ph.D., Ohio State University Dorothea J. Widmayer Professor of Physical Education B.A., M.A., Wellesley College; and Athletics Ph.D., Indiana University

Julie Vaverka Professor of Biological Sciences

Instructor in Clarinet Howard J. Wilcox B.A., Hamilton College; Ph.D., University of Rochester

Professor of Mathematics 215

Faculty

Ernest H. Williams Jr. Professors Emeriti B.S., Trinity College; M.A., Ph.D., Princeton University

Assistant Professor of Biological Sciences Ruth Elvira Clark Litt D. Professor of French Mary C. Wilson B.A., Oberlin College Mary Bosworth Treudley Ph D. of Sociology Instructor in History Professor Ph Kenneth P. Winkler^ Grace Elizabeth Howard D of Botany B.A., Trinity College; Associate Professor Ph.D., University of Texas (Austin) Edna Heidbreder Ph D of Philosophy Assistant Professor Professor of Psychology

Donald Lewis Wolitzer Jorge Guillen Catedratico de Universidad University of York B.S., State New Professor of Spanish (Stony Brook); M.S., Ph.D., Northeastern University Waclaw Jedrzejewicz of Russian Assistant Professor of Mathematics Associate Professor

Anne Worthman Helen Thayer Jones Ph D of Chemistry B.S., Tuskegee Institute; Professor Ph.D., Boston College Ella Keats Whiting Ph D of Sociology Assistant Professor Professor of English and Dean

Nancy J. Wulwick Mary Leilah Austin Ph D Ph.D., Brandeis University B.A., M.S., Professor of Zoology Assistant Professor of Economics Grace Ethel Hawk B.Litt. (Oxon.) Bela Wurtzler Professor of English

Instructor in Double Bass Lucy Winsor Killough Ph D. Professor of Economics Monique Y. Yaari M.A., Ph.D., University of Cincinnati B.A., Magdalene Schindelin Ph D Assistant Professor of French Associate Professor of German

Christina Yao Dorothy Mae Robathan Ph D M.A., Washington University Professor of Latin

Instructor in Chinese Agnes Anne Abbot Theresa C-H YaoP Professor of Art B.A., Taiwan Normal University Eva Elizabeth Jones Ph D Lecturer in Chinese Professor of Zoology Arlene Zailman Edith Brandt Mallory Ph D M.A., University of Pennsylvania Professor of Psychology Associate Professor of Music Evelyn Faye Wilson Ph D Claire Zimmerman Professor of History B.A., Wellesley College; Ph.D., Radcliffe College Teresa Grace Frisch Ph D Professor of Art and Dean of Students Professor of Psychology Dorothy Heyworth Ph D Professor of Physics 216

Faculty

Barbara Salditt Ph D Sarah J. Hill Ph D Associate Professor of German Professor of Astronomy

Louise Wilson Roquemore Ph D. Justina Ruiz-de-Conde Ph.D. Professor of Biology Professor of Spanish

Walter Edwards Houghton PhD Richard Vernon Clemence Ph.D. Professor of English Professor of Economics

Barbara Philippa McCarthy Ph D Virginia M. Fiske Ph D. Professor of Greek Professor of Biological Sciences

Mary Ruth Michael Ph D Owen S. Stratton Ph D Professor of English Professor of Political Science

Ernest Rene Lacheman PhD Mary E. Bradley Ed D Professor of Religion and Biblical Studies Associate Professor of Education

Sylvia Leah Berkman Ph D Ruth Deutsch MA Professor of English Lecturer in German

Herbert Morrison Gale Ph.D. Helen Margaret Brown M.S. Professor of Religion and Biblical Studies Librarian

Delaphine Grace Rosa Wyckoff Ph D. Janet Guernsey Ph D. Professor of Bacteriology Professor of Physics

Hannah Dustin French MS Lucetta Mowry Ph D Research Librarian, Special Collections Professor of Religion and Biblical Studies

Virginia Onderdonk B.A. Grazia Avitabile Ph D Professor of Philosophy Professor of Italian

Virginia Fleming Prettyman Ph D. Fred Denbeaux S T M Professor of English Professor of Religion and Biblical Studies

Thelma Gorfinkle Alper Ph D Edward Gulick Ph D Professor of Psychology Professor of History

Hubert Weldon Lamb A B Alice T. Schafer Ph D Professor of Music Professor of Mathematics

Harriet B. Creighton Ph D Helen Storm Corsa Ph D Professor of Botany Professor of English

Katherine Lever Ph D Professor of English 217

Presidents

Ada Howard 1875-1881

Alice Freeman Palmer 1881-1887

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

President Nannerl 0, Keohane Barbara W. Newell 1972-1980

Nannerl Overholser Keohane 1981- 218

Board of Trustees

Betty K. F. Johnson MA Howard Wesley Johnson MA. Chairman Cambridge, Massachusetts Cincinnati, Ohio Mary Gardiner Jones LL B Robert A. Lawrence B A. Washington, D.C. Vice Chairman Westwood, Massachusetts Hilda Rosenbaum Kahne Ph D. Lexington, Massachusetts Horace S. Nichols B S. Treasurer Mildred Lane Kemper B A Boston, Massachusetts Kansas City, Missouri

Mary Dooley Bragg B A Claudine B. Malone MBA Wellesley Hills, Massachusetts Bethesda, Maryland

Walter M. Cabot MBA. Grace Mills B A Dover, Massachusetts New York, New York

Dorothy Dann Collins B A Suzanne Carreau Mueller B.A. Dallas, Texas New York, New York

Allison Stacey Cowles MA. Samuel H. Proger M D Spokane, Washington Brookline, Massachusetts

Prudence Slitor Crozier Ph D George Putnam MBA Wellesley, Massachusetts Manchester, Massachusetts

Camilla Chandler Frost B A Katherine Curtis Rigler B A Pasadena, California Bethesda, Maryland

Luella Gross Goldberg 6 A. William L. Saltonstall MBA Minneapolis, Minnesota Manchester, Massachusetts

Margaret Jewett Greer B A. Mary Ann Dilley Staub B A Chevy Chase, Maryland Winnetka, Illinois

Harvey H. Guthrie, Jr. Th D. David B. Stone LL D Cambridge, Massachusetts Marion, Massachusetts

Barbara Barnes Hauptfuhrer B A. Nancy Angell Streeter B A Huntingdon Valley, Pennsylvania New York, New York

Anne Cohen Heller M D Margaret Westheimer Tishman MA New York, New York New York, New York

Walter Hunnewell MBA Nannerl O. Keohane Ph.D., ex officio Wellesley, Massachusetts President of Wellesley College Wellesley, Massachusetts David O. Ives MBA Cambridge, Massachusetts Helen Bohen O'Bannon MA, ex officio President of the Wellesley College Barbara Loomis Jackson Ed D Alumnae Association Baltimore, Maryland Harrisburg, Pennsylvania

Carol Johnson Johns M.D. Clerk of the Board of Trustees Baltimore, Maryland Doris E. Drescher B.S. Needham, Massachusetts 219

Board of Trustees

Trustees Emeriti

Eleanor Wallace Allen '25 James Lawrence Boston, Massachusetts Brookline, Massachusetts

O. Kelley Anderson Elisabeth Luce Moore '24 Boston, Massachusetts New York, New York

Harriet Segal Cohn B A John R. Quarles Brookline, Massachusetts Lynchburg, Virginia

Nelson J. Darling, Jr. LL B Rose Clymer Rumford '34 Swampscott, Massachusetts Baltimore, Maryland

Sirarpie Der Nersessian John K. Spring Pans, France Concord, Massachusetts

Byron Kauffman Elliott Edward A. Weeks, Jr. Boston, Massachusetts Boston, Massachusetts

Alexander Cochrane Forbes Mary Sime West '26 Manchester, Massachusetts Somers, New York

Mary Cooper Gaiser '23 Henry Austin Wood Spokane, Washington Newport, Rhode Island

George H. Kidder LL B Katharine Timberman Wright '18 Concord, Massachusetts Columbus, Ohio 220

Administration

Office of the President Office of Admission

Nannerl Overholser Keohane Ph.D. Mary Ellen Ames B A. President Director Professor of Political Science Karen S. Andrews M S S W Molly Campbell MA. Associate Director Assistant to the President Audrey Smith-Whitaker M Ed. Katherine M. MacDonald B A Associate Director Executive Secretary to the President Nancy Steves Hogan M Ed. Senior Assistant Director Office of the Secretary of the Vanessa Alleyne M Ed Clerk of the College and Assistant Director Board of Trustees Joellen O'Neil 6 A Doris E. Drescher B.S. Assistant Director Secretary of the College Clerk of the Board of Trustees Evelyn R. Staudinger MA Admission Counselor Carol A. Millen Secretary to the Secretary of the College and to Dorothy Beard the Clerk of the Board of Trustees Office Manager

Jan Eckert Chaplaincy Administrative Assistant

The Rev. Constance Chandler-Ward M.Div Chaplain Information Bureau

Trixie G. Stetson Manager

Office of the Dean of the College

Edward A. Stettner Ph D Acting Dean of the College Professor of Political Science

Ellssa Koff Ph D Associate Dean of the College Assistant Professor of Psychology

Mary Lorantos Secretary to the Dean of the College

Ruth Anne Nuwayser MA Assistant to the Dean of the College, Faculty Appointments

Audiovisual Services

Florence Carlson Director of Audiovisual Services and Language Laboratory 221

Administration

Computer Center Registrar

Eleanor D. Lonske M.Ed. Barbara B. Farquhar M Ed. Acting Director Registrar Director of Institutional Research Hsiao-ti Falcone M Ed User Services Coordinator Adriana F. Feuer B A. Associate Registrar

Office of Sponsored Research Eleanor Witten Assistant to the Registrar Elizabeth C. Lieberman MA Director Science Center

Margaret Clapp Library Phyllis J. Fleming Ph D Director, Science Center Eleanor Adams Gustafson M.S. Sarah Frances Whiting Professor of Physics Librarian Rosamond V. White B S Edith Shapero Alpers MS Manager, Science Center Senior Cataloger

Mary Wallace Davidson MS Special Events Music Librarian Margaret Galloway Lafferty B A. Katherine D. Finkelpearl B L S Director Art Librarian

Ann Davis Greene MS Office of the Dean of Associate Librarian for Technical Services Students Judith Kahl MS Florence C. Ladd Ph D Acquisitions Librarian Dean of Students

Betty J. Landesman MS. Charleen Vanelli Serials Librarian Secretary to the Dean of Students Irene Shulman Laursen MS Science Librarian Class Deans Sally Blumberg Linden MS Margery Sabin Ph D Readers Services Librarian Dean of the Class of 1983 Claire Tucker Loranz MS Associate Professor of English Documents Librarian Molly Campbell MA Jane Ann McNichols MS Dean of the Class of 1 984 Technical Services Librarian Assistant to the President

Anne M. Anninger MS Pamela Daniels MA Special Collections Librarian Dean of the Class of 1985 Research Associate, Wellesley College Wilma Ruth Slaight Ph D. Center for Research on Women Archivist Sylvia L. Evans MA

Joan Spillsbury Stockard MS. Dean of the Class of 1 986 Readers Services Librarian

Katherine Topulos M.S. Academic Assistance Programs Cataloguer Shirley Quinn B A Director 222

Administration

Center for Women's Careers Stone Center for Developmental Services and Studies Barbara B. Lazarus Ed D. Director Jean Baker Miller M.D. Director Diane L. Redonnet MBA Administrative Director Rona Klein M D Acting Co-Administrator of the Counseling Catherine E. Solmssen M Ed. Service Assistant Director Alexandra Kaplan Ph D Nancy Tobin A B. Acting Co-Administrator of the Counseling Associate Director Service Floy Stryker MLS Clevonne Turner M S W Resource Center Librarian Psychiatric Social Worker Marianne Nee Eve Rassiga Ed D Internship Coordinator Counseling Psychologist

Eleanor V. Perkins B A Doris Turyn M Ed Career Counselor/Special Projects Administrative Assistant Irma Tryon Career Counselor/Recruitment Coordinator Residence

David H. Drinan M Ed Continuing Education Director Joan Esch Ph D Dorothy Duquet Dean of Continuing Education Assistant Director

June Murphy-Katz M Ed. Exchange Coordinator Assistant Director

Dorothy B. Moeller B A Schneider College Center

Harambee House Alice M. Roodkowsky Coordinator for Schneider Center Activities Wynne Holmes Director Slater International Center

College Health Service Sylvia S. Hiestand MA Director and Foreign Student Advisor Thomas J. Keighley M D Director, Health Service Study Abroad Advisor Elizabeth Veeder M D. Associate Physician Ruth G. Rose MA

Gertrude E. Murray M D Associate Physician

Ann Stewart-Burton M D Staff Gynecologist

Charlotte Sanner M D Associate Physician 223

Administration

Office for Financial and Business Office of Financial Aid Affairs Amelia Botsaris Nychis MA. John W. Hartley MBA Director Vice President for Financial and Business Affairs Lucia Whittelsey MA Elizabeth K. Bark B A Associate Director Director, Budget and Financial Planning Phyllis Kelley MS Robert A. Bower M.B.A./C.P.A. Associate Director Controller Carol Marsh Director and Coordinator of Susan O. Cheston B A. Assistant Benefits Administrator Student Work

Elizabeth Cornwall B S Constance Koeneman B S. Director Director, Food Services Assistant

Charles M. Corr MA Sylvia Watkins B S Manager, Duplicating Services Assistant Director

Anne Blackwood Ireton MBA. Director, Admlnstratlve Information Systems Office for Resources

Carolynn E. Jones B A Patrick Director, Personnel Gerald W. B A Vice President for Planning and Resources Lucille M. Knight B A Ed Assistant to the Vice President Phyllis S. Fanger M Director, Key Gifts John Louis Leiievre Director, Purchasing Emiko I. Nishino B A Director, Planned Giving Richard L. Lewis B S Coordinator for Handicapped Student Services Bursar Nancy L. Agnew MBA. Matthew Marshall M.P.S. (Hotel Adm) Director, Corporations and Foundations Manager, Wellesley College Club Lorraine S. Tamaribuchi MA John C. McManus Director, Class Programs Manager, College Post Office Joan K. Tofias B.A Barry F. Monahan MA Director, Geographic Representatives Chief, Campus Police Ann Wadsworth Anthony R. Oteri Office Manager and Assistant Director Assistant Director, Physical Plant June P. Hill Mary Painter Secretary to the Vice President Secretary to the Vice President of Financial and Business Affairs College Information Services Adel A. Rida B S Director, Physical Plant Rosemarie Cummings Director, Publications

Ruth P. Ordway Production Coordinator, Publications

Ann Jackson O'Sullivan B A Director, Media Relations 224

Administration

Wellesley College Museum Sharon Harlan Ph D Research Associate Ann Gabhart AM Hernberg Director Barbara Office Manager Eleanor M. Might AM Pauline Houston Assistant Director/Acting Director 1982-83 Grants/Contract Accountant Marjorie Dings B S Ph Membership and Public Relations Administrator Michelene Malson D Acting Program Director Susan Bienen Johnson 6 A O'Donnell Ed M Registrar Lydia Research Associate Sanda Boyd B A O'Farrell Ed Membership and Public Relations Assistant Brigid M Research Associate

Putnam B A Center for Research on Jan Women Assistant to the Director Jill Rierdan Ph D Lein Ph Laura D Research Associate Director Patricia Bell Scott Ph D Baruch Ph D. Grace Research Associate Program Director Michelle Seltzer MA. IVIclntosh Ph D. Margaret Program Associate Program Director Katharine Stanis B A. Joseph Pleck Ph D. Research Staff Program Director Margaret Stubbs A B. Rosalind Barnett Ph D Research Staff Research Associate Jane Traupmann Ph D Ph Lois Biener D Research Associate Research Associate

Pamela Daniels MA Child Study Center Research Associate Marian S. Blum A M.T Sumru Erkut Ph D Educational Director Research Associate Mary E. Ucci M Ed Joyce Everett M S W Head Teacher Research Staff Lynette P. Burke B A Jacqueline Fields Ph D. Head Teacher Program Associate Ann S. Schwartz B A Ellen Gannett M Ed Head Teacher Project Associate Trase D. Rourke Andrea Genser MS Assistant to the Director Program Associate

Anne Harlan Ph D. Research Associate / hope each of us here at Wellesley chooses to follow the career path of our ideals. Since the fall of our freshman year, Wellesley has provided an arena for learning and maturing. Four years have been wasted if we compromise ourselves, our brain power, and our happiness. We should not follow in the footsteps of those who have gone before, but rather make our own path and seek our own visions.

Kathryn Sullivan '81 226

Alumnae Organization

Alumnae Office Chairman, Class Officers R. Stephanie Bruno Anne Mitchell Morgan B.A. 5129 Chestnut Street Executive Director New Orleans, Louisiana 70115 Joan Gardner Chairman, Class Fund Programs Associate Director for Special Programs Theresa Mall Mullarkey Laura Lobenthal Katz B A Crab Apple Lane Associate Director for Clubs Locust Valley, New York 11560

Caroline Canterbury Riem B.A. Chairman, Clubs Associate Director for Classes and Reunions Mary Ann Townsend Wiley 22 Holly Lane Mercer Island, Washington 98040 Alumnae Magazine Chairman, Alumnae-Student Phyllis Meras MS Communications Editor Marcia Burick Mary Jane Ertman B A 35 Harrison Avenue Associate Editor Northampton, Massachusetts 01060

Chairman, Academic Programs Alumnae Association Charlotte Ripley Sorenson Board of Directors 1 1 7 Brattle Street Cambridge, Massachusetts 02138 President Chairman, Alumnae Admission Helen Boiien O'Bannon Representatives 3501 Nortii Second Street Harrisburg, Pennsylvania 17110 Anne L. Messenger 500 Melrose Drive First Vice President Syracuse, New York 13212

Isabel Johnston Stewart Ex Officiis Reynolds Cottage Spelman College Anne Mitchell Morgan Atlanta, Georgia 30313 Executive Director Phyllis Meras Second Vice President Editor, Wellesley, the alumnae magazine Suzanne Kibler Morris 2 Waverly Place Alumnae Trustees Houston, Texas 77005 Mary Dooley Bragg (1977-1983) Wellesley Hills, Massachusetts Secretary Allison Stacey Cowles (1978-1984) Courtney Graham Donnell Spokane, Washington 900 North Lake Shore Drive, 2213 Katherine Curtis Rigler (1980-1986) Chicago, Illinois 60611 Bethesda, Maryland

Treasurer Claudine B, Malone (1982-1988) Thelma M. Blackmore Bethesda, Maryland 70 East Tenth Street Grace M. Mills (1980-1983) New York, New York 10003 W. Hempstead, New York

Chairman, Campus Committee

K. Gene Dodson Geschickter 21 Pleasantview Terrace Framingham, Massachusetts 01701 227

National Development Fund Council

The National Development Fund Council sets and parents provide the means by which the

policy and provides leadership for all efforts to College is able to maintain the standards of ex- seek voluntary financial support of the College. cellence which are the hallmark of a Wellesley Wellesley welcomes all gifts in support of its education. educational and charitable missions. The For 1982-83 the members of the National generous contributions of alumnae, friends, Development Fund Council are as follows.

Mrs, Alan V. Tishman Mrs. George J. Hauptfuhrer (Peggy Westheimer '41) (Barbara Barnes '49) Chairman Co-chairman, National Committee for 1095 Park Avenue Wellesley Athletics New York, New York 10028 1700 Old Welsh Road Huntingdon Valley, Pennsylvania Mrs. F. Daniel Frost 19006

(Camilla Chandler '47) Dr. Carol J. Johns Vice Chairman (Carol Johnson '44) 470 Columbia Circle Trustee Pasadena, California 91105 Member-at-large Mrs. Shelby Cullom Davis 203 East Highfield Road (Kathryn Wasserman '28) Baltimore, Maryland 21218 Chairman, Bequests Mrs. Charles T. McHugh Broad Oak, Wilson Park (Anne Jones '63) Tarrytown, New York 10591 Chairman, Geographic Fund Programs Pine Donna R. Ecton '69 3162 North Grove Chairman, Corporations and Foundations Chicago, Illinois 60657 20 West 64th Street, #37F Mrs. Carl M. Mueller New York, New York 10023 (Suzanne Carreau '46) Mrs. Dean Lee Engelhardt Trustee (Sara Lawrence '65) Member-at-Large Chairman, Foundations 435 East 52nd Street 10022 173 Riverside Drive, Apt. 6D New York, New York New York, New York 10024 Mrs. Thomas Mullarkey Ms. Donna Follansbee '77 (Theresa Mall '60) Young Alumnae Representative Chairman, Class Fund Programs 257 Cabot Street Crab Apple Lane Newtonville, Massachusetts 02160 Locust Valley, New York 11560 Flatten Mrs. Arnold G. Fraiman Mrs. Donald C. Wyckoff '39) (Genevieve Lam '49) (Margaret Chairman, Durant Society Chairman, Deferred Gifts 9 Pasture Lane 1140 Fifth Avenue Darien, Connecticut New York, New York 10028 06820 Mrs. Robert P. Schauss Mr. and Mrs. John A. Griner III (Martha Schwanke '40) (Margaret Lytle '58) Chairmen, Parents' Fund Committee Member-at-large Park Avenue Post office Box 296 633 River Forest, Illinois 60305 Wayne, Illinois 60184 228

National Development Fund Council

Mr. David B. Stone Co-chairman, National Committee for Wellesley Athletics North American Management Corporation 28 State Street, Suite 3854 Boston, Massachusetts 02109

Mrs. Robert L. Wiley (Mary Ann Townsend '53) Chairman, Clubs 22 Holly Lane Mercer Island, Washington 98040

Ex Officiis Ms. Nannerl 0. Keohane (Nannerl Overholser '61) President

Mrs. Morse Johnson (Betty K. Freyhof '44) Chairman, Board of Trustees 9 Far Hills Drive Cincinnati, Ohio 45208

Mr. Robert A. Lawrence Vice Chairman, Board of Trustees State Street Research & Management Company 225 Franklin Street Boston, Massachusetts 02110

Mr. Horace S. Nichols Treasurer 75 Federal Street Boston, Massachusetts 02110

Mrs. George W. O'Bannon (Helen Bohen '61) President, Alumnae Association 3501 North Second Street Harrisburg, Pennsylvania 17110

Gerald W. Patrick Vice President for Planning and Resources 229

Travel Instructions

IF YOU DRIVE:

From the West:

Take the Massachusetts Turnpike to the Weston Exit (Exit #14). Then go south on Route 128 for one-half mile to the Route 16 Exit. Follow Route 16 West to the entrance to the College, opposite the golf course (you will drive through the Town of Wellesley).

From the East:

Take the Massachusetts Turnpike to the West Newton Exit (Exit #16). Follow Route 16 West to the entrance to the College, opposite the golf course (you will drive through the Town of Wellesley).

From the North:

Take Route 1 28 South to Route 1 6 West Exit (Exit

#53/54W). Follow Route 1 6 West to the entrance to the College, opposite the golf course (you will drive through the Town of Wellesley). From the South:

Take Route 128 North to the Route 16 West Exit (Exit #54). Follow Route 16 West to the entrance to the College, opposite the golf course (you will drive through the Town of Wellesley).

IF YOU ARRIVE BY PLANE:

MBTA (subway). Take the Shuttle Bus (250;) at the terminal to the Airport MBTA stop, then take an inbound Blue Line car to Government Center (60C). Go upstairs and change to a car marked "RIVERSIDE-D" on the Green Line. Get off at Woodland (the second to last stop).

From Woodland you have two options:

1. Take the Suburban Lines bus (75C) marked

"Framingham Local" (it leaves Woodland at 10 minutes past the hour) and ask the driver to

let you off at Wellesley College. The bus will stop in front of Cazenove Hall, a short walk from Green Hall.

2 . Take a taxi (approximately $7.50). If necessary, call Wellesley Community Taxi at 235-1600.

Allow about two hours for the trip to the Col- lege from the Airport by public transportation. Be sure to have plenty of change! Exact fare

is required on bus and subway systems. 230

Index

Academic Calendar, 3 advanced placement exams, 37 Cambridge humanities seminar, 39, 185 advising, 34 Campus, description of, 10-12 calendar, 3 Career counseling, 18 curriculum, 34-36 Career Services, 18 degree requirements, 34 Chapel, 11 distinctions, 42-46 Chemistry courses, 72-74 distribution requirements, 34-35 Child Study Center, 11 examinations, 37-38 Chinese courses, 75-77 foreign language requirements, 35 Chinese studies, interdepartmental major, 188 grading policy, 37 Choir, 132 honors, departmental, 42-44 Classical civilization, interdepartmental major, 36 major, 189 programs, 34-46 Classical and Near Eastern archaeology, review board, 36 interdepartmental major, 189 policies and procedures, 36-39 Classrooms, 10 prizes, 45-46 College Entrance Examination Board tests, 21 standards, 36 College government, 17 Acceleration, 38 College health service, 16 Adding courses, 38 College, history of, 6-8 Administration, 220-224 Colloquia, freshman-sophomore, 39, 47 Admission, 20-24 Community involvement, 41 application for, 20 Computer facilities, 10 campus visit, 20-21 Computer science courses, 78-79 College Entrance Examination Board tests, 21 Confidentiality of student records, 17 criteria for, 20 Continuing Education, 41-42 deferred entrance, 22 fees, 27 early admission, 22 financial aid, 30 early decision, 21 Correspondence, 4 early evaluation, 21 Costs and financial aid, 26-32 foreign students, 22 Counseling and advising resources, 15 general requirements for fresfiman applicants, 20 Courses of instruction, 48-198 geographic distribution chart, 24 legend, 47 interview, 20 Credit plans, 21 for advanced placement examination, 37 readmission, 39 for community involvement, 41 regular decision, 21 for other academic work, 37 summary of students, 23 for summer school and independent study, 37 transfer students. 22 Cross registration, Massachusetts Institute of US citizens living abroad, 22 Technology, 40 Advanced placement examinations, Curriculum, 34-36 credit for, 37 Alumnae, 226-228 Degree Association, board of directors, 226 B,A., requirements for, 34 National Development Fund Council, 227-228 Development, National Council, 227-228 trustees, 226 Directory information, 17 Alumnae Hall, 11 Distribution requirements, 34-35 American studies, interdepartmental major, 186 Dormitories, 14-15 Anthropology courses, 48-51 Dropping courses, 38 Archaeology, classical and Near Eastern, interdepartmental major, 189 Early admission, 22 Architecture, interdepartmental major, 187 Early decision, 21 Art courses, 52-60 Early evaluation, 21 Arts center, 10-11 East Asian studies, individual major, 196 Astronomy courses, 61-62 Economics courses, 80-84 Auditing courses, 38 Education courses, 85-87 Emeriti professors. 215-216

Bachelor of arts degree, requirements for, 34 Employment, student, 18, 29 Beit Shalom, 12 Engineering, opportunities in, 40 Biological sciences courses, 63-67 English courses, 88-93 Black studies courses, 68-71 Enrollment statistics, 23, 24 Board of Trustees, 218 Buildings, see Campus 1 1 1 1

231

Index

Examinations, 37-38 Harambee House, 1 advanced placement, 37 Health service, 16 exemption, 37 infirmary, 12 Exchange programs medical insurance, 27 Wellesley-Spelman, 40 History of art courses, 52-58 Twelve college, 40 History courses, 109-119 Exemption from required studies, 37 Honor code, 16 Expenses, general, 26 Honors Experimental courses, 184 awarded, 42 Extradepartmental courses, 179-185 departmental, 42-44

Facilities and resources, 10-12 Independent study, 37 Faculty, 199-215 Individual majors, 196-198 Federal Income Tax Return, 30 Individual study, 37 Fees and expenses, 26-28 Infirmary, 12 annual fee, 26 Inquiries and visits, 4 continuing education, 27 Insurance, medical, 27 general deposit, 26 Interdepartmental majors, 186-195 general expenses, 26 Internship information, 18, 41 parent loan plan, 27 Internships, summer, 41 payment plans, 27-28 Interview, 20 refund policy, 27 Italian courses, 120-122 reservation fee, 26 Italian culture, interdepartmental major, 190-191 room retainer fee, 26 special fees and expenses, 26 Jewett Arts Center, 10 student activity tee, 26 Job notices, 18 student health program, 27 Job recruiting, 18 Fellowships Junior year abroad. 40 undergraduate and graduate, 18, 31-32 Financial aid, 29-30 LaCasa, 12 application form, 30 Language studies, individual major, 196 Continuing education, 30 Latin courses, 106-108 Federal income tax return, 30 Leave of absence, 39

Financial aid form, 30 Library, 1 Grants, 29 Loans, 29 information, 30 repayment of, 29 jobs, campus and off campus, 29 loans, 29 iVIajor, 36

payment plans, 27-28 Margaret Clapp library. 1 Town tuition grants, 29 IVIassachusetts Institute of Technology, transfer students, 30 cross registration, 40 work, 29 Mathematics courses, 123-126 Financial information, 26-30 Medical insurance, 27 Foreign language requirements, 35 Medical school, 35 Foreign students Medieval/Renaissance studies, admission of, 22 interdepartmental major, 191-193 countries, 24 Molecular biology, French courses, 94-98 interdepartmental major, 193 French Studies, interdepartmental major, 189-190 Music courses, 127-132 Freshman performing music, 131 admission requirements, 20 performing organizations, 132 Freshman-sophomore colloquia, 39, 47 National Development Fund Council, 227-228 Geographic distribution chart, 24 Nondiscrimination, policy of. 2 Geology courses, 99-100 German courses, 101-103 Observatory, 10 Grading system, 37 Opportunities in engineering, 40 Grade reports. 38 Orchestra, 132 Graduate fellowships, 31-32 Graduate school information, 18 Parent loan plan, 27 Greek and Latin courses, 104-108 Phi Beta Kappa, 44 Green Hall, 12 Philosophy courses, 133-137 Greenhouses, 10 Physical education and athletics courses, 138-140

Physical education facilities, 1 Physics courses, 141-143 Plans of payment, 27-28 11 232

Index

Political science courses, 144-152 Student life, 14-18

Preparation for medical school, 35 Student records, confidentiality of, 17 Presidents, 217 Student residences and resources, 14 President's house, 12 Students Prizes, academic, 45-46 from other countries, 22 Professors Ementi, 215-216 geographic distribution, 24 Psychobiology, interdepartmental major, 193 summary, 23 Psychology courses, 153-158 Studio art courses, 58-60 Study abroad Readmission, 39 junior year, 40 Recommendations, 18 summer, 41 Recruiting, 18 Summer Refunds. 27 internships. 41 Registration for courses, 38 school credit, 37 Religion courses, 159-165

Religious resources, 15-16 Theatre studies courses, 1 77-1 78 Required studies Theatre studies, individual major, 197-198 exemption from, 37 Transcript and grade reports, 38 Requirements Transfer students Bachelor of Arts. 34 admission, 22 distribution, 34-35 financial aid, 30 exemptions, 37 Travel Instructions, 229

foreign language. 35 Trustees, board of, 218 other, 35 Trustees emeriti, 219 Research, student. 37 Trustees scholars, 45 Residence halls. 14-15 Tuition Resources and facilities. 10-12 payments. 28 Russian courses. 166-167 Tvi/elve College Exchange Program. 40

Schneider College Center. 1 Urban politics summer internship program, 41 Scholarships, 18 Urban studies, individual major, 198 Scholastic aptitude and achievement tests, 21 Science Center. 10 Visitors, 4 Sigma Xi. 44-45

Slater International Center, 1 Waddell scholarships, 40 Slater scholarship, 40 Washington summer internship program. 41 Society houses, 12 Wellesley College Center for Research Sociology courses, 168-172 on Women, 12 Spanish courses, 173-176 Wellesley College Club, 12 Special academic programs, 39-42 Wellesley-Spelman Exchange, 40 Spelman-Wellesley Exchange Program, 40 Withdrawal, 39 Sports facilities, 11 Women's research center. 12 Stecher scholarship, 40-41 Women's studies, interdepartmental major. 194-195 Student government, 16-17

Designer: Booth Simpson Designers/Cambridge. Massachusetts Printer: Rapid Service Press/Boston, Massachusetts

Photographers: Cosmos Cosmades. Envision. Owen Franken, Bradford Herzog, Elaine Lampert. Chistopher Morrow. Julie O'Neil. Dick Sheaff, Booth Simpson

September 1982 17M -&- Class Postage The Bulletin of Wellesley College Second at Boston, Massachusetts Wellesley, Massachusetts 02181 Paid