The Bulletin of Wellesley College Catalog for 1979-80 College ;Hall ' 18/5' 1914 Catalog for 1979-80 The Bulletin of Wellesley College

Academic Calendar, 1979-80 2 Payment Plans 27 Inquiries and Visits to the College 3 Financial Aid 29 The College 5 Graduate Fellowships 30 The Campus 9 The Academic Program 33 Academic Facilities 9 The Curriculum 33 Cocurricular Facilities 10 Academic Policies and Procedures 35 Other Campus Resources 11 Special Academic Programs 38 Student Life 13 Academic Distinctions 41 Student Resources and Services 13 Courses of Instruction 43 Student Government 15 The Board of Trustees 181 Career Services 17 Presidents 183 Admission 19 The Faculty 185 Criteria for Admission 19 The Administration 203 Admission Plans 21 The Alumnae Organization 209 Foreign and Transfer Students 22 The National Development Fund Committee 211 Costs and Financial Aid 25 Travel Instructions 213 Fees and Expenses 25 Index 214

Volume 69, Number 1

The information contained in this Bulletin is accurate as of August 1979. However, Wellesley College reserves the right to make changes at its discretion affecting policies, fees, curricula, or other matters announced in this Bulletin.

The Bulletin of Wellesley College (USPS 078-360) is published September, December, January,

March, and May by Wellesley College, Green Hall, Wellesley, Mass. 02181 . Second-class postage paid at Boston, Mass. Postmaster: Send Form 3579 to Wellesley College Post Office, Green Hall, Wellesley College, Wellesley, Mass 02181.

Wellesley College admits students, without regard to race, color, religion, or national origin, to all the rights, privileges, programs, and activities generally accorded or made available to students at the College. The College does not discriminate, on the basis of race, color, religion or national origin, in administration of its educational policies, admission policies, scholarship and loan programs, athletic and other college-administered programs or in its employment policies. Wellesley College, as a private, undergraduate educational institution for women, does not discriminate on the basis of sex against its students in the educational programs or activities which it operates, and does not discriminate on the basis of sex in its employment policies, in compliance with the regulations of Title IX of the Education Amendments of 1972, nor does the College discriminate on the basis of handicap in violation of Section 504 of the Rehabilitation Act of 1973. Academic Calendar 1979-80

First Semester Inquiries & Visits

Wellesley welcomes inquiries and visits to the President College from prospective students, their General interests of the College parents, and other interested individuals. For those who would like more detailed informa- Dean of the College tion on many of the programs and opportuni- Academic policies and programs ties described in this catalog, the College publishes a number of brochures and book- Dean of Students lets. These publications, as well as answers Student life to any specific questions, may be obtained by Advising, counseling writing to the appropriate office as listed. Residence For those who would like to visit the MIT cross-registration College, the administrative offices in Green Exchange programs Hall are open Monday through Friday, International students 8:30 am to 4:30 p.m., and by appointment Study Abroad on Saturday mornings during term time. Special arrangements for greeting Class Deans prospective students can also be made Individual students during vacation periods. Rooms for alumnae and for parents of students or prospective Director of Admission students are available on the campus in the Admission of students Wellesley College Club and may be reserved by writing to the club manager. Director of Financial Aid A prospective student who wishes to Financial aid; student employment; arrange an interview with a member of the fellowships; student loans professional staff of the Board of Admission should make an appointment well in advance. Bursar Student guides provide tours for visitors College fees without previous appointment. Visitors to the College may call the Board of Admission prior Registrar to their visit to arrange a mutually convenient Transcripts of records time for the tour. Director of Continuing Education Continuing education

Director of Career Services Graduate school; employment; general career counseling of undergraduates and alumnae

Vice President for Financial and Business Affairs Business matters

Vice President for Resources Gifts and bequests

Vice President for College Relations Internal and external public affairs

Executive Director, Alumnae Association Alumnae interests

Address Wellesley College Wellesley, Massachusetts 02181 (617)235-0320

The College

A student's years at Wellesley College are the beginning — not the end— of an education. An education at Wellesley is characterized by the mastery of intellectual skills and the growth of a discerning mind. Above all, Wellesley aims to teach its students the wisdom to use knowledge to enhance their own lives and to participate more effectively in the larger community. These are the goals and benefits of a liberal arts curriculum, which encourages students to elect a wide variety of courses while pursuing specialization within a major.

Wellesley offers this education in an environment that takes women seriously as individuals, as scholars, and as leaders.

Although education at Wellesley is more than academic and professional interests. Poets,

100 years old, it continues to reflect the novelists, artists, musicians, scientists, goals of its founder, Henry Fowie Durant. He political and economic analysts, the members was an impassioned believer in equality for of the faculty are scholars dedicated to women who saw education as the way teaching and to sharing their experience with women could prepare themselves for "great students. A number live on or near the cam- conflicts" and "vast reforms in social life." pus, and they take part in many aspects of

Wellesley College reaffirmed these early College life. visions in 1971 when, after seriously consid- Wellesley's outstanding resources and ering coeducation, it elected to remain a facilities are administered with the policy that college for women only. all students, whether majors or nonmajors, Throughout the years, Wellesley has en- will have access to the resources they need couraged women to make unconventional to pursue their interests in all departments. choices. As a result, many Wellesley women The Margaret Clapp Library has an choose to major in such areas as economics, extensive general collection containing mathematics, and the sciences. Many Welles- original source material from special collec- ley graduates enter careers in business, law, tions. In addition to the facilities of the mam and medicine— all fields that have been long library, many departments have their own dominated by men. libraries. In the sciences, the new Science This conscious effort to prepare women Center brings together all the science depart- for a full range of career and life choices is ments, including mathematics and computer an integral part of Wellesley's rigorous and science, in a contemporary setting that demanding academic experience. fosters interdisciplinary studies. High academic standards at Wellesley Wellesley's strength in the sciences are combined with considerable flexibility of dates to the nineteenth century, when the choice for the individual student. There are College's physics laboratory was the second opportunities for independent study, indi- such laboratory in the country (the first was at vidually designed majors, and research. the Massachusetts Institute of Technology). A primary concern in the Wellesley Laboratories in the new Science Center are classroom is the development of analytical completely equipped for a wide variety of skills and clarity of expression; to this end, fields. Other scientific resources at Wellesley most instructors emphasize writing papers include a central library, greenhouses, and an and reports. The average size of classes observatory. ranges from 22 to 25 students Popular Students in the arts find excellent facili- introductory courses that enroll more than ties in the Jewett Arts Center which has a 100 students include small discussion or con- teaching museum, libraries, practice rooms, ference sections. Upper level classes and studios, and an auditorium. Each year the seminars bring together 12 to 15 students Museum has several exhibitions of students' and an instructor to investigate clearly work, and Jewett is also used for students' defined areas of concern. A low student- concerts and recitals. faculty ratio offers an excellent opportunity The Wellesley curriculum is extended for students to undertake individual work with through opportunities for cross-registration faculty on honors projects and research. with the Massachusetts Institute of Wellesley's faculty — of which 57 percent Technology, exchange programs with other are women— bring to the College diverse colleges, and study abroad. 6 The College

Wellesley-MIT cross-registration allows Through its representative student Senate, students to connbine the strengths of these appointments to College committees, student two very different institutions. MIT men and organizations, and a variety of programming women come to Wellesley for such courses and policy groups, students are fully involved as psychology, economics, and art history. in all areas affecting student life. College Wellesley women travel to MIT for such Government officers are elected each spring classes as urban planning, political science, on a campuswide basis, and Senate repre- and photography. Buses shuttle hourly along sentatives are elected in each residence hall the 12 mile route between the two campuses. and by the Nonresident Association. College The Twelve College Exchange Program Government policy and programming groups each year brings men and women from other are advised by the Dean of Students or a New England colleges to Wellesley for a representative member of her staff and by semester or a year, and enables Wellesley members of the faculty. students to live and study on another Students also have numerous outlets for campus. An exchange between Wellesley and self-expression through involvement in such Spelman College, a distinguished Black liberal activities as theatre and musical groups, arts college for women in Atlanta, Georgia, student publications, and sports. was inaugurated in 1974-75. Each week brings lectures, poetry read- Wellesley also offers opportunities for ings, films, exhibitions, and performances in study abroad through the Slater, Waddell, and dance, theatre, and music. Visiting artists and Stecher scholarship programs. The Slater lecturers frequently offer master classes for program underwrites the cost of attending interested students: receptions and informal European institutions for a summer or aca- dinners provide further occasions for students demic year, and it brings Slater Fellows from to talk with distinguished men and women. abroad to the Wellesley campus. The Waddell While Wellesley encourages the program provides funds for study in Carib- participation of its students in events and bean countries or in Africa. The Stecher pro- activities designed to heighten their gram enables students to study art abroad awareness of the world around them, a either during the academic year or in the student's inner development and her search summer. Wellesley does not have its own for personal and spiritual values are also junior year abroad program, but it does help important parts of a Wellesley education. students make arrangements for such study Over the past few years, there has been an by direct enrollment in foreign universities or increasing interest in ethical and religious through application to such programs admin- issues and activities. The chaplaincy spon- istered by other colleges. sors special seminars and programs in which One advantage of women's colleges is students can explore these issues as well as the opportunity for women to assume share with one another the celebration of leadership in college organizations and religious holidays. The chaplaincy provides a activities. These options frequently are closed religious program embracing many faiths and to women in coeducational institutions where also offers denominational programs for extracurricular activities often are dominated those who wish to participate. by male students. The development of social responsibility Wellesley students serve on almost all and social responsiveness is an integral part major committees of the Board of Trustees, of Wellesley's heritage that continues to this including the Investment Committee, and on day. Students are encouraged to participate committees of the Academic Council, in and contribute to the communities of including the Board of Admission and the Boston as well as the Wellesley College Committee on Curriculum and Instruction. community. Their activities range from Students are voting members of most tutoring with the MIT-Wellesley Upward committees on which they serve. In academic Bound Program to internships in urban legal departments, they are voting members of studies. curriculum and faculty search committees, As an individual learns and grows, so. and they also serve on committees that set too, does a community. It explores and seeks policy for residential life and govern alternatives and remains open to innovation. Schneider College Center, the focus for much The past five years at Wellesley have wit- student and community activity on campus. nessed marked changes in the curriculum The Wellesley College Government Asso- and academic policies as well as in policies ciation was established in 1918 by student governing students' lives on campus. This and faculty agreement and is the official change—and it is a continuing process- organization of all Wellesley students. rests on a foundation of sound academic and The College 7

social values, and it comes about through the One reason for Wellesley's leadership efforts of individuals who influence and shape among colleges and universities in this country the College environment. The College, in turn, is the success of its many alumnae who have influences the lives of each member of its pioneered in all areas of life. Some have been community outstanding scholars and researchers; others In Its desire to create the best possible have been leaders in science, politics and education for women, Wellesley continues to women's rights; still others have made impor- seek solutions to problems faced by both tant contributions to their communities through men and women in a changing society. It is volunteer work. looking, too, at its own community, and is A significant part of life at Wellesley is trying to make it a better place in which to influenced by the location of the College. The work and to study and to grow. It is exploring 500-acre campus— a rural setting on the new patterns of work, new ways for campus shores of Lake Waban— is only thirty-five groups to communicate more effectively with minutes away from Metropolitan Boston. In one another, and new styles of residential addition to its many cultural offerings, Boston life. is a center for higher education, with many Each student who comes to Wellesley colleges and universities, which share some College joins an extended community, for the of their facilities and activities with the support and involvement of the alumnae add Wellesley community. an important dimension to the College's life. Whatever one's life choice and goal, a Wellesley education provides women with intellectual and personal growth that con- tinues long after the college years.

The Campus

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

Hall, the administration building, and contains a 30-bell carillon. It is an excellent vantage point from which to view Wellesley's campus and beyond.

Academic Facilities

The broad scope of Wellesley's curriculum is supported by excellent academic facilities, ranging from large lecture halls to study carrels, from tools to create art to equipment for advanced

scientific research. Of equal importance to the quality of its academic facilities is the College's policy of making them available to all students; even those facilities outside a student's principal interests will enrich her educational experience.

Classrooms temperatures. There is considerable space for experiments by faculty and students. The The two primary classroom buildings, Found- greenhouses are open to the public through- ers Hall and Pendleton Hall, are located in out the year. the academic quadrangle. The humanities are taught in Founders and the social sciences in Observatory Pendleton East. The Whitin Observatory contains laboratories, Science Center classrooms, darkrooms, and the library of the astronomy department. Its research equip- The new Science Center incorporates an ment includes a 6-inch, a 12-inch, and a extensive array of innovative facilities and 24-inch telescope. The observatory was a gift equipment. Wellesley has always held to the of Mrs. John C. Whitin, a former trustee of teaching practice of active student involve- the College. It was built in 1900. enlarged in ment, and therefore all available scientific 1962 and 1966, and is considered to be an equipment is for student use. unusually fine facility for undergraduate train- The new building houses the science ing in astronomy. library, comprising over 66,000 volumes from five separate departmental collections. Group Computer Facilities study rooms, carrels, audio-visual and tutorial rooms, duplicating equipment and microfilm Many courses and research projects at facilities are uder the supervision of a trained Wellesley involve the use of a computer. The science librarian. College has its own DEC-20 computer, located Other special equipment and facilities in the Science Center, and in addition has include two electron microscopes, two NIvIR access on a time-sharing basis to other com- spectrometers, and an x-ray diffractometer. puters in New England. Computer terminals There are also environmental rooms, animal are located in the Public Terminal Room of quarters, a holograph room, closed circuit TV the Margaret Clapp Library, in the Science and a human performance laboratory. Center, and at various locations in academic buildings. Greenhouses Arts Center Classrooms in the biological sciences depart- ment open directly into the Margaret C. Fer- The Jewett Arts Center, completed in 1958, guson Greenhouses, named after a former consists of the Mary Cooper Jewett art wing Wellesley professor of botany. The climate in and the Margaret Weyerhaeuser Jewett the greenhouses ranges from temperate to music and drama wing. Linking the two build- tropic with many excellent examples of trees ings is the Wellesley College Museum. and flowers which flourish in the respective The Museum is open to the general 10 The Campus

public. It includes a fine collection of game rooms, badminton and squash courts, a classical, medieval and renaissance swimming pool, a practice dance studio, sculpture, old master paintings, prints and volleyball courts, and an athletic training drawings, and contemporary painting. In facility. Outdoor water sports center around addition to the permanent collection, the boathouse where the canoes, sailboats, exhiibitions are arranged throughout the and crew shells are kept. Wellesley also academic year. maintains a 9-hole golf course, 24 tennis The art wing contains photography dark- courts, hockey, soccer and lacrosse fields, a rooms, classrooms, an extensive library, and ski slope, and a swimming beach. offices of the art department and museum. The music and drama wing contains the mu- sic library, listening rooms, practice studios, Cocurricular Facilities and classrooms and offices of the music de- In addition to many academic facilities used partment. A collection of musical instruments by student organizations, Wellesley provides of various periods is available to students. building space and equipment specifically in- The Jewett Auditorium, a theatre seating tended for cocurricular activities. 320 persons, was designed for chamber music performances, and is also used for Alumnae Hall special events. In addition, there are rehearsal rooms and other theatre facilities. The largest auditorium on the campus, seat-

Pendleton West, part of the Arts Center, ing 1500 people, is in Alumnae Hall. It also contains laboratories, studios, a sculpture has a large ballroom and houses the Welles- foundry, an extension of the Music Library, ley College Theatre and the College radio the choir rehearsal room, and a concert station, WZLY. Visiting lecturers, concert salon. artists, and professional theatre groups often appear there. The building was erected in Margaret Clapp Library 1923 and is the gift of Wellesley alumnae.

The third enlargement and complete remodel- Chapel ing of the Margaret Clapp Library was fin- ished in 1975. At the center of the modern The Houghton Memorial Chapel was presented and functional building is the reference room to Wellesley in 1897 by the son and daughter which distinguished the original building of William S. Houghton, a former trustee of the erected in 1910. College. The chapel's stained glass windows The library's holdings approach 600,000 commemorate the founders and others, while volumes and contain, in addition, an im- a tablet by Daniel Chester French honors portant collection of public documents. Alice Freeman Palmer, Wellesley's second

Subscriptions to periodicals number over president. The chapel, which seats 1 100 2,400. The Special Collections include letters, people, is a setting for lectures and com- manuscripts, and rare books of distinction. munity meetings as well as religious services. The language laboratory and a new listening room for the collection of spoken Schneider College Center and dramatic recordings are part of the The center for cocurricular life at the College library. A lecture room is available for is Schneider College Center. Its facilities meetings. provide lounge areas, a snack bar, meeting rooms, offices for student organizations, and Child Study Center a coffee house. It also contains the offices of Wellesley College opened the Child Study the Center Director, the Director of Residence,

Center in the fall of 1969 under the direction of and the Chaplain. the psychology department. It is located in the Harambee House and Slater Inter- Anne L. Page Memorial Building. Wellesley national Center are complementary adjuncts undergraduates from various disciplines can to Schneider. study the development of children ages two through five at the Center and at the Devel- Harambee House opmental Laboratory at the Science Center. Harambee House is the cultural and social Students also have the opportunity to work as center for the Black community at Wellesley. assistant teachers in the classroom. Diverse program offerings, which highlight various aspects of Black culture, are open to Physical Education Facilities the College community. Harambee houses a Classes for all indoor sports and dance are growing library of the history and culture of conducted in Mary Hemenway Hall and in the African and Afro-American peoples and nearby Recreation Building. The latter has boasts a new record library (classical-jazz The Campus 11

records by Black artists) The House also these resources help make the Wellesley contains offices for Ethos, the Black student campus a largely self-contained community organization, the literary magazine and the dedicated solely to educational excellence. Harambee House Planning Committee, as well as rooms for seminars, meetings, and Green Hall social gatherings. The offices of the president, the board of admission, the deans, and all administrative Slater International Center offices directly affecting the academic and Slater International Center is an informal business management of the College are lo- meeting place for foreign and American stu- cated in Green Hall. The building has large dents and faculty. The Center serves campus rooms for Academic Council and trustee organizations which have an interest in inter- meetings, class and seminar rooms, and national affairs and helps to sponsor semi- some faculty offices. Named for Hetty R. nars and speakers on international topics. Green, the building was erected in 1931. Located in the Center is the Foreign Student Office, which handles immigration and other Infirmary counseling for students from abroad. The Simpson Infirmary is a 21-bed licensed hospi- Slater Executive Committee, composed of tal, approved by the American Hospital Asso- students and staff, shares with the Center's ciation, with an outpatient clinic built in 1942. staff the responsibility for the policies and It is connected to the original infirmary which programs of the Center. Slater is the was built in 1881. headquarters for the Foreign Students Association, providing a place where foreign President's House students may study, cook, entertain, and get to know each other better. The President's House, formerly the country estate of Wellesley's founders, Mr. and Mrs. La Casa Henry Fowie Durant, is located on a hill just south of the main campus. The spacious La Casa serves as the center for Mezcia, the lawns border Lake Waban. Remodeled and organization for Puerto Rican, Chicana, and renovated in 1968, it is frequently the scene Native American students. Located in La of alumnae and trustee gatherings as well as Casa are a kitchen, offices, and a common receptions for distinguished visitors, for room with a library and record collection. entering students, and for graduating seniors and their parents. Beit Shalom

Beit Shalom, the religious, cultural, and social Wellesley College Club center for the Wellesley Jewish community, The Wellesley College Club is a center for houses study rooms and kosher kitchen facili- faculty, staff, and alumnae. Its reception and ties as well as a dining room for Sabbath dining rooms are open to members, their dinners. guests, and parents of students for lunch and dinner and are also used for many special Society Houses occasions. Overnight accommodations are There are three society houses for special also available for alumnae and for parents of interest groups. Each house has kitchen and students and prospective students. dining facilities, a living room, and other gathering rooms. Members are drawn from all Wellesley College Center for Research on four classes, beginning with second semester Women freshmen. Shakespeare House is a center for The Center for Research on Women was students interested in Shakespearean drama; established in the summer of 1974 by a grant Tau Zeta Epsilon House is oriented around from the Carnegie Corporation and is cur- art and music; and Zeta Alpha House pro- rently supported by the Ford Foundation, vides a setting for students with an interest in Time, Inc., and a variety of private foun- modern drama. dations, government agencies, corporations, and individuals. The Center conducts policy- Other Campus Resources oriented studies of women's educational, work, and family needs and examines paid On campus are a number of buildings and and unpaid work in the context of increasing resources devoted to the administration of life choices for both men and women. the College, to health and other student ser- vices, and to alumnae affairs. Together with the academic and cocurricular facilities.

13

Student Life

Intellectual growth is only part of the realization of one's talents and abilities. Wellesley College offers nnany opportunities for a student to develop self-confidence, sensitivity, and leadership abilities through participation in student organizations and college governance.

Many student groups reflect ethnic, social, The arts have always been a highly visible political, and religious interests. Some of part of the Wellesley experience, and many these organizations are Mezcia, an associ- musical and theatrical groups have been ation of Chicana, Native American, and formed. The College Choir, the Madrigals, the Puerto Rican students; Ethos, an organization Tupelos, the Collegium Musicum, the Cham- of Black students; the Asian Association, ber Music Society, the Chapel Choir, the composed of Asian and Asian-American Ethos Choir, the Carillonneurs Guild, and the students; the Wellesley Women's Committee, MIT Orchestra all offer experiences for stu- a group interested in feminist issues; the dents with interests in music. Those inclined Married Students Union, a group seeking toward the theatre can choose among the programs serving its special needs; and the Wellesley College Theatre, the Experimental Nonresident Council. Religious groups such Theatre, the Shakespeare Society, and the as the Newman Club, the Wellesley Christian Wellesley College Black Repertory Total Fellowship, and the Wellesley Jewish Theatrical Experience. Students offer many programs throughout the Life at Wellesley also includes a number of year. traditional social events. Fall Weekend, Students are also responsible for a number of Sophomore Parents' Weekend, Spring publications, among them Wellesley News, Weekend, and International Week are the weekly student newspaper; Legenda, the supplemented by frequent informal parties. College yearbook; Brown Sister, a student Schneider Center, which also has a coffee publication for and about Third World women; house and conference rooms, is the location WRagtime and the Galen Stone Review, for much community activity. Supplementing literary publications. WZLY, the campus radio the facilities and resources of Schneider are station, is operated by an all-student staff. Slater International Center, which is the Sports are a significant part of life at frequent setting for international events and Wellesley. There are ten intercollegiate celebrations, and Harambee House, the teams and numerous opportunities for social and cultural center of the Black competition in the intramural program. Other community at Wellesley. Throughout the year, students pursue physical education just for Harambee sponsors such events as lectures fun, or to stay in shape. Interests range from and dance performances, many in yoga and fencing to dance and scuba diving. conjunction with the Black studies

The College has excellent facilities and Lake department. Beit Shalom is the center for the Waban, on the campus, is used for water Wellesley Jewish students and La Casa is the sports and ice skating. center for Mezcia students.

Student Resources and Services

Although some students live off campus, most live in one of Wellesley's fifteen residence halls. As a largely residential community— and for nonresident students as well — the College provides the counseling, religious, and health services necessary to ensure the spiritual and medical health of the population.

Residence Halls spontaneous discussions and debates at meals and in students' rooms. The diversity The residence halls are the focus of much of Wellesley's students, who bring to the campus life. Each is a community within a College differing lifestyles and cultural larger Wellesley community, and each has a backgrounds, contributes much to this character of its own. Much of the informal process. learning at Wellesley takes place in The residence experience is also likely 14 Student Life

to include lectures, faculty, staff and alunnnae Residence Hall Capacities and Locations Guests in Residence, group discussions, Munger dinners with faculty nnennbers, and parties. One tradition, initiated in the early years of the College, is Wednesday Tea— an informal occasion which continues to attract nnany students. Members of all four classes live in each hall. Each residence hall also has a profes- sional head of house, with the exception of Stone, Davis, Simpson East, Homestead, Freeman, and Pomeroy, which are staffed entirely by students. The heads of house and the student staff House Presidents serve as advisors and counselors to individuals and groups in the residence halls and as a liaison to the College community. A student Resident Advisor is situated on each floor and provides assistance to floor residents. Students in each residence hall elect a House Council which administers the day-to- day details of living. The programming com- mittee in each hall plans a variety of social, cultural, and educational events throughout the year. Each residence also elects representatives to the Senate, and these students consult with members of the residence hall on campus-wide issues and convey the feelings of the hall to the student government. A residential policy committee reviews many aspects of residential life and is developing ways to involve students in all areas of residential policy making. The Residence Office has been working to strengthen the involvement of faculty, staff, and alumnae in residence hall life. Each of the residence halls contains single rooms, double rooms, and some suites. Incoming freshmen are placed in double rooms. The cost of all rooms is the same, regardless of whether they are shared, and students are required to sign a residence contract. Each hall has a spacious living room, smaller common rooms, and a study room. All but five have dining facilities, and in the remaining halls, facilities are open on a five-day or seven-day basis. There are limited kitchenette facilities in the halls for preparing snacks or for use when entertaining. Each building is equipped with coin-operated washers and dryers. The College supplies a bed, desk, chair, lamp, bookcase, and bureau for each resident student. Students may rent linen or supply their own. Students supply blankets, quilts, and their own curtains, pictures, rugs, and posters. They clean their own rooms and contribute two or three hours a week answering the telephones and doing other miscellaneous jobs which are scheduled by the student heads of work. student Life 15

social action programs and voluntary service conditions. A College sponsored student opportunities The Chaplain and other insurance plan is available. Boston has long members of the chaplaincy staff are regularly been one of the major medical centers in the available for religious and personal country, and consultation with specialists in counseling. all medical fields is easily available. The Chaplain also officiates at regular Besides the usual care given by College Sunday morning worship, an ecumenically Health Services, members of the Wellesley oriented Protestant service in Houghton medical staff serve on a student-staff health fVlemorial Chapel with many guest preachers committee. This committee works on ways to invited during the year. Attendance at all expand the use of the health services and worship services is voluntary. arranges special programs in response to Students may also major in religion and student interests. biblical studies, or take elective courses in The confidentiality of the doctor-patient these fields. relationship is carefully preserved- College medical personnel will not share any College Health Services medical information concerning a student with any College authorities, or with the The services of the College physicians, psy- parents of students, without the written chiatrists, and nurses are available at Simp- consent of the student. It may be necessary son Infirmary which includes a 21 -bed hospi- to disclose minimal information to insurance tal and an outpatient clinic. Regular full-time companies for verification of medical claims. students and part-time Continuing Education Students are required to enroll in the College students who carry three or more courses Student Health Insurance Plan unless they are eligible for care. There is no health fee. have equivalent coverage. Appropriate charges are made for inpatient Parents are requested to sign a state- care (medical, surgical, or psychiatric). These ment authorizing the College to proceed with services are usually covered by insurance. appropriate treatment in the case of serious There are no charges for outpatient illness or emergency in the event they cannot treatment except laboratory studies, elective be reached by telephone. examinations or procedures, immunizations and treatment of pre-existing or ongoing

Student Government

Throughout its history the College has based its policies regarding student life upon the concepts of personal integrity, respect for individual rights, and student self-government. The rules and procedures governing student life reflect these concepts, and are designed chiefly to ensure the privacy and safety of individuals. Legislation concerning all aspects of Wellesley community life is contained in the Articles of Government, copies of which are available to all students.

Honor Basis college resources and for the special conduct of its members. Each student—degree candi- Inherent in Wellesley's system of democratic date, exchange student, and special student government, and its accompanying law, is the — is bound by all the rules. honor basis. As the vital foundation of govern- Each student is expected to live up to ment, the honor basis rests on the assump- the honor system, as a member of the stu- tion that individual integrity is of fundamental dent body of Wellesley College both on and value to each member of the community. off the campus. She should also remember Within the philosophy of self-government, the that she is subject to federal, state, and local personal honor and responsibility of each laws which are beyond the jurisdiction of individual as she approaches both the regu- Wellesley College. lated and nonregulated areas of academic, The honor system can work only with full social, and residence hall life in the Wellesley support among all members of the College community are of central importance. community. In addition to upholding the regu- The honor system covers all duly lations and spirit of the honor system per- adopted rules of the College for the govern- sonally, each student is responsible for the ment of academic work, for the use of survival and success of the system as a 16 Student Life

whole. This includes guarding against, and, if clear that, in the case of students who are necessary, reporting any inadvertent or inten- dependents of their parents for Internal tional abuses of the honor system by any Revenue Service purposes, information from member of the community. the education records of the student may be disclosed to the parents without the student's

College Government prior consent. It is the policy of the College to notify both the student and her parents in Most of the legislation and regulations guiding writing of academic warnings, probationary student life is enacted and administered by status, and dismissal. It will be assumed that the student College Government, of which all every student is a dependent of her parents, students are members. Responsibilities dele- as defined by the Internal Revenue Code, gated by the Board of Trustees to the College unless notification to the contrary with sup- Government include governance of all porting evidence satisfactory to the College is student organizations, appointment of stu- filed in writing with the Registrar by October 1 dents to College committees, allocation of of each academic year. In communications student activities monies, and administration with parents concerning other matters, it is of the Honor Code and judicial process. Many normally College policy to respect the privacy of these responsibilities are assumed by of the student and not to disclose information Senate, the elected legislative body of from student education records without the College Government, which also provides the prior consent of the student. official representative voice of the student Copies of the Privacy Act, the body. regulations thereunder and the "Wellesley Serious violations of the Honor Code are College Guidelines on Student Records" are adjudicated through the student Judicial available on request from the Office of the System. Three separate branches of the Dean of Students. Students wishing to in- Judicial System address infractions of resi- spect a record should apply directly to the dence hall violations, violations of academic office involved. Questions should be directed principles, and the appeal process. to the Dean of Students. Complaints concerning alleged noncompliance by the Confidentiality of Student Records College with the Privacy Act, which are not Maintenance of the confidentiality of individ- satisfactorily resolved by the College itself, ual student educational records has been and may be addressed in writing to the Family continues to be important at Wellesley, as is Educational Rights and Privacy Act Office, a concern for the accuracy of each record. Department of Health, Education and Wel- Under the provisions of the federal Family fare, 330 Independence Avenue, S.W., Educational Rights and Privacy Act of 1974, Washington, DC. 20201. every Wellesley student is assured the right to inspect and review all college records, Directory Information files, and data directly related to her, with The Privacy Act gives to Wellesley the right certain exceptions such as medical and to make public at its discretion, without prior psychiatric records, confidential recommen- authorization from the individual student, the dations submitted before January 1, 1975, following personally identifiable information: records to which the student has waived her name; class year; home address and tele- right of access, and financial records of the phone number; college address and tele- student's parents. The student may also seek phone number; major field; date and place of a correction or deletion where a record is felt birth; dates of attendance at Wellesley Col- to be inaccurate, misleading, or otherwise in lege; degrees, honors and awards received; violation of the privacy or other rights of the weight and height of student athletes; partici- student. The Privacy Act also protects the pation in officially recognized sports and privacy of personally identifiable information activities; previous educational institution maintained in student records by prohibiting most recently attended. the release of such information (other than The Privacy Act also allows individual those facts defined below as "Directory Infor- students to place limitations on the release of mation") without the written consent of the any of the above information. A student who student, except to persons such as officials wishes to do this must file a special form with or teachers within the College have who a the Registrar, Green Hall, each year by July 1 legitimate educational interest in seeing the for the following academic year. information, officials of other institutions in In practice. College policies discourage which the student seeks to enroll, the stu- the indiscriminate release of any information dent's parents if the student is a dependent about individual students. College directories for tax purposes, and certain other persons and lists are for use within the College com- and organizations. munity itself. The final regulations for the Act make student Life 17

Career Services

The Career Services Office provides a complete range of services, and students are encouraged to maintain contact with the Office throughout their careers at Wellesley. All services are available to alumnae^

The Resource Center, open Monday through Friday, 10:00 am to 4:30 p m , houses information on specific professions and career options, graduate and professional study, entrance examina- tion requirements, and opportunities for work and study abroad The Resource Center maintains a file of alumnae who are willing to talk to students about their graduate study and/or career experience.

Counseling demic advisors and members of the faculty as well as career counselors. The Career Individual appointments for advice and dis- Services Office provides complete assistance cussion of career goals are arranged through and materials for application to graduate the Career Services Office. Many students school, including graduate school and profes- who are unsure of their future plans find that sional school examinations, copies of recom- the counselors aid them in establishing broad mendations solicited by the students but goals, and students should not feel that the maintained on file at the Office, and advice services of the Office are restricted to those on completing graduate school applications. who have a clear notion of what they intend to do after graduation. The first appointment Internships is often spent in establishing a relationship between student and counselor so that the The Career Services Office is the center for advice and assistance may be tailored to the information concerning all internships and individual. "Drop in" hours are held four can direct students to the appropriate faculty afternoons a week on a first come, first members for those programs administered by served basis for students who wish to share college academic departments. All intern- news or ask brief questions ships require early application and consider- Group counseling sessions are held to able planning: students interested in intern- explore areas of common concern about ships should consult Career Services well in either broad career related topics or specific advance. occupations. Group workshops on such topics as resume writing and Interviewing are Scholarships and Fellowships available, and they take a variety of forms The Career Services Office provides informa- from simple discussion to role playing and tion and assistance on a wide variety of group critique. scholarships and fellowships, some for very Recruiting specific institutions or fields of interest, and others with more general application. A full The Career Services Office arranges Inter- listing and description of scholarships and views with recruiters from over 50 companies. fellowships is maintained in the Resource Students are notified of impending visits by Center. postings in the Office, in the Weekly Bulletin and in the Career Planning News, and are Recommendations advised to consult with a career counselor All students are encouraged to build a refer- prior to the interview. ence file with the Career Services Office; all Job Notices references remain available for students and alumnae and will be forwarded to schools and Job notebooks are maintained by Career Ser- employers upon request. In addition to rec- vices and are open to all students and alum- ommendations from faculty, students should nae. A job bulletin Newsletter is sent to consider obtaining references from summer alumnae upon request. Notices of job open- employers, from responsible individuals with ings are filed in these notebooks as they are whom the student has worked on internships received by the Office. or special programs, and from faculty mem- bers at schools she attends on exchange pro- Graduate Schools grams. The Career Services Office provides Students seeking information on the aca- standard recommendation forms acceptable demic programs at specific graduate and pro- to graduate schools and employers unless fessional schools should speak with their aca- forms are provided in application materials.

19

Admission

The Board of Admission chooses students who will benefit from and contribute to the type of education offered at Wellesley and be able to meet the standards for graduation from the College. Consideration is given to creativity and high motivation as well as strong academic potential

The Board of Admission considers each application on its merits and does not discriminate on the basis of race, religion, color, creed, or national origin. In accordance with its desire to maintain diversity in its student body, Wellesley College encourages applications from qualified students who come from a wide variety of cultural, economic, and ethnic backgrounds.

The Board of Admission at Wellesley is composed of representatives of the faculty, the administration, and the students, in selecting the candidates who will comprise the student body, the Board of Admission considers a number of factors: high school records, rank in class, scholastic aptitude and achievement test scores, letters of recommendation from teachers and principals, the student's own statements about herself and her activities, and the interview reports of the staff or alumnae. The Board of Admission values evidence of unusual talent and involvement in all areas of academic and social concern.

Each application is evaluated with care. The admission decision is never made on the basis of a single factor. For instance, the Board recognizes that standardized tests do not measure motivation or creativity and that scores may be influenced by the student's experience with timed examinations. Each part of the application, however, contributes to a well rounded

appraisal of a student's strengths and is useful in attempting to predict whether Wellesley would be the right place for her to continue her education.

Criteria for Admission

General Requirements for Freshman The Application Applicants Application forms may be obtained from the Wellesley College does not require a fixed Board of Admission. A nonrefundable fee of plan of secondary school courses as prepara- $20 must accompany the formal application.

tion for its program of studies. However, If the application fee imposes a burden on entering students normally have completed the family's finances, a letter from the appli- four years of strong college preparatory cant's guidance counselor requesting a fee studies in secondary school. Adequate waiver should be sent to the College with the preparation includes training in clear and application for admission. coherent writing and in interpreting literature, training in the principles of mathematics The Interview (usually a minimum of three years), A personal interview is required of each appli- competence in at least one foreign language, cant. If it is not possible for a candidate to ancient or modern (usually achieved through come to the College for an interview, she three or four years of study), and experience should write to the Board of Admission for in at least one laboratory science and in the name of an alumna interviewer in the history. candidate's local area. The Board of Students planning to concentrate in Admission is closed for interviews from mathematics, in premedical studies, or in the February 15 to April 1; however, tours will natural sciences are urged to elect additional still be given by student guides at this time. courses in mathematics and science in secondary school. Students planning to con- Campus Visit centrate in language or literature are urged to study a modern foreign language and Latin Students who are seriously considering or Greek before they enter college. Wellesley will have a fuller understanding of There are often exceptions to the prep- student life at Wellesley if they can arrange aration suggested here, and the Board will to spend a day on campus. Candidates are consider an applicant whose educational back- welcome to attend classes, eat in the resi- ground varies from this general description. dence halls, and talk informally with Wellesley 20 Admission

students. Prospective students who plan to proximately SIX weeks before the test dates; spend some time exploring the College are however, limited walk-in registration may be urged to notify the Board of Admission in available at some test centers advance so that tours, interviews, meals, and Either the SAT or three Achievement attendance at classes can be arranged Tests may be taken on any of the following before arrival on campus. dates, but it is not possible to take both the SAT and the Achievement Tests on the same day, so students must select and register for College Entrance Examination Board Tests two different test dates. The latest test date from which scores can be used for admission The Scholastic Aptitude Test and three in September 1980 is January 26, 1980. Achievement Tests of the College Entrance The CEEB Code Number for Wellesley Examination Board (CEEB) are required of all College is 3957. applicants for admission. One Achievement Test must be the English Composition or Dates of Tests English Composition with Essay Test. CEEB

Each applicant is responsible for arrang- May 5, 1979 ing to take the tests and for requesting CEEB June 2, 1979 to send to Wellesley College the results of all November 3, 1979 tests taken. CEEB sends its publications and December 1, 1979 the registration forms necessary to apply for January 26, 1980 the tests to all American secondary schools March 22, 1980 (SAT only) and many centers abroad. The applicant may May 3, 1980 obtain the registration form at school, or may June 7, 1980 obtain it by writing directly to CEEB, Box 592, in addition, on October 13, 1979 the SAT only Princeton, New Jersey 08540; or in western is offered in California, Texas, Florida, and United States, western Canada, Australia, New York. The English Composition Test-with- Mexico, or the Pacific Islands, to CEEB, Box essay is offered only on the December 1, 1025, Berkeley, California 94701. 1979 test date. It IS necessary to register with CEEB ap-

Summary of Students, 1978-79

Candidates for the B.A. Degree

Seniors

Juniors Sophomores Freshmen

Continuing Education Students

Candidates for the MA Degree Nondegree Candidates

Special Students Admission 21

Admission Plans

Students may apply to Wellesley under several admission plans. Most applicants use the Regular Decision plan, but for students with special considerations or with particularly strong high school records there are plans for early decision and early admission. Each plan has specific guidelines and deadlines.

Regular Decision Early Admission

A candidate who uses the regular plan of ad- The College considers applications from can- mission must file an application by February 1 didates who plan to complete only three of the year for which she is applying. Ap- years of high school and who have demon- plicants will be notified of the Board of Ad- strated academic strength and personal and mission's decisions in April. Applicants for social maturity. These candidates are consid- regular admission may take Scholastic Apti- ered for admission along with other appli- tude Tests and Achievement Tests any time cants for the Regular Decision Plan. They are through January of the senior year. It is pre- requested to identify themselves as Early ferred, however, that students attempt to Admission applicants in their correspondence take these tests before the January test date with the Board of Admission. It is preferable to insure that scores will arrive well before that these candidates have their interviews at the Board of Admission begins to review the College if distance permits. Early Admis- records. Results of tests taken after January sion candidates are not eligible for Early arrive too late for consideration by the Board Decision or Early Evaluation. In all other of Admission. respects they follow the regular procedures for the Regular Decision Plan. Early Evaluation Deferred Entrance Candidates whose credentials are complete by January 1, and who request it, will receive Application for admission is made for a stated an Early Evaluation of their chances of admis- year; however, it is possible to change the sion. These evaluations will be sent by the intended date of entrance if a written request end of February. Candidates will receive the is sent before the Board of Admission takes final decision from the Board of Admission in formal action on the application. Students April. who complete their applications and are ad- mitted and who then wish to defer entrance Early Decision to the freshman class for one year should accept the offer of admission by May 1, and This plan is intended for those students with at the same time request a year's deferral. strong high school records who have selected Students who attend another American col- Wellesley as their first choice college by the lege full-time during the year between high fall of the senior year. Candidates under this school and their entrance to Wellesley are plan may initiate applications at other not considered deferred students, but must colleges, but they agree to make only one reapply for entrance as transfers. Early Decision application, and if admitted under Early Decision, they must then United States Citizens Living Abroad withdraw all other applications. Candidates who wish Early Decision For U.S. citizens living in other countries the for must apply by November 1 and indicate that entrance requirements and procedures they want to be considered under the Early making application are the same as for appli- Decision Plan. Although CEEB tests taken cants within the United States. through the November 3, 1979 test date may

be used, it is preferred that students complete the appropriate tests by the end of the junior year. All supporting credentials and an interview must be completed by November 15. Decisions on admission and financial aid will be mailed no later than mid-December. 22 Admission

Foreign and Transfer Students

Through the years Wellesley has sought and benefited from a large body of foreign students on campus. The College also seeks highly qualified transfer students who believe that Wellesley's special opportunities will help them to achieve specific goals. For foreign and transfer students there are some additional and different application procedures and deadlines.

Foreign Students respectively. The preliminary application forms should be returned with a nonrefund- The College welcomes applications from citi- able registration fee of $20, or a fee waiver zens of other countries who have excellent request authorized by a financial aid officer secondary school records and are completing or college dean; the rest of the application the university entrance requirements of their forms will be sent upon receipt of these own countries. It is possible to receive items. advance credit toward the Wellesley degree The College will evaluate the transcripts through successful results in national matric- of transfer applicants who have been offered ulation examinations. Foreign students must admission, and will accept for credit only apply by January 15 of the year in which the those courses which are comparable to student plans to enter the College. Admission courses offered in the liberal arts curriculum is for September entrance only. There is no at Wellesley. Transfer credit for studies com- application fee for foreign students. Specific pleted in foreign countries will be granted instructions for foreign students wishing to only when the Registrar has given specific apply to Wellesley are contained in the bro- approval of the courses elected and the insti- chure, Information for Foreign Students, tutions granting the credit. which may be obtained by writing to the To receive a Wellesley degree, a Board of Admission. Letters of inquiry should transfer student must complete a minimum of include the student's age, country of citizen- 16 units of work and two academic years at ship, present school, and academic level. the College. A Wellesley unit is equivalent to The Slater One-Year Fellowship Program four semester hours and some transfer is open to qualified foreign students currently students may need to carry more than the enrolled in foreign universities who wish to usual four courses per semester in order to increase their understanding of life in the complete their degree requirements within United States while preparing for a degree in four years. Wellesley College has no summer their home universities. Preference is given to school and courses done independently students from western Europe. Slater Fellows during the summer may not be counted receive a stipend based on financial need. toward the 16 units required. Incoming Application forms may be obtained by writing juniors, in particular, should be aware that to the Dean of Academic Programs. Wellesley requires evidence of proficiency in one foreign language before the beginning of Admission of Transfer Students the senior year. In addition, all transfer Wellesley College accepts transfer students students should note Wellesley's course from accredited four and two year colleges. distribution requirements which must be They must offer excellent academic records fulfilled for graduation. These requirements are at both the high school and college levels and described on p. 33 of this catalog. strong recommendations from their deans Incoming junior transfer students may and instructors. Incoming sophomores and not take part in the Twelve College Exchange juniors are eligible to apply for entrance in Program or Junior Year Abroad. All transfer either the first or second semester; transfers students may elect to take courses through in the middle of the freshman year are dis- the cross-registration program with MIT after couraged. Students wishing to transfer into they have completed one semester of study Wellesley should make application before at Wellesley. Candidates who have inter-

February 1 for entrance in the fall semester, rupted their education for more than five and before November 15 for entrance in the years and/or who are older than 25 years of spring semester, on forms which may be ob- age may wish to consult the Office of Contin- tained from the Board of Admission. Notifica- uing Education. tion is in early April and late December, Admission 23

Geographic Distribution of Students from Other Countries Students in 1979-80

Students from the United States and Outlying Areas

Alabama Arizona Arkansas California Colorado Connecticut

25

Costs & Financial Aid

The cost of an excellent education is high, both at Wellesley and other comparable institutions. To assist students and their families in meeting these costs, Wellesley offers a variety of payment plans. At the same time, through financial aid the College is currently able to make its educational opportunities open to all its regular U.S. students regardless of their financial circumstances. The amount and kind of financial assistance is determined solely by financial need. At present, there is no financial aid program for Continuing Education students and only limited financial assistance available to foreign students.

Fees and Expenses

At Wellesley the fee represents approximately one-half 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 1979-80 is

$7100. In addition, there is a student activity fee of $60. The breakdown is as follows:

Resident Nonresident

Tuition 26 Costs & Financial Aid

Special Fees and Expenses Refund Policy

These include, but are not limited to, the Refunds of prepaid tuition, reservation, and following: other fees, and room and board charges will be allowed for withdrawal or leave of ab- Certain special fees and expenses listed in sence prior to the midpoint of the semester departmental descriptions, eg, the cost of In computing refunds, such prepayment will instrumental and vocal lessons given on be prorated on a weekly basis, except that p. 121^ $100 will be withheld to cover administrative A fee for each unit of work taken for credit in costs in any case. No refunds will be made excess of five in any semester: $581. for withdrawal or leave of absence after the semester mid-point The date of withdrawal A fee for each unit of work done independently shall the on which the noti- during the summer: $50 be date student fies the Registrar of withdrawal in writing, or A fee for each examination for credit: $50. the date on which the College determines An automobile parking fee per semester: $25. that the student has withdrawn, whichever is earlier. Admissions candidates must notify for breakage of laboratory equipment Fees the Director of Admission of withdrawal. and any other damage incurred by a student. Refunds will be made within 40 days after

A fee for room key or card key in residence withdrawal and will be prorated among the original hall, if not returned: $5 sources of prepayment. Wellesley College grants are not subject to refund to A fee for replacement of meal book: $5. the student A fee for replacement of ID: $4. Continuing Education Fees Payment for Students on Financial Aid The basic fee for a Continuing Education stu- Except for the reservation fee, grants and dent is $581 per semester course, payable by loans are usually applied equally by semester August 1 for the fall semester and by January against all tuition, and room and board 15 for the spring semester. Continuing payments for the year. The remaining finan- Education applicants pay the same $20 appli- cial obligation must be paid in accordance cation fee as all other students There is also with one of the approved plans. Students on a registration fee of $25, payable when the financial aid who have difficulty meeting the student is accepted scheduled payments outlined above should A Continuing Education student who consult the financial aid office finds it necessary to withdraw from a course

is entitled to tuition refunds as follows: a full Medical Insurance refund of prepaid tuition charges will be allowed for withdrawal from courses during Information concerning student medical insur- the first two weeks of classes. Thereafter, ance is sent to all parents by the bursar. refunds will be prorated on a weekly basis Because of the high cost of medical care, until the midpoint of the semester. No parents are required to subscribe to the refunds will be made for withdrawal after the Wellesley College Student Health Plan or to semester midpoint. The date of withdrawal provide equivalent coverage, especially since shall be the date on which the student Wellesley College does not assume financial notifies the Director of Continuing Education responsibility for injuries incurred in ot withdrawal in writing, or the date on which instructional, intercollegiate, intramural, or the College determines that the student has recreational programs under the auspices of withdrawn, whichever is earlier. Refunds will the Department of Physical Education and be made within 40 days after withdrawal and Athletics. Full-time Continuing Education will be prorated among the sources of students are also required to have coverage original prepayment. Wellesley College grants if they plan to use the College Health Service are not subject to refund to the student. Continuing Education students carrying less than three courses per semester are not eligible for infirmary care or insurance. Costs & Financial Aid 27

Payment Plans

it is necessary thai all fees be paid in accordance with the specified plans before the student can begin or continue attendance, and all financial obligations to the College must be

discharged before the degree is awarded. Detailed descriptions of plans are sent by the bursar to the parents of entering students and to others upon request. Although there are nninor variations in the payment plans for Regular Decision and Early Decision students, the final due dates for each group are the same. The eight-payment plan is available only for a complete academic year.

Semester Plan* Early Regular Returning Resident Nonresident Decision Decision Students 28 Costs & Financial Aid

Eight-Payment Early Regular Returning Plan* Decision Decision Students

Eight equal pay- ments on the first day of each month for enter- ing students Costs & Financial Aid 29

Financial Aid

The Wellesley College program of financial aid for students is intended to open educational opportunity to able students of diverse backgrounds regardless of their financial circumstances. No student should be discouraged from applying to Wellesley because of the need for financial aid. At Wellesley. admission decisions are made without regard for financial need, and only after a student is admitted does the Financial Aid staff consider applications for aid: 45 percent of Wellesley students receive financial aid; 40 percent receive aid directly from Wellesley.

The Wellesley College Students' Aid Society, Further information on financial aid at which sponsors loans, also offers personal Wellesley is contained in the bulletin For the assistance through loans of books and other Prospective Student which may be obtained items, gifts of clothing, and loans of small by writing to the Director of Financial Aid, amounts of money for incidental expenses Wellesley College, Wellesley. l\/lassachusetts and special emergencies. 02181. Financial aid is given only to students who require assistance in order to attend. Application for Financial Aid Amounts vary in size according to individual Each registered applicant for admission who need and may equal or exceed the compre- is applying for financial aid must file three hensive College fee. Although financial aid is forms: the Wellesley College Application for generally granted for one year at a time, the Financial Aid. the Financial Aid Form and its College expects to continue aid as needed Supplement of the College Scholarship throughout the four years for all financial aid Service, and a certified copy of the latest students who continue to have need. Most federal income tax return. financial aid consists of a package of work, loan, and grant. Application Wellesley participates in the Supple- mental Educational Opportunity Grant, The Wellesley College Application for Finan- National Direct Student Loan, and Work- cial Aid should be returned to the Director of Study federal programs. Financial Aid, Wellesley College, by

The need for financial help sometimes November 1 from Early Decision applicants. exceeds the amount of resources Wellesley February 1 from Regular Decision applicants has available in any given year Therefore, and fall semester transfer applicants, and students are required to apply for federal or November 15 from spring semester transfer state grants for which they are eligible; if a applicants. student does not apply, the College reduces her grant by the amount she might have Financial Aid Form received. Also, students, whenever possible, This form is available in the secondary should seek grants from local programs, from schools, or may be obtained by writing to the educational foundations, and from other College Scholarship Service. Box 176. Prince- private sources. ton, New Jersey 08540; or Box 1025, Wellesley College offers ten Town Berkeley. California 94701 A copy can also Scholarships to residents of the Town of be provided by the Director of Financial Aid if Wellesley who qualify for admission and specifically requested by an applicant. The whose parents or guardian live in Wellesley. Financial Aid Form and its Supplement should If these students live at home the scholarship be filed with the College Scholarship Service is in the form of a full tuition grant If these which will then forward a copy for confiden- students choose to live on campus, the tial use to the college or colleges indicated amount of financial aid is based on financial on the form need and is determined by the same need The Financial Aid Form and its criteria which apply to all other financial aid Supplement must be filed by February 1 from applicants. Regular Decision applicants; February 1 from The College expects students to fall semester transfer applicants; and Novem- contribute as much as possible to their own ber 15 from spring semester transfer appli- expenses through summer and term-time cants From Early Decision applicants, a earnings. Academic-year campus jobs special financial aid form available from the ordinarily involve six hours of work per week Financial Aid Office must be filed by Novem- and enable students to earn approximately ber 15, Early Decision applicants should also $550 a year. 30 Costs & Financial Aid

file the 1980-81 Financial Aid Form and during the academic year. There are many Supplement of the College Scholarship opportunities for students to find part-time

Service by February 1 employment at the College and in the Town of Wellesley. The Office of Financial Aid and Federal Income Tax Return Student Employment is the clearinghouse for employment of students. Opportunities on If a student is admitted and enrolls at campus include office work in academic and Wellesley College, parents are required to administrative departments, where financial submit a certified copy of their latest federal aid students receive priority, in Schneider income tax return. The certified copy is College Center, and work in small businesses forwarded directly to the College by the run by students. Off campus, students have District IRS Office at the request of the par- worked in offices, stores, and restaurants. A ent on a form provided by the Financial Aid large number of local families employ students Office. Financial aid awards are not final until for child care and for other varieties of the IRS form is submitted. household work.

Financial Aid for Transfers Summers Financial aid funds are available to assist a The long summer vacation gives students limited number of transfer students. It a ample time for work, travel, or study. transfer student continues to show need, she The Office of Financial Aid and Student will be eligible to receive aid for the number Employment and the Career Services Office of semesters which the Registrar determines have information on summer opportunities. will be necessary for degree completion. Counseling and advice are offered to stu- dents on the various possibilities available to Jobs on and off Campus match their interests and abilities.

A student interested in employment may Summer internships and other opportuni- register at the Office of Student Employment. ties sponsored by the College are described This office assists students in obtaining sum- on p. 39. mer employment as well as part-time work

Graduate Fellowships

A number of fellowships for graduate study are open to graduating seniors and alumnae of Wellesley College, while others administered by Wellesley are open to women graduates of any American institution. Awards are usually made to applicants who plan full-time graduate study for the coming year. Preference in all cases will be given to applicants who have not held one of these awards previously.

Information and application forms may be obtained from the Secretary to the Committee on Graduate Fellowships, Office of Financial Aid, Wellesley College, Wellesley, Massachusetts 02181.

Applications and supporting credentials for fellowships are due by January 2, except for the Stevens Fellowship which is due December 15.

For Graduates and Undergraduates of Professor Elizabeth F. Fisher Fellowship for Wellesley College research or further study in geology or geog- raphy, including urban, environmental or eco- Fellowships open to Wellesley College alum- logical studies. Preference given to geology nae and graduating seniors are listed below. and geography. Anne Louise Barrett Fellowship, preferably in Stipend: $500-$1000 music and primarily for study or research in Horton-Hallowell Fellowship for graduate musical theory, composition, or in the history study in any field, preferably in the last two of music; abroad or in the United States. years of candidacy for the Ph.D. degree, or Stipend: $3000 its equivalent, or for private research of equivalent standard. Stipend: $4000 Costs & Financial Aid 31

Edna V. Moffett Fellowship for a young alum- For Graduates of Other Institutions and na, preferably for a first year of graduate Wellesley College study in history. Some graduate fellowships for study at the Stipend: $1500-$2500 institution of the candidate's choice are Vida Dutton Scudder Fellowship for graduate administered by Wellesley College and are study in the field of social science, political open to alumnae of any American institution, science, or literature. including Wellesley. Stipend: $2000 Alice Freeman Palmer Fellowship for study or Sarah Perry Wood Medical Fellowship for the research abroad or in the United States. The study of medicine Nonrenewable holder must be no more than 26 years of age Stipend: $6000 at the time of her appointment, and unmarried throughout the whole of her tenure. Non- Trustee Scholarships are awarded on a com- Wellesley candidates should file through their petitive basis to seniors who intend to pursue institutions. Wellesley will accept no more graduate studies. These scholarships are than four applications from another institu- unrestricted as to field of study. The title tion. Trustee Scholar is honorary and in cases of Stipend: $4000 financial need stipends may be awarded to the scholars or, if not needed by them, to Mary McEwen Schimke Scholarship, a alternates who need financial assistance. All supplemental award for the purpose of afford- applications and credentials are due by ing relief from household and child care while January 2. Recipients share the total annual pursuing graduate study. The award is made stipend. on the basis of scholarly expectation and Stipend: $6000 identified need. The candidate must be over 30 years of age, currently engaged in gradu- Fanny Bullock Workman Fellowship for ate study in literature and/or history. Prefer- graduate study in any field. ence given to American Studies. Stipend: $3000 Stipend: $500-$1000 Mary Elvira Stevens Traveling Fellowship for M. A. Cartland Shackford Medical Fellowship travel or study outside the United States. Any for the study of medicine with a view to gen- scholarly, artistic, or cultural purpose may be eral practice, not psychiatry considered. Candidates must be at least 25 Stipend: $3500 years of age on September 1 of the year in which the fellowship is first held. Applications Harriet A. Shaw Fellowship for study or re- must be filed with the Secretary to the search in music and allied arts, abroad or in Stevens Fellowship Committee, Office of the United States. The candidate must be no Financial Aid, before December 15. more than 26 years of age at the time of her Stipend: $10,000 appointment. Preference given to music candidates: undergraduate work in history of art required of other candidates. Stipend: $2000-$3000

33 The Academic Program

The process of learning begins with the mind and nnotivation of the student herself. The nnost tempting array of courses and the most carefully planned requirements alone will not guarantee the growth of an educated mind. The academic experience is designed for the student who seeks a broad acquaintance with the many and diverse fields of human inquiry as well as the

opportunity to explore her personal intellectual interests in depth It provides for the acquisition

of knowledge and of the skills appropriate to the liberal arts, but above all it is responsive to the

student who genuinely wishes to acquire the habit of learning. It seeks to stimulate the mind, refine the eye and enlarge her capacity for free, independent and discriminating choice.

The Curriculum

The curriculum at Wellesley is structured to provide strong guidance and to allow, at the same time, great personal choice. Central to the curriculum is the concept of diversity, the concept that the student should pursue a number of disciplines during her four years at the College. Ac-

cordingly, by the time the Bachelor of Arts degree is earned, she should be acquainted with the main fields of human interest, capable of integrating knowledge from various fields, and

prepared for continuous scholarly and personal growth. In her major field, the student is ex- pected to demonstrate maturity of thought, acquaintance with recognized authorities in the field, and general competence in dealing with sources of research or analysis.

Requirements for Degree of Distribution Requirements Bachelor of Arts In order to provide students with as much Each candidate for the degree of Bachelor of flexibility as possible, Wellesley requires no

Arts is required to complete 32 units of aca- specific courses. To ensure, however, that demic work at a C average or better. Each students gain insight and awareness in areas semester course is assigned one unit of outside their own major fields, the College credit. The normal period of time in which to does require that they elect three semester earn the degree is four years and a normal courses in each of three academic areas as program of study includes from three to five part of the 32 units required for graduation. courses a semester. Freshmen are encour- (Courses numbered 350— Research or Indi- aged to carry a maximum of four courses vidual Study— do not satisfy this requirement.) each semester, but upperclass students may The three groups of academic disciplines are: take five.

Courses are classified m Grades I, II, GROUP A and III. Introductory courses are numbered Literature, Foreign Languages, Art, and 100-199 (Grade I); intermediate courses. Music 200-299 (Grade II); advanced courses,

300-399 (Grade III). Each student must in- Three units chosen from courses in the De- clude at least four units of Grade III work, at partments of Art, Chinese, English, French, least two of which shall be in the major. The German. Greek and Latin. Italian. Music. Reli- program in the senior year may not include gion and Biblical Studies (Greek and Hebrew),

more units of Grade I than of Grade III work, Russian. Spanish; or from those courses of- and at least two must be Grade III. fered by the Department of Black Studies and from those extradepartmental literature courses which are designated as fulfilling the requirement in Group A 34 The Academic Program

GROUP B Preparation for Medical School

Social Science, Religion and Biblical Medical and dental schools require special Studies, Philosophy, and Education undergraduate preparation. Students should consult as early as possible with the premed- One or two units chosen from courses in the ical advisory committee to plan their sequence Departments of History, Philosophy, Religion of courses. Trends in medicine indicate that and Biblical Studies, and courses offered by public health, health policy planning and ad- the Department of Black Studies in these ministration, and other new professional fields; and Education 101 categories are among the many alternatives and available to women in the health professions. One or two units chosen from courses in the Students interested in these new careers in Departments of Anthropology, Economics, the health professions should also consult with Political Science, Psychology, Sociology, and the premedical advisory committee. courses offered by the Department of Black Studies in these fields. The Major GROUP C Students may choose from among 26 depart- mental majors, six interdepartmental majors Science and Mathematics — classical civilization, classical and Near Three units, at least one of which shall be a Eastern archaeology, East Asian studies, course with laboratory, chosen from courses medieval/renaissance studies, molecular offered in the Departments of Astronomy, biology, and psychobiology— or they may Biological Sciences, Chemistry, Geology, design an individual major. Of the 32 units re- Mathematics, and Physics. quired for graduation, at least 8 are to be elected in the major, and at least 18 must be Foreign Language Requirement elected outside of any one department. Students who are interested in an in- Before the beginning of the senior year, stu- dividual major submit a plan of study to two dents must exhibit a degree of proficiency in faculty members from different departments. the use of one foreign language, either an- This plan should include 4 units in one depart- cient or modern. Many students fulfill this re- ment above the introductory level. The pro- quirement by passing one of the language gram for the individual major is subject to the tests offered by the College Entrance Exami- approval nation Board (CEEB). Wellesley requires a of the Committee on Curriculum and Instruction. Some students wish to center score of 610 or better on the CEEB Achieve- their study upon an area, a period, or a sub- ment Test, or a score of at least 3 on the Ad- ject which crosses conventional departmental vanced Placement Examination (AP). This re- lines Examples of possible area studies in- quirement can also be met by the completion clude American studies, Italian culture, Latin of 2 units of language study at the second American studies, Russian studies; of year college level or 1 unit of language study periods, the Middle Ages, the Renaissance; of above the second year college level. subjects, comparative literature, international Students may take introductory courses relations, theatre studies, urban studies. in only two modern foreign languages. In the second semester of the sophomore Fulfillment of the foreign language year each student elects a major field and requirement through work done at another in- prepares for the Registrar a statement of the stitution must be approved by the appropriate courses to be included in the major. Later department. A student whose native language revisions may be made with the approval of IS not English will be exempted from this the chairman of the major department, or in requirement, subject to approval of the Class the case of the individual major, with the stu- Dean and the Academic Review Board. dent's advisors, and be presented to the Registrar not later than the second semester Other Requirements of the junior year. Students are expected to use acceptable standards of spoken and written English in their college work. Special assistance in Eng- lish, mathematics, and other basic and special skills is offered at the College In addition, all students must complete the physical education requirement described on p. 129 for which no academic credit is given. The Academic Program 35

Academic Policies and Procedures

The academic policies and procedures of the College have been subject to continuous change and examination throughout the College history, responding to changes in student life styles and innovations in the curriculum. The policies and procedures that govern most routine aspects of academic life are described below.

Academic Standards given for the Latin 4 examination, 1 unit of credit will be given in the Mathematics AB ex- Academic standards at Wellesley are high, amination; 1 unit of credit for a score of 3 in and students take full responsibility for at- the Mathematics BC examination. Not more tending classes, submitting required \Nork on than 2 units may be offered for credit in any time, and appearing for examinations. If stu- one department. dents have difficulties with course work, become ill, or have other problems which in- Credit for Otfier Academic Work terfere with their academic work, they should consult with their class deans for assistance Of the 32 units required for the degree of in making special arrangements for their Bachelor of Arts, a student may earn a maxi- studies. mum of 16 units through a combination of the Students are expected to maintain at following; AP examinations (no more than 8); least a C average throughout their college courses taken at another institution during career. At the end of each semester each the summer or the academic year; or study student's record is reviewed, and appoint- independent of Wellesley courses which is ments with the Class Dean are arranged if then evaluated by examination by a Wellesley needed. The College tries to provide the ap- department. (See Examinations.) Four units propriate support services to students in dif- may be earned in summer school, or by a ficulty Students who show consistent effort combination of summer school and summer are rarely excluded from the College. independent study. No more than 2 units may be earned for summer independent study. Academic Review Board Eight units, in addition to summer school, may be earned through courses taken at The Academic Review Board is the principal another institution. Students, including trans- body for review of academic legislation and fer students, must complete 16 units at for overseeing each student's academic pro- Wellesley. Candidates for the B.A. degree in gress. It is composed of the class deans, the the program for Continuing Education must Director of Continuing Education, and seven complete a minimum of 8 units of work at the elected faculty and student representatives. College. The student members of the Academic Review Board do not participate in discussions of in- Exemption from Required Studies dividual student's standing, but they do con- tribute to discussions of academic policy and Students may be exempted from any of the of student requests for exceptions to regula- studies required for the degree, provided they tions. The Board researches and recommends can demonstrate to the department con- changes in academic policy and is also cerned a reasonable competence in the ele- responsible for proposing an annual calendar ments of the course. Exemption from any of of academic appointments the studies required does not affect the gen- eral requirement for completion of 32 units of

Credit for Advanced Placement credit. It does, however, make it possible for Examinations some students to select more advanced courses earlier in their college careers. Students entering under the Advanced Place- Such exemption may be achieved in one ment Program of the College Entrance Exami- of two ways; a score of 4 (Honors) or 5 (High nation Board, and who make the scores Honors) on the CEEB AP tests, or passing a specified by Wellesley College, will receive special exemption examination. Permission credit toward the B.A. degree, provided they for the exemption examination must be ob- do not register in college for courses which tained from the chairman of the department cover substantially the same material as concerned. In addition to the evidence of- those for which they have received Advanced fered by the examination, some departments Placement credit. Two units of credit will be may require the student to present a paper or given for each AP examination in which a stu- an acceptable laboratory notebook. dent received a grade of 4 or 5 with the following exceptions; 1 unit of credit will be 36 The Academic Program

Research or Individual Study Students who wish credit for work done independently in the summer should consult Each academic department provides the op- the appropriate department and the Class portunity for qualified students to undertake a Dean, and should apply to the Registrar at program of Individual study directed by a least a month in advance for a special ex- member of the faculty^ Under this program, amination to be given at the beginning of the an eligible student may undertake a research college year. project or a program of reading In a particu- Examinations may be taken for credit, lar field. The results of this work normally are for admission to a more advanced course, or presented in a final report or in a series of for exemption from the required studies in short essays. The conditions for such work Groups A, B, and C. Examinations for credit are descritDed under the course numbered passed at a satisfactory level also count for 350 in each department. Wellesley offers fur- advanced placement and/or exemption; ex- ther opportunities for research and individual aminations for advanced placement also study (See Honors in the Major Field.) count for exemption. Examinations passed at a satisfactory level for exemption do not Credit for Summer School and Summer count for credit. Independent Study

Some students undertake planned programs Registration for Courses of summer independent study which they All returning students must register in the have designed with members of the faculty spring for the courses they select for the next and their Class Dean, Two units of credit may academic year. Upon returning to college in be earned in this way. Four units may be the fall, the student will be issued a schedule earned by a combination of summer school card of her classes. All changes to this and independent study. Other students attend schedule must be recorded in the Registrar's summer school. The amount of summer Office by the end of the second week of school credit allowed toward the degree is classes. A student will not receive credit for a limited to 4 units, and is not automatic. Stu- course unless she has registered for it, and a dents should consult their Class Deans and student who has registered for a course will appropriate departments before enrolling in remain registered unless she takes formal summer school courses for which they ex- action to drop it. pect credit toward the Wellesley degree Any conflicts in scheduling must be re- Grading System ported to the Registrar's Office immediately. A student is not permitted to take a course if Students have the option of electing courses It conflicts with any other course on her on a letter or nonletter grading system. At the schedule. beginning of the eighth week of a semester, students notify the Registrar and their instruc- Adding or Dropping Courses tor whether they plan to take the course for a Add/Drop cards are available from the letter grade or on the credit/noncredit basis. Registrar's Office after the first week of Credit IS given to students who have attained classes. A student may submit only one a satisfactory familiarity with the content of a Add/Drop card, and it must include all course and have demonstrated ability to use changes in the schedule for that semester. this knowledge in a competent manner. If Permission is required from the department credit is not earned, the course does not ap- chairman or the major advisor if the student pear on the student's permanent record. wishes to drop a course which affects the Examinations major. If a course is dropped, with the permission of the Class Dean, before the An examination period at the of occurs end beginning of the eighth week, it will not each semester. Within this period, students appear on her record. may devise their own examination schedules for the majority of courses. Examinations are Auditing Courses scheduled for some art, music, and foreign A student who wishes to attend a class as a language courses which require audiovisual regular visitor must have the permission of equipment. Special examinations are offered the instructor. Auditors may not submit work in September to qualified students to earn to the instructor for criticism, and audited credit for work done independently, for courses will not be considered for credit. admission to advanced courses without the stated prerequisites, and for exemption from required studies. The Academic Program 37

Acceleration plan to the Class Dean or advisor and. if a major has been chosen, to that department. A few students complete all the requirements The plan should list the course of study for for the degree in less than the usual eight the year and justify its relationship to the four semesters. After two semesters at Wellesley, year program. students who wish to accelerate should con- sult their deans and then write a letter to the Withdrawal Academic Review Board, petitioning to fulfill the requirements in less than the normal Voluntary Withdrawal period of time Students who plan to withdraw must inform The petition should include the month the Class Dean. A withdrawal form will then and year in which the degree requirements be sent to the parents or guardian for their will be fulfilled, and all units which will be signature. The official date of the withdrawal counted toward the degree. is the date agreed upon by the student and Normally, a plan to accelerate must the Class Dean and written on the withdrawal

include 8 units at Wellesley in two consecutive card which is signed by the Class Dean The

semesters during the junior and senior years. withdrawal date is important in order to In accumulating units in addition to courses compute costs and refunds. (See Refund

taken at Wellesley, an accelerating student Policy p. 26.) Students who have officially may count: withdrawn from the College cannot remain in residence on campus more than 48 hours 1 after the effective date of withdrawal. Advanced Placement credit (no more than 8 units); Required Withdrawal 2 The College reserves the right to require the a maximum of 4 units earned either in sum- withdrawal of any student whose academic mer school or by a combination of summer work falls below its standards, who violates

school and independent study during the its rules and regulations or the rights of summer, validated by the College. No more others, or whose continuing presence consti- than 2 units may be earned for summer inde- tutes a risk to the health, safety, or general pendent study; and well-being of the College community or herself. In addition, the require 3 College may the withdrawal of any student fails to a maximum of 2 units of college or university who financial obligations to the College. credit earned prior to graduation from secon- meet

dary school, which is not included in the units of secondary school work required for Readmission admission. A student who has withdrawn from the Col- An accelerating student must maintain a lege and wishes to return should apply to the C average at all times. Office of the Dean of Academic Programs for the appropriate forms Readmission will be Leave of Absence considered in the light of the reasons for with- drawal and reapplication. and in the case of res- Recognizing that many students benefit edu- ident students, available residence hall space. cationally if they interrupt the normal se- A nonrefundable fee of $15 must accompany quence of four continuous years at Wellesley, the application form for readmission. the College has established a policy for tem- porary leaves of absence. Leaves may be taken for as short a period as one semester or as long as two years, and for a variety of reasons which may include study at another institution, work, travel, or other activities which meet personal needs. Application 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. A -student who goes on leave of absence can- not remain in residence on campus more than 48 hours after the effective date of leave. To obtain permission to spend the year at another institution as nonmatriculated stu- dents or guests, students submit a detailed 38 The Academic Program

Special Academic Programs

The traditional four-year curriculum offered at Wellesley is expanded by many special academic programs. Some are administered by the College and some are programs run by other institutions in which Wellesley students may participate. Students may participate in some while in residence at the College; others involve living at other colleges or abroad for a semester or a year.

Cambridge Humanities Seminar A Wellesley student interested in ex- ploring the possibilities of electing a specific The Cambridge Humanities Seminar is a col- course at MIT should consult the Exchange laborative effort by universities in the Boston- Coordinator, the department advisor, or the Cambridge area to enrich and diversify their appropriate exchange program faculty advisor. interdisciplinary offerings in the humanities at Registration in MIT courses takes place each an advanced level. The program is centered semester, and application must be made in at the Massachusetts Institute of Technology the Exchange Office during the preceding and offers subjects to students in the semester. Since the number of participants in humanities at participating institutions during the exchange is limited, upperclass students the last two years of undergraduate and the are given preference first two years of graduate work, in an area of scholarship periodically determined by its Opportunities in Engineering membership. The program involves faculty in literature, history, philosophy, and fine arts. Cross-registration with MIT makes it possible

Its current subject is the idea of the past as it for Wellesley students to take advantage of plays a role in the study of various cultural both the opportunities of a women's liberal activities. All seminars have limited enroll- arts college and the resources of a superior ment. For further information in 1979-80 engineering school. Students interested in contact Mr. Goodheart, Chairman of the math, physics, chemistry, or biology can ap- English Department at Boston University. ply these interests in a very practical way Subjects to be offered in 1979-80 are through engineering, an expanding field for described on p 163. women. Engineering can be pursued at Wellesley Freshman-Sophomore Colloquia in two ways: by designing an individual major combining Wellesley and MIT courses or by These courses are designed for freshmen fulfilling a Wellesley major while taking advan- and sophomores to undertake concentrated tage of MIT courses to prepare for graduate study of a significant, well-defined topic. They study in engineering. offer students the opportunity to work in Students interested in engineering small groups in association with individual should take math and physics at Wellesley faculty members. They are similar to ad- freshman year in preparation for MIT vanced seminars in method and approach in courses. Information concerning possible that they stress discussion, independent fields, prerequisites, and contact persons at work, and oral and written presentations. MIT IS available through the Office of the Class Deans, Cross-Registration Program with the Massachusetts Institute of Technology The Twelve College Exchange Program A program of cross-registration of students at Wellesley belongs to a consortium which in- Wellesley and the Massachusetts Institute of cludes Amherst, Bowdoin. Connecticut Col- Technology was officially inaugurated in lege, Dartmouth, Mount Holyoke. Smith, Trini- 1968-69. The program allows students to ty, Vassar, Wesleyan, Wheaton, and Williams. elect courses at the other institution, and Two one-semester programs associated with extends the diversity of educational experi- the Twelve College Exchange are the Na- ences available in the curricula and in the en- tional Theater Institute in Waterford, Connec- vironments of both. The two schools combine ticut, and the Williams Mystic Seaport Pro- their academic, extracurricular, and opera- gram in American Maritime Studies. Students tional resources while maintaining the separate in good standing may apply through the Ex- strengths, independence, and integrity. change Coordinator for a semester or full academic year in residence at any of the The Academic Program 39

member institutions The number of places is Internships limited and admission is competitive Prefer- The Career Services Office houses informa- ence is given to students planning to partici- tion on a wide variety of internship programs pate in ttieir junior year^ available through the College, the local com- munity, and the country, during the term, The Wellesley-Spelman January, and summer. As well as working Exchange Program closely with the Wellesley academic depart- Wellesley maintains a student exctiange ments to share information and to develop program with Spelman College in Atlanta. opportunities, Career Services coordinates ef- Georgia, a distinguished Black liberal arts col- forts with two internship groups: The Shared lege for women. The exchange, initiated as a Educational Experience Program and the three-year experimental program in 1974-75, Massachusetts Internship Office. was approved in spring 1977 as one of the continuing exchange opportunities available Summer Internships to students The College sponsors a Washington Summer The program is open only to students in Internship Program which provides a unique their junior year, with a maximum four- opportunity for students to learn about the semester enrollment per year (one to four national government through direct participa- students) at each institution. Students may tion in political activity. Interested juniors may apply through the Office of the Exchange apply for 15 available summer internships, in Coordinator governmental and nongovernmental offices. Interns hold full-time jobs for ten weeks and The Junior Year Abroad also participate in evening seminars with Qualified students may apply for admission to guest speakers on governmental or political various groups spending the junior year in problems. Job assignments are made accord- Europe and in other foreign countries. A few ing to the interest of the student and the Wellesley Slater Junior Year Abroad scholar- potential for learning. Recent assignments ships are available to juniors, eligible for have included positions in congressional of- financial aid. who have been accepted for pro- fices, in the Department of Justice, in the grams approved by the Foreign Study Com- Department of Health, Education and mittee. Stecher Scholarships for the study of Welfare, with the Federal Trade Commission, art abroad are awarded to qualified students in the Office of the President, and with a ma- who are eligible for financial aid. Candidates jor broadcasting system. Salaries are offered are selected by the Art Department Stecher in some of these positions; the College pro- Scholarship Committee and the Foreign Study vides stipends for students who hold non- Committee Limited financial support for salaried positions. students wishing to spend the junior year in In addition, the Wellesley Urban Politics

Africa or the Caribbean is provided by the Summer Internship Program offers juniors the Waddell Fund. The selection of recipients for opportunity to focus on some of the dilemmas awards from the three funds is made early in of contemporary urban life. Students partici- the second semester of the sophomore year pating in this program spend ten weeks work- on the basis of academic qualifications and ing for government agencies or private faculty recommendations. The amount of organizations in Boston or Los Angeles. In- each individual award is determined accor- terns attend seminars and other meetings ding to need Information about these awards designed to stimulate analytical thinking may be obtained from the Office of Foreign about politics, government institutions, and Study public policy-making. Interns receive a sti- The Office of Foreign Study helps pend from the College. students with individual plans for study abroad, The Internship Program in Economics, for example, applications for direct enrollment founded at Wellesley by the National Associa- as visiting students in British universities. tion of Business Economists, places qualified Students who are interested in spending the economics majors in salaried positions in junior year abroad should consult their Class private or public agencies in all parts of the Dean and the Study Abroad Office during the country during the summer following the freshman year to ensure completion of junior year. Students in this program carry Wellesley eligibility requirements out applied economic research under the direction of senior economists. 40 The Academic Program

Community Involvement Continuing Education

Wellesley students can become involved in The Continuing Education program provides the Greater Boston community in a variety of an opportunity for women to resume their ways. Some students choose to work in com- education by electing to study for the Bache- munities where they can participate in legal lor of Arts degree, or to take courses as spe- aid, tutoring, and health services, or church cial students not eligible for a degree. This work. Others work with the City of Boston or nonresidential program enables students to the Town of Wellesley in various departments. enroll either part-time or full-time. Continuing Credit may be given for supervised field Education students attend classes with work as a research component of some Wellesley undergraduates and take the same courses or independent study; in other in- courses. stances, experience in the community forms Candidates for the B.A. degree are part of the required work of courses dealing women, older than the usual undergraduate with social, political, or economic issues. age, whose educations have been interrupted Generally, students become involved in com- for five or more years prior to the date of ap- munity work for many reasons besides the plication. Completion of a minimum of 8 units possibility of earning academic credit. of work at the College is a requirement for

the B.A. degree. There is no time limitation Summer Study Abroad for completion of the degree. Special students may be graduates of an Students planning summer study in foreign accredited college or university but request- countries should consult the Office of Foreign ing course work at the undergraduate level, Study. Wellesley awards Slater and Stecher matriculated students currently affiliated with Summer Scholarships to students who need another accredited college or university and to have access to materials available only in requesting course work for degree credit at foreign countries. First consideration is given the affiliate, or students who have formerly to applicants whose summer studies are re- been affiliated with a college or university. lated to honors projects approved for the Special students are limited to two consecu- senior year. Waddell Summer Scholarships tive years of study and a maximum of 8 units provide opportunities for students wishing to of course work. study in Africa or the Caribbean. An applica- For further information about the pro- tion for a Slater, Stecher, or a Waddell Schol- gram, write to the Office of Continuing Educa- arship requires the support of the student's tion, Wellesley College, Wellesley, Massachu- major department and a statement from the setts 02181. Director of Financial Aid showing what funds are needed to supplement the student's financial resources. The Academic Program 41

Academic Distinctions

To give recognition for superior or advanced work, either upon graduation or during the student's career, the College confers a number of acadennic distinctions.

Honors in the Major Field high academic standing and Durant Scholars highest academic standing. Students who have shown marked excellence Juniors and seniors are elected to and an unusual degree of independence in membership in the Eta of fVlassachusetts their work may be invited to participate in the chapter of Phi Beta Kappa on the basis of Honors Program, based on their record in the their total academic achievement in college. major field. Under this program, an eligible Seniors who are majoring in the sciences student may be invited to undertake indepen- may be elected to associate membership in dent research or special study which will be the Wellesley chapter of Sigma Xi. supervised by a member of the faculty. In On recommendation of the faculty, the several departments, options for general ex- trustees award the title of Trustee Scholar to aminations, special honors seminars, and op- four seniors who intend to pursue graduate portunities to assist faculty in teaching in- studies. The awards are made on a competi- troductory and intermediate level courses are tive basis; the title is honorary. In cases of available to honors candidates. The suc- financial need, stipends are awarded to the cessful completion of the work and of an oral Scholars or, if not required by them, to alter- honors examination leads to the award of nates who need financial assistance. Applica- Honors in the Major Field. tions and supporting credentials should be sent to the Secretary to the Committee on Other Academic Distinctions Graduate Fellowships by January 2. The College names to Freshman Distinction Certain prizes have been established at those students who maintain high academic the College for the recognition of excellence standing during the freshman year. Wellesley in a particular field. The selection of the College Scholars and Durant Scholars are recipient is made by the appropriate named at Commencement, based on aca- academic department; each award carries a demic records after the freshman year small stipend or gift and usually bears the Wellesley College Scholars have achieved name of the donor or the person honored. d^ c^ >v^

f^^'^—-^' -^^ 43

Courses of Instruction

A semester course which carries one unit of credit requires approximately eleven hours of work each week spent partly in class and partly in preparation. The amount of time scheduled for classes varies with the subject from two periods each week in many courses in the humanities and social sciences to three, four, or five scheduled periods in certain courses in foreign languages in art and music, and in the sciences. Classes are scheduled from Monday morning through late Friday afternoon; examinations may be scheduled from tvlonday morning through late Saturday afternoon.

Prerequisites are given in terms of Wellesley courses, exemption examinations, AP scores, and "admission units." Admission units refer to the secondary school credits acquired in various precollege courses.

Freshman-Sophomore Colloquia more than one of these courses. They may, (150 courses) Directions for Election however, apply for more than one, indicating

their preference. If a course is oversub- For a general description see page 38. The scribed, the chairman or instructor, in con- colloquia have no prerequisites, although sultation with the Class Dean, will decide some are open only to freshmen. Each which applicants will be accepted. course counts as one unit, and may be In 1979-80 colloquia are offered by the elected to satisfy in part one of the distribu- Departments of Art, English, Greek and Latin, tion requirements. Since class sizes are History, and Mathematics. limited, students ordinarily may not enroll in

Legend (1-2) Courses numbered: Continued throughout Not offered every Absent on leave the academic year. year. Note: Unless

100-199 Unless specifically specifically stated • 1

Grade I courses stated, no credit is such courses will be Absent on leave awarded unless both offered in 1979-80. during the first 200-299 semesters are com- semester

Grade II courses pleted satisfactorily. Course may be elected

to fulfill in part the 300-399 Absent on leave distribution requirement Grade III courses Numbers in brackets during the second in Group A designate courses semester (1) listed only in earlier Offered in first catalogues. 3 Course may be elected semester Part- ime instructor to fulfill in part the 1 or 2 distribution requirement (2) Units of credit in Group B Offered in second semester

Course may be elected (1) (2) to fulfill in part the Offered in both semesters distribution requirement in Group C 44 Anthropology

200 (1)* Current Issues in Anthropology Anthropology 1 An examination of current controversial is- sues in anthropology such as Race and Intel- ligence, Sociobiology, The Culture of Poverty, Professor: Neo-Colonialism. Shimony (Chairman) Open to sophomores, juniors, and seniors without prerequisite, and to freshmen with Associate Professor: previous anthropological experience. Bamberger^ Not offered in 1979-80.

Assistant Professor: Mrs. Shimony Koiil, Merry Offered in 1980-81.

Instructor: 204 (1) Physical Anthropology Lipschutz^ 1 Theories regarding the origin and evolution of Visiting Professor: man. Primate behavior and adaptation. Analy- Chafe3 sis of human fossil evidence. Implications for the question of race. Prerequisite: 104 or permission of the instructor.

Ms. Lipschutz

104 (1) (2) Introduction to Anthropology 205 (1)* Social Anthropology 1 1 Consideration of man's place in nature, his A comparative approach to the study of physical history, and physical varieties. Brief social organization. Emphasis is placed on survey of archaeology and linguistics. The the influence of ecology and economy, and nature of culture with examples primarily on the roles of kinship, marriage, politics, and from non-Western societies. religion in the organization of tribal societies. Open to all students. Prerequisite: 104 or Sociology 102.

Mrs. Shimony, Mrs. Merry, Ms. Bamberger Not offered in 1979-80.

Ms. Bamberger 106(1) (2) Archaeology 1 210 (1) Racial and Ethnic Minorities A survey of the development of archaeology 1 and an overview of its methods and themes. An analysis of the problems of racial and Introduction to Old World and New World ar- ethnic groups in American and other socie- chaeological sites and sequences. ties. Systematic study of adjustment mechan- Open to all students. isms of selected racial, religious, and im- Mr. Kohl migrant minorities. Prerequisite: 104 or Sociology 102. 114(1) Introduction to Linguistics Mrs. Merry 1 For description and prerequisite see Extra- 217(2)* Economic Anthropology departmental 114. 1 Analysis of economic structures of non- Western societies in relation to our industrial capitalistic system. Concentration on substan- tive issues in economic anthropology, such as the debate on the applicability of formal economic theory to simpler societies, the nature and importance of the economic surplus, and problems of scarcity and development. Prerequisite: 104 or Sociology 102.

Not offered in 1979-80.

Mr. Kohl Anthropology 45

234 (2)* Urban Poverty 243 (1)* The Beginnings of Food 1 Production An anthropological analysis of urban poverty 1 in the U.S. and the Third World. Cultural and A survey of the beginnings of agriculture and structural interpretations of poverty. The domestication of animals in Southwest Asia strategies of the poor for coping with poverty. and Mesoamerica. Examination of primary Ameliorating poverty as a problem in applied reports detailing the transition to a new sub- anthropology. sistence economy. Discussion of causes and Prerequisite: 104. effects of the "neolithic revolution." Offered in alternation with 242. Not offered in 1979-80. Prerequisite: 104 and 106, or permission of Mrs. Shimony the instructor.

Mr. Kohl 236 (1)* Ritual, Myth, and Symbol

1 244 (1)* Societies and Cultures of the A study of the social dynamics of ritual, myth, IVIiddle East and symbol in non-Western societies. Evalua- 1 tion of various conceptions of ritual and sym- Comparative study of distinctive kinship, polit- bolic systems among nonliterate peoples. ical, economic, and other social institutions of Readings assigned will include works from several major cultures of the Middle East. Frazer, Malinowski, Leach, Levi-Strauss, Conflict between traditionalism and modern- Turner and Geertz. ization, with particular reference to agricul- Prerequisite: 104. tural development. The Arab-Israeli conflict in Not offered in 1979-80. anthropological perspective. Ms. Bamberger Prerequisite: 104 or Sociology 102.

Not offered in 1979-80. 241 (1)* Development of Archaeological Theory 245 (2)* Societies and Cultures of Native 1 South America An evaluation of current trends in archaeo- 1 logical theory. Examines anthropological ar- A survey of the tribal, rural, and urban chaeology by surveying the origin and growth peoples of South America, with attention to of the concept of prehistory and relating it to their histories and current social conditions. cultural evolutionary theory. Topics include ecology and village Prerequisite: 104 and 106 and one Grade II economies, male/female roles, race and unit, or permission of the instructor. social class, religious groups and mass Not offered in 1979-80. movements. Mr. Kohl Prerequisite: 104 or Sociology 102.

Offered in 1980-81. Ms. Bamberger

242 (2)* The Emergence of Early Urban 269 (1)* Sex Roles in Cross-Cultural Societies Perspective 1 1 Review of current research on the beginnings Comparison of male and female roles from of of civilization in Southwest Asia, the eastern small scale societies hunters and Mediterranean, and Mesoamerica. The gatherers to complex peasant and urban course will emphasize qualitative differences societies. The course evaluates explanations between ranked and class stratified societies. for variations in power and dominance be- Offered in alternation with 243. tween the sexes, including arguments about Prerequisite: 104 and 106, or permission of innate differences from sociobiology. Analysis the instructor. of the potential of legal strategies for chang- ing women's status in the developing world Not offered in 1979-80. through detailed case studies on China, West Mr. Kohl Africa, Japan, and the Middle East. Prerequisite: 104 or Sociology 102. Offered in 1980-81. Mrs. Merry 46 Anthropology

270 (1)* Political and Legal Anthropology 309 (1-2) Mathematics and Computers in

1 Archaeological Data Analysis A comparative anthropological analysis of 2 political and legal systems in selected non- A year-long, graduate lecture and laboratory Western societies, using anthropological course offered by the Center for Materials studies of faction-forming, political manipula- Research in Archaeology and Ethnology. Ap- tion, and conflict resolution in small scale plication of mathematical, statistical, and societies. Comparison of political roles of computer science techniques in the manage- men and women. ment and analysis of archaeological data. Prerequisite: 104 or Sociology 102. Topics will include elementary probability theory and the logic of scientific induction, Not offered in 1979-80. research design and sampling techniques, tvlrs. Merry multivariate methods of data analysis, and computerized data files. 276 (1) Language and Cognition Open by permission of the instructor. 1 Mr. Cowgill (Brandeis) For description and prerequisite see Extra- departmental 276. 342 (1) Seminar on Native American Ethnology 278 (1) Spatio-temporal Aspects of Thought and Language 1 Selected topics on North American Indian 1 culture, society, and issues in government For description and prerequisite see Extra- policy. departmental 278. Prerequisite: same as for 301.

301 (2) Anthropological Theory Mrs. Shimony 1 History of ethnological theory. Examination of 344 (2) Seminar. Archaeology of current evolutionary and functional theories Southwest Asia of culture. Discussion of the relationship be- 1 tween personality and culture. Problems of Examination of the cultural history of four method in anthropology. selected areas in Southwest Asia from the Prerequisite: 104 or Sociology 102, and two beginnings of food production through the ap-

Grade II units, or permission of the instructor. pearance of written records. Reliance on primary sources. Area concentration for Mrs. Shimony 1979-80: Mesopotamia.

Prerequisite: 106 and two Grade II units; 242 308 (1) Seminar for Materials Research in or 243 are suggested but not required. Archaeology and Ethnology

1 Mr. Kohl Each year the Boston area interinstitutional Center for Materials Research in Archaeology 345 (2) Seminar in Urban Anthropology and Ethnology sponsors a graduate seminar 1 on the analysis of materials frequently en- Comparative analysis of the nature of urban- countered in field work: metals, floral and ism in the United States and non-Western so- faunal remains, lithics, and ceramics. This cieties. Examination of issues such as migra- year the seminar will concentrate on metals, tion, kinship, ethnicity, social disorder and and will include topics on ore formation and crime, housing and urban renewal. extraction, principles of smelting and refining, Prerequisite: same as for 301. slags, alloys, and techniques of manipulating Mrs. Merry metal into desired forms. Examples of ancient or ethnographically reported metal production and use will be related to the social setting in which these activities occurred. Open only to juniors and seniors who present two years of a laboratory science by permis- sion of the instructor.

Ms. Lechtman (MIT), Mr. Kohl Art 47

346 (2) Seminar on Social Anthropology 1 Art A joint MIT-Wellesley rotating seminar. Topic for 1979-80: Marxist approaches in anthro- pology. The course will analyze the theoreti- Professor: cal and practical achievements of the ap- O'Gorman, Armstrong, Rayen, plication of historical materialism to such an- Wallace (Chairman), Fergusson thropological subjects as social evolution, the economic bases of small-scale societies, and Associate Professor: the effect of the world economy on develop- Janis, Clapp», Marvin ing or poor cultures. Visiting anthropologists will apply Marxist perspectives to basic an- Assistant Professor: thropological problems and assess the utility MacNei|3, Harvey*, Carroll*, Siebel. Travis, of Marxist models. Freeman, Muhly3, McDonald^, Messina^ Prerequisite: same as for 301.

Mr. Kohl Lecturer: Gabhart, Shaffer

350 (1) (2) Research or Individual Study 1 or 2 Instructor: Open by permission to juniors and seniors. Friedman, Robinson^, Ryan, Grossman-^, Cabot^ 370 (1-2) Thesis 2 to 4 Open only to honors candidates.

The Department of Art offers courses in the history of art and in studio art. Some of the courses in art history include laboratory work in one or more media with which the course Directions for Election is concerned. One of the studio courses, 204, is a survey of the techniques of painting from the Middle Ages to the present, and is re-

Majors in anthropology must take eight cours- quired of all art history majors. The depart- es (which may include courses from MIT's ment believes that laboratory training has anthropology offerings), of which 104 and 301 great value in developing observation and are obligatory. In addition, at least one understanding of artistic problems. However, "methods" course is strongly suggested. no particular artistic aptitude is required, and Preferably this should be calculus or the laboratory work is adjusted to the stu- statistics in the mathematics department, or dent's ability.

a computer science course, but it may also An art major may either concentrate in his- be the methods course offered by econom- tory of art or in studio art. ics, psychology, or sociology (depending on Stecher Scholarships are available to qualified the particular need and interest of the stu- students for the study of art abroad during dent). the school year. Winter Term, or summer

Students may take Grade II and Grade III courses upon the presentation of either Sociology 102 or Anthropology 104, but an- thropology majors may not substitute Sociology 102 for Anthropology 104. 48 Art

History of Art 200 (1)' Classical Art 1

100 (1-2) Introductory Course Topic for 1979-80: Roman art. This will be a 1 or 2 survey of the arts of Imperial Rome. The A foundation for further study in the history of course will focus principally on the period art. The major styles in Western architecture, from Augustus to Constantine, and will look at sculpture, and painting from ancient Egypt to architecture, sculpture, and painting, raising the present are presented in lectures and in such questions as the function of art in conference sections. Simple laboratory work Roman society, the nature of Roman taste, requiring no previous training or artistic skill and the influence of Roman art on later planned to give the student a greater under- Western art. Topic for 1980-81: Greek art standing of artistic problems. One unit of from the end of the Dark Ages to the death of

credit may be given for 100 (1), but 100 (2) Cleopatra.

cannot be taken without 100 (1). Open to sophomores, juniors, and seniors Open only to freshmen and sophomores. who have taken 100 (1) or 215, or by permis- sion of the instructor. The Staff Miss Marvin

120 (1) Themes and Meaning In Asian Art 1 201 (2)* Egyptian Art A study of selected artistic and architectural 1 monuments of Asia and the ways in which A survey of Egyptian architecture, sculpture, they embody some of the major religious, painting and minor arts from 3000 to 31 B.C. philosophical and social ideas of the Orient. The course will trace historically the develop- The course will take a broad view of architec- ment of ancient Egyptian style, stressing ture, painting, and sculpture in Greater India, sculpture and painting. China and Japan, and the works will be Open to sophomores, juniors, and seniors, treated chiefly as symbols to be analyzed for and to freshmen who have taken 100 (1). their content and cultural distinctions within Not offered in 1979-80. Asia. Open to all students. Miss Marvin

Ms. McDonald Offered in 1980-81.

150(2) Colloquium 202 (1) Medieval Art 1 1

For directions for applying see p. 43. The arts of the early period through High Open by permission to a limited number of Gothic mainly in northern Europe. freshman and sophomore applicants. Open to freshmen and sophomores who have taken 100 (1), and to juniors and seniors The eloquent object without prerequisite.

This is an orientation to art using originals. Mr. Fergusson The course will concentrate on an examina- tion of the material properties of objects and 203 (2) Cathedrals and Castles of the the manner in which they may incorporate High Middle Ages and express social, political, historical, 1 literary, and aesthetic ideas. The sessions are A study of the major religious and secular episodic in character. There is extensive buildings of the Romanesque and Gothic reading on art by poets, philosophers, and periods with emphasis on France and critics as well as art historians. Reading, con- England. Attention will be given to the inter- versation, writing and rewriting several short pretation and context of buildings and to their papers will be emphasized, as well as field relationship to cult, political and urban fac- trips to Boston and Cambridge. tors. Occasional conferences. Open to sophomores who have taken 100 Ms. Janis (1), and to juniors and seniors without prerequi- site.

Mr. Fergusson Art 49

204 (1) (2) General Techniques Course 219(1) Painting and Sculpture of the 1 Nineteenth Century A survey of significant technical material 1 related to the history of Western painting A study of the painting and sculpture of the from the Middle Ages to the modern period. 19th century in Europe with an emphasis on Included are laboratory problems of purely France. Special emphasis on the relationship technical nature requiring no artistic skill. of academic ideals to emerging individualism

Open to students who are taking Grade II or and to the social context of style.

Grade III art history courses. 204 or 209 (1) is Open to sophomores who have taken 100 (1) required of all art history majors. and (2), by permission of the instructor to freshmen who are taking 100, and to juniors The Staff and seniors without prerequisite.

211 (2) Selected Topics in African, Ms. Janis Oceanic and Pre-Columbian Art 1 220 (1) Painting and Sculpture of the Topic for 1979-80: Arts of South Pacific Later Sixteenth and Seventeenth islands. Study of diverse art forms on the Centuries in Southern Europe island of Bali and eastward to Papua, New 1 Guinea, and Polynesia. Examines the tech- A study of Italian and Spanish painting and niques, social background, and symbolic in- sculpture from early Mannerism through the terpretation of these art forms which include late Baroque. Among the principal artists architecture, puppetry, textiles, wood and studied are Michelangelo, II Rosso Fiorentino, stone sculpture. Resources include films and Pontormo, Parmigianino, Tintoretto, El Greco, local art collections. the Carracci, Caravaggio, Bernini, Pietro da Open to all students. Cortona, Ribera, Velasquez, Tiepolo. Open to sophomores who have taken 100 Ms. Adams (1) and (2), and to juniors and seniors without prerequisite. 215 (1) European Art to the Renaissance 1 Mr. Wallace The major movements in architecture, sculp- ture, and painting from ancient Egypt to 221 (2) Seventeenth-Century Art in c. 1400. Students attend course 100 lectures Northern Europe and are strongly urged to attend course 100 1 conferences. Reading and paper assignments Dutch and Flemish painting, drawing and differ from those of 100. Students will be as- printmaking of the 17th century with empha- signed staff advisors. sis on Rubens, Van Dyck, Hals, Rembrandt, Open only to juniors and seniors who have and Vermeer. not taken 100. Prerequisite: same as for 220.

The Staff Mr. Robinson

216 (2) European Art from the 224(1-2) Modern Art Renaissance through the Nineteenth 1 or 2 Century Painting, sculpture, and the related arts of 1 the 20th century. One unit of credit may be Western art from the Renaissance to the given for either semester. Background present with emphasis on painting, sculpture, reading is required if elected in second and architecture. Students attend course 100 semester only. lectures and are strongly urged to attend Prerequisite: 100 (1) and (2), or 216, or 219, course 100 conferences. Reading and paper or permission of the instructor. assignments differ from those of 100. Ms. Freeman Prerequisite: same as for 215.

The Staff 225 (1) Cinema 1 A visual history of the cinema from Lumiere to the present. Lectures and film screenings. Prerequisite: same as for 224.

Mr. Muhly 50 Art

226 (1) History of Afro-American Art 249 (2) Far Eastern Art 1 1 A survey of Afro-American art from colonial Topic for 1979-80: Japanese art. An introduc- times to the present. Special attention will be tion to the sculpture and pictorial arts of given to the relationship between Afro-Ameri- Japan from the early Buddhist period through can art and social and cultural conditions in the 18th century woodblock print. Topic for America. 1980-81: Indian art. A survey of the archi- Open to all students. tecture and sculpture of Buddhism and the Hindu dynasties in India, Southeast Asia, Not offered in 1979-80. Tibet, and Nepal. Prerequisite: same as for 248. 228 (2) Nineteenth- and Twentieth- Century Architecture Ms. McDonald 1 A survey of the major movements in architec- 250 (1)* From Giotto to the Art of the ture in Europe and the United States from Courts Neo-Classicism to the present. 1 Prerequisite: same as for 220. Italian painting and sculpture from 1260-1420; and the art of the International Style in North- Ms. Friedman ern Europe in the later 14th century. Topics included will be the great narrative tradition 231 (1) The Art and Architecture of the in Italian sculpture and painting: Nicola and English Colonies and the United States to Giovanni Pisani, Giotto and Duccio; the the Civil War Sienese painters Simone Martini and the 1 Lorenzetti in the context of the emergent A survey of American painting, sculpture, and Italian city state; the spread of the Interna- architecture from the colonial period to the tional Gothic Style through the Valois courts Civil War. Attention given to the relationship (the Limbourg Brothers and the Due de Berry) between art and the social history and litera- and its later impact in Italy on Ghiberti and ture of the time. Gentile da Fabriano. Prerequisite: same as for 220. Open to sophomores who have taken 100 (1) Mr. O'Gorman and to juniors and seniors without prerequi- site. 232 (2) The Art and Architecture of the Ms. Armstrong United States from the Civil War to World Warn 251 (2) Italian Renaissance Art 1 1 American painting, sculpture, and architec- Painting and sculpture in Italy in the 15th and ture from the Civil War to the foundation of early 16th centuries. Topics included in this the New York School. Attention given to the survey are: the formation of the Early relationship between art and the social his- Renaissance style by Masaccio, Donatello, tory and literature of the time. and Ghiberti; the development of sculpture in Prerequisite: same as for 220. relation to architecture in Luca della Robbia; fvlr. O'Gorman Medici patronage; the spread of the Renaissance outside of Florence by Piero 248 (1) Chinese Art della Francesca, Mantegna and Bellini; and 1 the formation of the High Renaissance by Survey of the major artistic traditions of Leonardo, Raphael and Michelangelo. China through monuments of the Bronze Age, Prerequisite: same as for 250. Buddhist sculpture and painting from the Han Ms. Armstrong to the Ch'ing Dynasty. Open to students who have taken one unit in the history of art, or one unit in Asian history or religion, or by permission of the instructor. Ms. McDonald Art 51

254 (2)* Art of the City: Medieval, 306 (2) History of Photography Renaissance, and Baroque 1 1 A seminar treating the language of Aspects of the history of urban form, and of photography and its peculiar formal code. art in public areas of the city in the medieval, Surveys work by amateurs and hacks as well Renaissance, and Baroque periods. Analysis of as commercial professionals and artists in various urban types such as medieval market 19th and 20th century France, England, and towns, ideal city plans in the Renaissance, and America. Topics range from problems of innovations in city planning in the 17th century. realism and documentary to what constitutes Attention will be given to sculptural programs art in photography. Students will also learn designed to enhance public spaces and how photography has affected the study of art

buildings. history. Emphasis is on student discussion, Open to sophomores who have taken 202 or writing and rewriting from originals. Required

203 or 220 or 251 , and to juniors and seniors laboratory. without prerequisite. Open to seniors who have taken 219 or 305.

Not offered in 1979-80. Ms. Janis, Mr. Messina

Ms. Armstrong 308 (1) Seminar for Materials Research in Archaeology and Ethnology 304 (2)* Problems in Italian Sculpture 1 1 For description and prerequisite see Anthro- Selected problems in the works of major pology 308 sculptors from the 14th through the 16th cen- turies. Artists to be considered include: 309 (1)* Renaissance and Baroque Giovanni Pisano, Donatello, Ghiberti, Luca Architecture della Robbia, Verrocchio, Michelangelo. 1 Open to sophomores who have taken 250 or The Early and High Renaissance, Mannerist, 251, to juniors and seniors who have taken or and Baroque styles of the 15th through the are taking a Grade 11 unit in history of art, or 18th centuries, with particular emphasis on by permission of the instructor. Italy. Not offered in 1979-80. Open to sophomores who have taken 251, to Ms. Armstrong juniors and seniors who have taken or are

taking one Grade II unit in the department, or 305 (1) The Graphic Arts by permission of the instructor. 1 Ms. Friedman A history of prints and visual communication from the time of Gutenberg to the present 311 (1)* Northern European Painting and alternating between the achievements of great Printmaking masters such as Durer, Rembrandt, Goya, Pi- 1 casso, and the proliferation of popular imagery Painting and printmaking in Northern Europe and ephemera leading to the invention of pho- from the late 14th through the 16th centuries. tography. Emphasis is on class participation Emphasis on Jan van Eyck, Rogier van der and the examination of originals. Required Weyden, Bosch, Durer, and Pieter Bruegel laboratory. the Elder. Open only to seniors. Open to sophomores who have taken 202 or Ms. Janis, Ms. Siebel 251, to juniors and seniors who have taken or

are taking one Grade II unit in the depart- ment, or by permission of the instructor.

Not offered in 1979-80.

Mrs. Carroll 52 Art

312 (2)* Problems in Nineteenth- and 333 (1) Seminar Early Twentieth-Century Art 1 1 Painting and printmaking in 18th and early A study of special problems of interpretation in 19th century England. Special emphasis will 19th- and early 20th-century art. Romantic im- be given to the original graphic work of agery, interpretations of Manet, photography William Hogarth, William Blake, and Thomas and painting, historicism, origins of abstraction. Bewick. English reproductive etchings and Emphasis on extensive reading and class engravings by Joseph Goupy, Robert Strange, discussion. and William Sharp will also be considered. Prerequisite: 219 or permission of the Visits will be made to print collections in the instructor. area. Open by permission to students who have Not offered in 1979-80. taken 220, 221 or 305. Ms. Janis Mr. Wallace

320 (1) Domestic Architecture in New (2)* Seminar. Problems in England 334 Archaeological Method and Theory 1 1 The development of domestic architecture in Topic for 1979-80: Roman houses, villas, and New/ England. The course will meet in the palaces and their decoration. An examination buildings to be discussed. Weekly readings. of the private dwellings of the Roman Im- Term paper. Limited to ten students who perial family and wealthy senatorial have Wednesday afternoons free from 12:30 aristocracy. A look at both city houses and on. country estates, dealing with the buildings Prerequisite: 231 and 232. themselves, their landscape settings, the Mr. O'Gorman paintings and sculpture which decorated them, and the furniture and objets d'art which 330 (1) Seminar. Italian Art filled the rooms. 1 Open by permission of the instructor. Topic for 1979-80: Venetian painting and book Miss Marvin decoration, 1450-1525. Selected problems in the paintings of Giovanni Bellini, Antonello da 335 (2) Seminar. Modern Art Messina, Vittore Carpaccio, Giorgione, and Ti- 1 tian will be discussed. Several sessions will Topic for 1979-80: To be announced. be devoted to the Venetian miniaturists who Open by permission of the instructor. were painting manuscripts and early printed books, and to the role of the printers Ms. Freeman Nicolaus Jenson and Aldus Manutius in the development of Venetian illustrated books. 336 (2) Seminar. Museum Problems The influence of classical antiquity on Vene- 1 tian painters, miniaturists, and printers will be An investigation of the history and structure explored. of the museum, the philosophy of exhibitions

Prerequisite: any Grade II or Grade III course and acquisitions, and the role of the museum in Renaissance art, or by permission of the in modern society, combining the theory and instructor. practice of all aspects of museum work. Problems of conservation, exhibition, acquisi- Ms. Armstrong tion, publication, and education will be dis-

cussed. If the museum schedule permits, stu- 331 (2)* Seminar dents will be involved in the planning and 1 mounting of an exhibition. Visits to museums Normally a different topic each year. and private collections in the area will be ar- Not offered in 1979-80. ranged. Open by permission of the instructor to 332 (2)* Seminar. Medieval Art juniors and seniors. 1 Ms. Gabhart Not offered in 1979-80.

Mr. Fergusson Art 53

337 (2)* Seminar. Chinese Art Boston Museum of Fine Arts Seminar 1 A limited number of qualified students may Normally a different topic eacti year. elect for credit seminars offered by the cura- Prerequisite: 248 or permission of tfie tors of the Boston Museum of Fine Arts. instructor. These are held in the museum and use ob- Not offered in 1979-80. jects from the collections for study. For en- rollment procedures, consult the department (ylrs. Clapp chairman. Seminar topics to be offered in 1979-80 will include: 340 (2) Seminar. Problems in American Painting with Special Reference to the First semester: The Decorative Arts of Wellesley IVIuseum Collection New Kingdom Egypt

1 Instructor: Mr. Brovarski on in the Collective research works museum Mid-Nineteenth Century collection in their relation to the development American Art and Culture of American painting. Open to ten students. Instructor: Mr. Stebbins Prerequisite: 231 and 232. The Application of Science Mr. O'Gorman in the Examination of Works of Art 345 (2) Seminar. Historical (1) Instructor: Mr. Young Approaches to Art for the Major

1 Second semester: The Decorative Arts of Comparative study of the major art historical Victorian America approaches and their philosophical bases: con- Instructor: Ms. Seidler noisseurship, iconography, theories of the evolution of art, theories of style, psychoanal- ysis and art, psychology of perception, and theories of art criticism. Strongly recommend-

ed to all art majors. Open to juniors and seniors who have taken

or are taking one Grade II unit in the depart- ment.

Ms. Freeman (1), Ms. Friedman (2)

350 (1) (2) Research or Individual Study 1 or 2 Open to qualified students by permission of the instructor and the chairman of the depart- ment.

370 (1-2) Thesis 2 to 4 Open only to honors candidates. 54 Art

Directions for Election Studio Courses

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

An art major concentrating in history of art must elect both semesters of 100 (unless an exemption examination is passed), or 100 (1) 105 (1) (2) Drawing I 1 and 150 (2), 204 or the first semester of 209 (not the second semester), and at least five Introductory drawing with emphasis on basic in spatial relationships. Stress on the further units in history of art. For distribution, forms of line in variety of students must elect at least one unit each in essential control a media. three of the following six areas of special- Open to all students. ization: ancient, medieval, Renaissance, Ba- The Staff roque and 18th century, 19th and 20th cen- turies, non-Western art. Art 345 and 305 may 108 (1) (2) Photography I not be used to meet this distribution require- 1 ment. If approved by the chairman, courses Photography as a means of visual communi- elected at other institutions may be used to cation. Problems dealing with light, tonal val- meet the distribution requirement. Although ues, two- and three-dimensional space, docu- the department does not encourage over- mentary and aesthetic approaches to the me- specialization in any one area, by careful dium. Emphasis on printing and critical analy- choice of related courses a student may plan sis of photographs. Limited enrollment. a field of concentration emphasizing one peri- Open by permission of the instructor. od or area, for example, medieval art or ori- Ms. MacNeil ental art. Students interested in such a plan should consult the chairman of the depart- 204 (1) (2) General Techniques Course ment as early in the freshman or sophomore year as possible. 1 A survey of significant technical material Students planning to major in history of art related to the history of Western painting should plan to take 204 or 209 (1) in the sec- from the Middle Ages to the modern period. ond semester of the sophomore year or in Included are laboratory problems of purely the first semester of the junior year. technical nature requiring no artistic skill.

are taking II or Art 345 is strongly recommended for all ma- Open to students who Grade jors, especially those who are considering Grade III art history courses. 204 or 209 (1) is of all art history majors. graduate study in history of art. required

A reading knowledge of German and French, The Staff or Italian, is strongly recommended for majors. 205 (1) (2) Painting I 1 Students intending to major in art history A study of basic forms in plastic relationships whose high school preparation does not in- in a variety of media. clude a thorough grounding in history should Prerequisite: 105 or 209 (1-2). take History 100 and 101. They should also Mr. consult the Catalogue carefully for other Miss Shaffer (1), Rayen (2) courses in history as well as in literature, religion, philosophy, and music which will be 206 (1) Drawing II relevant to their interests. 1 Problems dealing with the realization through Students interested in graduate study in the graphic media of form, light, and volume. Stu- field of conservation of works of art should dents will be required to establish and work consult with the chairman of the department out an individual project during the second regarding chemistry requirements for en- part of the course. trance into conservation programs. Ordinarily Prerequisite: 105. at least two semesters of chemistry at the college level should be elected. Miss Shaffer

The attention of students is called to the interdepartmental major in classical and Near Eastern archaeology, and in medieval/renais- sance studies. Art 55

II 207 (1) (2) Sculpture I 307 (1) (2) Sculpture 1 1 An Introduction to sculpture through projects Students will explore Independent projects directed towards acquainting students with through consultation with the Instructor. basic problems and techniques. Projects In- Welding and fiber glass will be introduced, clude piaster moldmaking and casting, figure and a ceramic kiln and the foundry are modeling, wood construction, and basic foun- available. A model will be provided tor those dry techniques utilizing foam vaporization and interested in working from the figure. lost wax casting in bronze and aluminum. Knowledge of basic sculptural ideas and Studio fee for materials: $20. techniques is assumed. Studio fee for Prerequisite; 105 or 209 (1-2) or permission of materials: $20. the instructor. Prerequisite: 207 or permission of the instructor. Mr. Travis Mr. Travis

208 (2) Photography II

1 315(2) Painting II The development of one's personal photo- 1 graphic vision through intensive technical and Continuing problems In the formal elements aesthetic studies in photography. Indepen- of pictorial space. Including both representa- dent projects In which students are encour- tional and abstract considerations in a variety aged to combine studies in photography with of media. work In related disciplines such as history, Prerequisite: 105 and 205. philosophy, creative writing, psychology. Miss Shaffer Study of the work of master photographers, writings on photography, and discussions with 316 (2) Life Drawing lectures from various disciplines. Limited 1 enrollment. Intensive analysis of anatomy, perspective, Prerequisite: 108 or permission of the composition, chiaroscuro, with direct visual instructor. observation of the model. f^s. MacNell Prerequisite: 105. Ms. Ryan 209 (1-2) Basic Design

1 or 2 317 (1) Seminar. Problems in the Visual Structured around a series of interrelated Arts In three-dimen- problems two-dimensional and 1 both sional design. This course develops ob- Concentrated study of individual problems in servational and formal skills. Techniques use- a variety of media. Each student will be re- ful for drawing, sculpture, painting, and quired to formulate a specific project to pur- graphic design will be covered. sue throughout the semester. Emphasis will unit of credit Open to all students. One may be given to group discussions and criticisms be given for the first semester. Semester II on a regular weekly basis. requires Semester I. Prerequisite: 206, 307, 315 or 316.

Miss Slebel, Ms. Ryan Mr. Rayen

210(1) Color 350 (1) (2) Research or Individual Study 1 1 or 2 Basic problems In the Interaction of color. Open to qualified students by permission of Prerequisite: or or (1-2). 105 205 209 the instructor and the chairman of the depart- Mr. Rayen ment.

212(2) Printmaking 370 (1-2) Thesis 1 2 to 4 Instruction in the monotype and basic intaglio Open only to honors candidates. techniques Including line and aquatint etch-

ing, lift ground etching, and engraving. Studio fee for materials: $20. Prerequisite: 105 or 209 (1-2).

Miss Slebel 56 Astronomy

Directions for Election Astronomy

Studio Art

An art major concentrating in studio art must Professor: elect 100 (1 and 2), 105, 209 (1 and 2), plus a Birney (Chairman) minimum of four additional Grade II or Grade

III units in studio art. Course 100 is counted Assistant Professor: toward the degree but not toward the major. Little*, Little-Marenin«, Hagen Since the department believes in the impor- tance of an understanding of the history of art, the attention of students is drawn particu- larly to 224 (1 and 2) and 219 (see History of Art).

For students particularly interested in design, 103 (1) (2) Introduction to Astronomy attention is further drawn to Theatre Studies 1 206. Relationships of earth and sky; the solar sys- tem, stars, and galaxies. Two periods of lec- ture and discussion weekly with a third period every other week; laboratory in alternate weeks, and unscheduled evening work at the Observatory for observation and use of the telescopes. Open to all students.

The Staff

202 (1) Optical Physics 1 For description and prerequisite see Physics 202.

203 (2) Recent Developments in Astronomy 1 Contemporary topics in optical, radio, and space astronomy. Topics include cosmology, mm pulsars, quasars, black holes, exploration OFFIC&, of the planets, and extraterrestrial com- munication. Prerequisite: 103.

Mr. Little

204 (2) Introduction to Astrophysics 1 The physical principles behind the analyses of stars, interstellar matter and galaxies. Open to students who have taken 103 and are familiar with basic calculus and elemen- tary physics (high school or college), or by permission of the instructor.

Ms. Little-Marenin

204 (2) Modern Physics 1 For description and prerequisite see Physics 204. Astronomy 57

205 (1) (2) Multivariable Vector Calculus 349 (1)* Selected Topics 1 1 For description and prerequisite see Mathe- Topic for 1978-79: Variable stars. matics 205. Prerequisite: same as for 302.

Not offered in 1979-80. 206 (1) Basic Astronomical Techniques I 1 Mr. Little Visual and photographic use of the tele- scopes. Optics applied to astronomical instru- 350 (1) (2) Research or Individual Study ments. Astronomical coordinate systems. 1 or 2 Spherical trigonometry. Conversion of time Open to juniors and seniors by permission. and use of Ephemeris. Star catalogs. Photom- etry. 370 (1-2) Thesis Prerequisite: 103 and a familiarity with trig- 2 to 4 onometric functions. Open only to honors candidates.

Mr. Birney

207 (2) Basic Astronomical Techniques II 1 Measurement of stellar radial velocities. Spectroscopy. Classification of stellar spec- Directions for Election tra. Applications of the Method of Least Squares and statistical methods. The semes- ter's work includes an independent project at The following courses form the minimum ma- the telescope. jor: 204, 207; Mathematics [201], 205 or 210; Prerequisite: 206 and some familiarity with Physics [200], 202 and 204; two Grade III calculus. courses in astronomy and an additional

Mr. Little Grade III course in astronomy or physics. Ex- tradepartmental 110 is strongly recommend- 302 (2)* Galactic Structure ed. In planning a major program students 1 should note that some of these courses have Distribution and kinematics of the stellar and prerequisites in mathematics and/or physics. nonstellar components of the galaxy. Galactic Additional courses for the major may be rotation, problems of spiral structure, the elected in the Departments of Physics, Math- galactic nucleus, the halo. ematics, and Astronomy. Prerequisite: 204 and Mathematics 116. A substantial background in physics is re- Not offered in 1979-80. quired for graduate study in astronomy.

Mr. Birney A student planning to enter graduate school in astronomy should supplement the minimum 304 (1)* Astrophysics of Stellar major with courses in physics, including

Atmospheres Physics 306 and, if possible, other Grade III 1 work. The student is also urged to acquire a The physical characteristics of the outer lay- reading knowledge of French, Russian, or ers of stars derived from both a theoretical German. and observational viewpoint. The observed See p. 9 for a description of Whitin Observa- and computed spectra of stars will be dis- tory and its equipment. cussed. Prerequisite: 204 and Mathematics [201] or 215. Physics [200] is recommended. Ms. Hagen

305 (2)* Stellar Structure and Evolution

1 The internal structure of stars. Physical pro- cesses occurring in stellar interiors, including stellar energy sources. Description of all stages in the existence of a star. Prerequisite: same as for 302. Ms. Hagen 58 Biological Sciences

110 (1) Introductory Biology I Biological 1 Eucaryotic and procaryotic cell structure, Sciences chemistry, and function. Cell metabolism, genetics, cellular interactions and mechanisms of growth and differentiation. Open to all students. Professor: Mr. Harris, Mr. Hendricks, Mr. Webb Padykula*, Widmayer (Chairman), Gauthier*

111 (2) Introductory Biology II Associate Professor: 1 Coyne, Allen Major biological concepts including the evolu- tion, ecology, and the structure function rela- Assistant Professor: tionships of multicellular plants and animals. Sanford, Webb, Williams, Harris, Eichenbaum, Open to all students. Hirsch, West, RaperS Mrs. Coyne, Mr. Harris, Mr. Williams Instructor: Hendricks 112 (2) Evolution: Change through Time 1 Laboratory Instructor: For description and prerequisite see Extra- Muise, Dermody, Cooper, Hall, Hacopian departmental 112.

Unless othierwise noted, ail courses meet for 200 (2) Cellular Physiology five periods of lecture, discussion, and lab- 1 oratory weekly, except for seminars that Intensive study of cell function, physical char- meet for two periods. acteristics of cells, energy metabolism and metabolic pathways, irritability of cells, mem- branes and membrane transport, evolution of enzyme systems, control mechanisms. Prerequisite: 110 or [101] and 111 or [100] and one unit of college chemistry

108 (2) Horticultural Science Mrs. Allen, Mrs. Coyne, Mr. Hendricks, 1 Ms. Cooper Fundamentals of cultivation and propagation of plants, the effects of chemical and envi- 201 (1) Ecology ronmental factors on their growth, and meth- 1 of control of pests diseases. Labora- ods and An introduction to ecosystem structure and tory includes work in the field and in the development, including population and com- the greenhouses. Not to be counted toward munity ecology, intraspecific and interspecific in biological sciences. minimum major relationships among organisms, and biogeog- all those Open to students except who have raphy. Emphasis on evolutionary aspects of taken [208]. ecology. Laboratory emphasis on field work fyir. Sanford, Mr. Harris, Mrs. Muise and reduction and presentation of quantita- tive data. or of 109 (1) Human Biology Prerequisite: 111 [100] or permission 1 the instructor. Study of anatomy and physiology of man. Mr. Sanford, Mr, Williams Some work on human genetics, nutrition, and immunology. Two lectures weekly with a dou- ble period every other week for demon- stration-discussions. Does not meet the lab- oratory science distribution requirement. Not to be counted toward the minimum major in biological sciences. Open to all students except those who have taken 111 or [100],

Mrs. Coyne, Mr. West /OO Biological Sciences 59

202 (2) Comparative Anatomy 209 (2) Microbiology

1 1 A systems approach to the study of chordate Introduction to bacteriology, virology, and im- anatomy emphasizing the relationship be- munology. A detailed consideration of biologi- tween embryology, structure and function cal principles which characterize the microbi- which lead to an understanding of evolu- al world. The microbiology of infectious dis- tionary trends within the vertebrate group as ease and unique features of microorganisms a whole. Laboratory dissection of a variety of will also be considered. chordates from the lamprey to the monkey. Prerequisite: 1 10 or [101 ] and one unit of col-

Open to students who have taken 1 1 1 [100] lege chemistry. or 109 or one semester of college biology, Mr. Hendricks and to juniors and seniors without prereq- uisite. 210(2) Invertebrate Zoology Mr. Webb 1 Comparative study of the major invertebrate

205 (1) Genetics groups emphasizing evolutionary trends and 1 adaptations to the environment. Includes in- Principles of inheritance, structure and func- vestigation of structure and function and field tion of hereditary informational molecules, ap- studies of ecological relationships. plication of genetic principles to biological Prerequisite: 1 1 1 or [100] or the equivalent. problems. Laboratory and lecture material Mr. Williams selected from plant, animal, microbial, and human studies. 212 (1) Fundamentals of Plant Structure Prerequisite: 110 or [101] or by permission of 1 the instructor. Study of how plants are constructed starting Miss Widmayer, Ms. Raper, Mrs. Dermody, with the cell, leading to the organization of Mrs. Hall cells into tissues and the grouping of the tissues into the organs of the plant: leaf, stem

206 (1) Histology-Cytology I: Cell and and root. The development of the various Tissue Structure plant structures as well as their adaptations

1 to specific environments will also be con- The microscopic organization of animal cells sidered. A brief survey of the vascular plants and tissues. Ultrastructural and cytochemical is included to illustrate evolutionary changes features considered, especially in relation to of plant structure. Laboratory includes light functional activity. Laboratory study includes microscopy and related techniques and direct experience with selected histological observation of prepared plant specimens and and histochemical techniques. living material from the greenhouses.

Prerequisite: 110 or [101], Prerequisite: 1 1 1 or [100] or the equivalent or by permission of the instructor.

Ms. Hirsch 207 (2) Nonvascular Plants 1 213 (1) Introduction to Psychobiology Morphology, taxonomy, and evolutionary rela- 1 tionships representative fungi, algae, of An introduction to the study of the relation- Laboratory lichens, liverworts, and mosses. ship between the nervous system and includes microscopic observations of a diver- behavior with particular emphasis on the sity of genera culturing of selected speci- and structure and function of the nervous system. mens. Topics include basic neuroanatomy and Prerequisite: 111 or [100] or the equivalent or neurophysiology, and brain mechanisms in- by permission of the instructor. volved in such aspects of behavior as emo- Mr. Sanford tion, language, motivation, memory, sensa- tion, and cognition. Emphasis on comparison of experiments with animal and human sub-

jects in an effort to shed light on human cognitive functions. Laboratory. Prerequisite: Psychology 101, or Biology 111 or [100] or 109.

Mrs. Koff, Mr. Eichenbaum 60 Biological Sciences

214 (2) Research in Psychobiology 304 (2) Histology-Cytology II: Structure of 1 Organ Systems An introduction to methods, design, and 1 analysis of experiments in psychobiology. Analysis of the microscopic organization of Consideration of human and animal ex- organ systems, particularly those of the mam- perimental methodology. Group and individual mal. Detailed examination of selected special- student projects, with opportunity for ized cells; the relationship of ultrastructural students to design and execute an indepen- and cytochemical features to principal physi- dent research project. Not to be counted ological processes. toward the minimum major in biological Prerequisite: 206. sciences. Not offered in 1979-80. Prerequisite: Psychology 205 or [201] and Psychology 213 or Biology 213 or Psychology Ms. Padykula, Ms. Gauthier [245] or by permission of the instructor. 305 (2) Seminar. Genetics Mrs. Koff, Mr. Eichenbaum 1 Cytological and biochemical aspects of gene 216 Concepts in Growth and (2) and chromosome structure and function, con- Development trol mechanisms, problems of cellular differ- 1 entiation and malignancy. Introduction to principles governing the Prerequisite: 205, and either 200, 216 or growth and development of organisms. Lec- Chemistry [201 ] or 21 1 . Admission only by tures and laboratory integrate the use of permission of the instructor. plant, animal and microbial systems to illus- trate concepts of development from the mo- Miss Widmayer, Ms. Paper lecular to the gross morphological level. Prerequisite: 110 or [101] and 111 or [100] or 306 (1) Developmental Biology and permission of the instructor. Embryology 1 Mr. Webb, Ms. Hirsch, Ms. Paper The first part of the semester is devoted to the study of human ontogenetic development, 221 (1) (2) Biochemistry I including some immunological aspects of 1 pregnancy. The remainder of the semester is For description and prerequisite see spent discussing current areas of interest in Chemistry 221. developmental biology (e.g., tumorogenesis, organization, and operation of the genome, 302 Animal Physiology (2) pattern formation, hormone action). Emphasis 1 on the experimental approaches used in A study of organ systems in vertebrates. Half determining the cellular and molecular of this course will cover topics in cardio- mechanisms involved in developing systems. vascular, respiratory, digestive, excretory, Students undertake group research projects and endocrine physiology. The other half will which are designed to familiarize them with cover sensory, neural, and muscle physi- some of the methodology and equipment cur- ology. Students gain experience in the use of rently utilized in the experimental analysis of various physiological measuring devices such development. as kymographs, polygraphs, strain gauges, Prerequisite: 216 is strongly recommended, pressure transducers, stimulators, although students who have taken 200 or 205 oscilloscopes, and microelectrode recording may enroll with permission of the instructor. equipment. Prerequisite: 200 or 213 or permission of the Mr. Webb instructor.

Mr. Eichenbaum, Mr. West

^ctcalti*' RALi BAKSHI ^ Ct^jt^or of animated motion pictures, including: n FRITZ THE CAT TWtvaonc ^ a

Biological Sciences 61

307 (1) Topics in Ecology 313 (1) Microbial Physiology and 1 Cytology

Topic for 1979-80: Advanced ecology. Current 1 Issues and controversies In ecology, including The study of the chemical activities (cellular the theory of competition, population regula- growth and Its physiological basis, metabolic tion, diversity and stability, and community patterns, biochemical genetics, and relation structure. Readings from the current of structure to function) of microorganisms as literature. Laboratories will Include indepen- model systems In order to explain living pro- dent field work. Topic for 1980-81: Plant cesses in molecular terms. Emphasis on ex- ecology. Investigation of individual plant perimental approaches and current literature. species and vegetation in relation to en- In the laboratory, groups carry out a number vironmental factors. of experimental problems designed to allow Prerequisite: 201 or permission of the instruc- the development of research techniques and tor. analysis. Prerequisite: 200 and 205 or permission of Mr. Williams the instructor.

309 (2) Experimental Plant Biology Mrs. Allen

1 Topic for 1979-80: Plant structure and 314 (1) Topics in Microbiology development. A series of independent 1 research projects will be conducted Topic for 1979-80: Virology. Laboratory work throughout the semester culminating in a final regularly scheduled. A course in animal paper and oral presentation. The class will in- virology which will cover basic virological clude discussions of relevant papers from concepts with emphasis on recent research. scientific journals. Topic for 1980-81: Plant Therefore, primary sources and review ar- physiology. One class meeting each week. ticles will be used frequently. Two lectures Prerequisite: 212 or 206 or 216 or equivalent and one laboratory each week will be offered. and two units of college chemistry, or permis- Laboratory exercises will include: viral growth sion of the instructor. cycles, purification of viruses and analyses of polypeptides by SDS-PAGE, and induction, Ms. Hirsch purification, and assay of interferon. Open to students who have taken 200 or 205 310 (1) Seminar. Topics in Plant Biology or 209 and Chemistry 211. 1 Topic for 1979-80: The food crisis — Mr. Hendricks biological perspective. An assessment of the Green Revolution, its current impact and 319 (2) Advanced Cytology: Biological future prospects. Questions to be considered Ultrastructure include: (1) What are the factors which limit 1 plant productivity, i.e., photosynthesis, Introduction to the principles and procedures nitrogen metabolism, stress? (2) Do somatic of electron microscopy. Emphasis on inter- cell genetic and recombinant DNA techniques pretation of ultrastructural and cytochemical provide keys to Increasing world food sup- features of cellular components, particularly plies? (3) What are the political and cultural as related to biochemical and physiological factors affecting food distribution and human properties. A knowledge of the basic prin- nutrition? Topic for 1980-81: Plant mor- ciples of biochemistry strongly recom- phogenesis. mended. Prerequisite: 200 and 205. Prerequisite: 206 and either Chemistry [201] or 211, and permission of the instructor. 304 Mr. Harris is recommended but not required.

312(1) Seminar. Endocrinology Not offered in 1979-80. 1 Ms. Gauthier, Ms. Padykula Selected topics on the regulation and action of hormones and neurohormones in verte- 326 (2) Biochemistry II brates. Emphasis on the study of current 1 literature. For description and prerequisite see Prerequisite: and or permission of 205 200 Chemistry 326. the instructor. 302 is strongly recommended.

Mrs. Coyne 62 Biological Sciences

330 (2) Seminar Courses 108 and 109, which do not ordinarily 1 count toward the minimum major in biological

Normally a different topic each year. sciences, do fulfill the College distribution re- quirements for the degree: 108 as a laboratory Not offered in 1979-80. science; 109 as a nonlaboratory science course. Independent summer study will not 331 (2) Seminar count toward the minimum major. 1 Topic for 1979-80: Regulatory mechanisnns in Majors in the Class of 1980 are required to biology. An exploration will be nnade of thie take both 200 and 205. For them 216 does properties of homeostatic mechanisms in not substitute for either 205 or 200. vertebrates, using the control of blood Within the major, students may design a pro- pressure as a model. Students will be ex- gram in general biology or one which empha- pected to become familiar with the current sizes subjects dealing with animals, plants, or literature and to explore and make a presen- microorganisms. A broad training in the vari- tation on a system of their own choosing. No ous aspects of biology is recommended. prior knowledge of control systems is assumed. Prerequisite: 302 or permission of the Students interested in an interdepartmental instructor. major in molecular biology are referred to the section of the Catalogue where the program Mr. West is described. They should consult with Mrs. Allen, the director of the molecular biology 350 Research or Individual Study (1) (2) program. 1 or 2 Open to juniors and seniors by permission. Students interested in an interdepartmental major in psychobiology are referred to the 370(1-2) Thesis section of the Catalogue where the program 2 to 4 is described. They should consult with the Open only to honors candidates. directors of the psychobiology program.

Students interested in an individual major in environmental sciences should consult a faculty member who teaches 201.

Freshmen with advanced placement or with 110 or 111 exemptions are advised to take Directions for Election another Grade II biology course before con- tinuing the core curriculum.

Students planning graduate work are advised For the Classes of 1981 and following: to take calculus, statistics, organic chemistry, two units of physics, and to acquire a working A major in biological sciences must include knowledge of computers and a reading knowl- two Grade I units or their equivalent and at edge of a second language. They should con- least two of the following Grade II courses: 200, 205 and/or 216. Students are advised to sult the catalogues of the schools of their choice for specific requirements. check the prerequisites for Grade III courses carefully so they will have taken the ap- Premedical students are referred to the re- propriate Grade II courses early enough to quirements given on p. 34. enter the Grade III work of their choice: the required Grade II work should be completed within the first 5-6 units in the major. At least two Grade III units must be taken at

Wellesley. One of these Grade III units, ex- clusive of 350 or 370 work, must require laboratory experience. In addition to eight units in biological sciences, two units of col- lege chemistry are also required. Additional chemistry is strongly recommended or re- quired for certain Grade III courses. Biochemistry (221 and 326) and Biology 214 do not count toward a minimum major in biology. Black studies 63

151 (1) (2) 1919: Year of the "New Negro" Black Studies 1 "New Negro" was a term used by Black people all over the world to describe the at- titudes of militancy and race pride that

Associate Professor: characterized the years after World War I. Martin* This course will examine race riots, militant race organizations, radical Black publications Assistant Professor: and the like for the year 1919. Material will Jackson (Chairman), Howell be drawn from the United States, the West Indies, England, South Africa, and possibly Instructor: other places where Black people lived, to Chambers, Darling show the universality of the "New Negro" phenomenon and the interconnectedness of its manifestations. Open to all students.

Not offered in 1979-80.

Course may be elected to fulfill in part the Mr. Martin distribution requirement in Group A 202(2)* *•* Introduction to African Philosophy

Course may be elected to fulfill in part the 1 distribution requirement in Group B Initiation into basic African philosophical con- cepts and principles. The first part of the course deals with a systematic interpretation of such questions as the Bantu African philo- sophical concept of Muntu and related be- liefs, as well as Bantu ontology, metaphysics, 105 (1)*** Introduction to the Black and ethics. The second part centers on the Experience relationship between philosophy and ideolo- its in African 1 gies and implications Black so- The course serves as the introductory offer- cial, political, religious, and economic insti- will comparative. ing in Black studies and explores in an inter- tutions. The approach be disciplinary fashion salient aspects of Black Offered in alternation with 211. to all students except those who have history, culture, and life in Africa, the Carib- Open taken bean, and the Americas. Its aim is to provide [302]. students with a fundamental intellectual Not offered in 1979-80. understanding of Black experience as it is Mr. Menkiti reflected in history, the humanities, and social sciences. 203 (1)*** Introduction to Afro-American Open to all students. Sociology The Staff 1 This course is designed to introduce the stu- dent to the methodology and theoretical underpinnings of sociology as a basis for the description and analysis of Afro-American ex- perience in cultural rather than racial terms. Open to all students.

204 (2)*** Research Methods in Afro- American Studies

1

The purpose of this course is to formulate a conceptual framework from which research questions on a specific research topic, having to do with some aspect of Afro-American cul- ture, can be formulated, following which the methodologies for answering the research questions can be developed. Open to all students. 64 Black Studies

206(1-2)*** Afro-American History 211(2)* ** Introduction to African 1 or 2 Literature First semester: Afro-American history to 1

1865. Study of the political, economic, and The development of African literature in Eng- social development of American Blacks from lish and in translation. Although special atten- their African origins to the end of the Civil tion will be paid to the novels of Chinua War. Second semester: Afro-American history Achebe, writers such as James Ngugi, Ca- since 1865. An analysis of the social, mara Laye, Wole Soyinka, Ezekiel Mphahlele, economic, and political developments within and Christopher Okigbo will also be consid- the Black community from the Reconstruction ered. The influence of oral tradition on these era to the emergence of Black Power. One writers' styles as well as the thematic links unit of credit may be given for either between them and writers of the Black semester. awakening in America and the West Indies Open to all students. will be discussed as time allows. Offered in alternation with 202. Ms. Darling Open to all students.

209 (1)** The Black Total Theatrical Mr. Menkiti Experience: Concepts and Production 1 212 (1)*** Introduction to Afro-American An academic study of plays from the rich Politics heritage of Black drama combined with both 1 the technical and performing aspects of An in-depth exploration of the efforts by Afro- theatre. Students will have the opportunity to Americans in the United States to realize apply the skills acquired in the course to a political effectiveness in the American major production. Students will be encour- political system. Comparison of the political aged to direct, act, sing, or dance and to experiences of Afro-Americans with those of learn about the basic mechanics (lights, set other ethnic groups in the American political design, set construction, costumes) that help system. to create the so-called "magic" of theatre. Open to all students. Open to all students. Mr. Jackson Mr. Chambers 213 (2)*** Political Development in the 210 (2)** Black Drama in the Twentieth Black Community Century 1 1 or 2 A comprehensive analysis of the development Basic concepts, subtleties, and complexities and political behavior of Black leadership and of the Black playwright and his interpretation organizations in the North and South. This of the various Black experiences that are an course will consider different political styles integral part of the Black man's existence in and political structures utilized by Blacks in a racist society. Lonne Elder III, Ron Milner, each of these areas. Adrienne Kennedy, Alice Childress, Joseph Open to all students except those who have Walker, James Baldwin, Imamu Baraka, Lor- taken 212. raine Hansberry, Ted Shine, William Branch, Mr. Jackson and Douglas Turner Ward are among the playwrights to be considered. Special em- 214 (2)*** Blacks and the United States phasis on the aesthetics of Black drama and Supreme Court theatre in general. Students will also be given 1 the opportunity to explore how Black drama An analysis of the Supreme Court and its im- has helped to save from its ar- Broadway own pact on the lives and experiences of Black tistic and economic decadence. Americans. Particular concern will focus Open to all students. on the Court's role as protector-creator of Mr. Chambers fundamental rights and privileges for Black Americans. Open to sophomores, juniors, and seniors without prerequisite and to freshmen by per- mission of the instructor.

Mr. Jackson Black Studies 65

216 (1)*** History of the West Indies 315 (1) Urban Black Politics in the South

1 1 Survey of political, economic, and socio- The political modernization paradigm has logical factors shiaping West Indian society. been extensively used by political scientists Topics covered include Africans in tfie New in their examinations of African, Asian, and World before Columbus, genocide against the Latin American countries. This seminar will indigenous peoples, slavery and slave revolts, use this approach in an effort to examine re- immigration and emigration, the West Indies cent political changes in the urban South. and Africa, the West Indies and Afro-America, Materials based on the Atlanta, Birmingham, the struggle for majority rule, the spread of Houston, New Orleans, and Durham ex- United States influence, independence and its periences will be emphasized. problems. Open to qualified juniors and seniors. Open to sophomores, juniors, and seniors Not offered in 1979-80. without prerequisite. Not open to students who have taken [316]. Mr. Jackson

Not offered in 1979-80. 317(1) Political Sociology of Afro- Mr. Martin Americans

1 230 (2)*** The Black Woman An explanatory analysis of the changing 1 political and social indices operative in the An examination of the Black Woman in the Black community. Emphasis will be placed on Diaspora as portrayed in the writings of Black the political and social patterns that have women from the United States, Africa, and emerged as a result of these changes. the Caribbean. Analysis and discussion will Open to all juniors and seniors or by permis- establish both a conceptual framework and a sion of the instructor. historical-cultural context in which recurring Mr. Jackson themes in the works may be compared and contrasted. 319(2)*** Pan-Africanism Open to all students. 1 Ms. Darling The historical efforts of Black people all over the world to unite for their mutual advance- 264 (1-2) Black Literature in America ment will be examined. Such topics as 19th 1 or 2 century emigrationist movements, the role of First semester: 1740-1930, a critical survey Afro-American churches in African national- of the Black experience as depicted in ism, the Pan-African congresses of W. E. B. literature. Attention will be given to the DuBois, the Garvey movement, the Pan-Afri- literary reaction to the institution of slavery, can ideas of Malcolm X, the Pan-African as- the evolution of slave narratives, and the in- pects of Southern African liberation move- corporation of folk and popular materials into ments and others will be discussed. formal literature. Second semester: 1930 to Prerequisite: one unit in Black history or per- present, a study of modern Black literature mission of the instructor. focusing primarily on poetry and the novel. Not offered in 1979-80. Open to all students except those who have taken [228]. Mr. Martin

310 (1-2)** Seminar. Black Literature 1 or 2 Black literature seminar explores contem- porary works by Black authors. It compares and contrasts themes, structures, characterizations, and environmental sources which inform the authors' perspectives. The course attempts to identify the scope and multiplicity of ideas, thoughts, and activities prevalent among Afro-Americans as they deal with the historical and social obstacles of racism in American society.

Prerequisite: one Grade II unit in literature or permission of the instructor.

Mr. Chambers 66 Black Studies

320(1)*** Black Institutions Directions for Election 1 An overview of the role of Afro-American institutions as expressions of Afro-Annerican The requirements for the major are consis- cultural autonomy. Thie focus of thiis course tent with the concept of Black studies as a v^^ill be the Black church in general, and the multidisciplinary field of study. The require- African Methodist Episcopal Church in partic- ments are designed to provide a wide range ular, as we look at the ways in which Afro- of knowledge and analytical ability as well as American schools, businesses, fraternal and a firm foundation in an area of specialization, civil rights organizations serve to institutional- such as sociology, history, economics, ize the values of Afro-American life. political science, or literature. Open to qualified juniors and seniors. It is recommended that two units be elected Not offered in 1979-80. in each of the three general areas of Black history, humanities, and the social sciences 340 (2)*** Seminar. Afro-American as multidisciplinary training. As the basic in- History troduction to the discipline of Black studies,

1 105 is recommended for the major. At least Topic for 1979-80: To be announced. four units must be taken in a single discipline Open to qualified juniors and seniors and by as a field of specialization. permission to sophomores with a strong A minimum of six courses must be elected background in Black studies courses. from Black studies department courses. The Ms. Darling others may be elected, after consultation with your advisor, from related courses taught in 350 (1) (2) Research or Individual Study other departments or from courses taken on 1 or 2 exchange. Open by permission to juniors and seniors.

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

The following courses are offered as related work by other departments where they are described. Courses from this list may be counted toward the major, provided that a minimum of six courses are elected from the Black studies departmental offerings.

226 (1) History of Afro-American Art See Art 226.

267 (1) Africa before the Europeans See History 267

268 (2) Africa in the Modern World See History 268 Chemistry 67

102 (2) Contemporary Problems in

Chemistry Chemistry II 1 Consideration of selected aspects of chemistry and related chemical concepts. Professor: Topic for 1979-80: Forensic chemistry — the Crawford*, Websfer (Chairman), Rock, application of chemical principles and tech- Loehlin niques to criminal investigations and the analysis of physical evidence. There will be Associate Professor: no scheduled discussion session. Not to be Hicks, Kolodny counted toward the minimum major. Students wishing credit for more than one unit of Assistant Professor: 101-102 should consult the department. Levy, Kafil, Hearn, Swallow, Rosenfeld, Open to all students except to those who

Umans3 have taken any Grade I course in the depart- ment. Laboratory Instructor: Mrs. Swallow Darlington, Mann, Smith3, LiebermanS

105 (1) Fundamentals of Chemistry Unless otherwise noted, all courses nneet for 1 two periods of lecture and one three-and-one- The periodic table, atomic structure, half hour laboratory appointnnent weekly and chemical formulas and equations; states of one 50-minute discussion period every other matter, properties of solutions, equilibria in week, at the pleasure of the instructor. The solution, electrochemistry. Three periods of selected topics courses will generally be lecture and one three-and-one-half hour taught without laboratory, but may include laboratory appointment weekly. Not open to laboratory for some topics. Calculators may students who have taken [103], 106, 107, or be used in all chemistry courses. [108]. Open only to students who have not taken a chemistry course within the past four years.

Serves as prerequisite for 1 1 and 111.

The Staff

101 (1) Contemporary Problems in

Chemistry I 106 (1) (2) Introductory Chemistry I

1 1 Consideration of selected aspects of The periodic table, atomic structure, states of chemistry and related chemical concepts. matter, properties of solutions, equilibria in There will be no scheduled discussion ses- solution, electrochemistry. Ordinarily students sion. Not to be counted toward the minimum who have taken one year of physics should major. Students wishing credit for more than elect 107. one unit of 101-102 should consult the Open only to students who have taken one department. year of high school chemistry. Not open to Open to all students except those who have students who have taken [100] or [103]. taken any Grade I course in the department. The Staff Not offered in 1979-80.

107 (1) Introductory Chemistry I

1 The periodic table, atomic structure, states of matter, properties of solutions, equilibria in solution, electrochemistry. Open only to students who have taken one year of high school chemistry and one year of physics. Not open to students who have taken [100] or [103].

The Staff .

68 Chemistry

110 (1) (2) Introductory Chemistry II 231 (1) (2) Physical Chemistry I 1 1 Atomic and molecular structure, chemical Properties of gases, chemical thermo- bonding, chemistry of elements, introduction dynamics, properties of solutions and to chemical energetics and kinetics. Ordinari- chemical kinetics. Second semester will have

ly students who have taken one year of special emphasis on biochemical examples. physics should elect 111. Prerequisite: [104], 110, 111, or 120,

Prerequisite; [100], [103], 105, 106, 107, or Mathematics [1 1 1] or 116, and Physics 103 or [108]. 104 or 105 or 106 or 110.

The Staff Ms. Rock

111 (2) Introductory Chemistry II 241 (1) Inorganic Chemistry 1 1 Atomic and molecular structure, chemical Chemical periodicity, structure and reac- bonding, chemistry of elements, introduction tivities in inorganic systems. to chemical energetics and kinetics. Prerequisite: 211. Prerequisite: 105, 106, 107, or [100], [103], Mr. Kahl [108] and one year of physics.

The Staff 261 (2) Analytical Chemistry 1

112 (2) Evolution: Change through Time Classical and instrumental methods of 1 separation and analysis, quantitative For description and prerequisite see Extra- manipulations, statistical treatment of data. departmental 112. One lecture and two laboratory meetings each week.

120 (1) Intensive Introductory Chemistry Prerequisite: 211 or 231. 1 Mrs. Swallow A one-semester alternative to Introductory

Chemistry I and II for students who have 306 (1) Seminar taken more than one year of high school 1 chemistry. Atomic and molecular structure, Each year an important topic will be studied chemical bonding, properties of liquids and from a variety of chemical perspectives. solutions, chemical equilibria, elec-tro- Topic for 1979-80: Human nutrition. Selected chemistry, chemical kinetics. topics with biochemical emphasis. Potential Open only to students who have taken more topics might include: nutrient requirements than one year of high school chemistry. Not and how they are determined, inborn errors open to students who have taken any Grade I of metabolism and nutrition, nutrition and chemistry course. disease, obesity, nutrition in growth and Mrs. Kolodny development, nutrition and physical perfor- mance, the safety of foods. One two-period laboratory. 211 (1) (2) Organic Chemistry I meeting per week. No 1 Open to all students regardless of major who A study of the synthesis and reactions of have completed two units of chemistry typical organic compounds with emphasis on beyond the Grade I level and who have per- the chemistry of aliphatic molecules. mission of the instructor. Prerequisite: or 120. [104], 110, 111, Ms. Hicks Miss Webster, Mr. Hearn, Mr. Rosenfeld 309 (1) Foundations of Chemical

221 (1) (2) Biochemistry I Research 1 1 A study of the chemistry of proteins and Advanced study of research design and nucleic acids, with emphasis on structure- methods through the literature and the function relationships. Particular emphasis on laboratory. Two three-and-one-half hour the mechanism of enzyme action. periods of lecture and/or laboratory each

Prerequisite: 211: Biology 205 is recom- week. mended. Prerequisite: 21 1 , 231 , and 261

Mrs. Levy Mrs. Swallow 1

Chemistry 69

313(1) (2) Organic Chemistry II 333 (2) Physical Chemistry II

1 1 A continuation of 211, with ennphasis on the Quantum chemistry and spectroscopy. Struc- chemistry of aromatic molecules, 313 (1)will ture of solids and liquids.

not be offered in 1980-81 or 1981-82. Prerequisite: 231 , Physics 106 or 110 and Prerequisite: 21 Mathematics [201], [207], [215], or 205. f\/iiss Webster, Mr. Hearn, M[. Rosenfeld Mrs. Kolodny

317 (1) Organic Chemistry III 339 (2)* Selected Topics in Physical 1 Chemistry An examination of fundamental topics such 1 as rearrangements, neighboring group ef- Normally a different topic each year. fects, orbital symmetry, and synthetic design. Prerequisite: 231 and permission of the Related laboratory work and readings will be department. taken from primary research literature. There Not offered in 1979-80. will be no regularly scheduled discussion session. Offered in 1980-81. Prerequisite: 313. 349 (2)* Selected Topics in Inorganic Not offered in 1979-80. Chemistry

Offered in 1980-81 and 1981-82. 1 Topic for 1979-80: The role of metals in 319 (1)* Selected Topics in Organic biological systems. Chemistry Prerequisite: 241 and permission of the

1 department. Topic for 1979-80: synthetic methods. New Mr. Kahl Salient advances in synthetic methodology, with examples drawn from the preparation of 350 (1) (2) Research or Individual Study natural products, medicinals, and compounds 1 or 2 with unusual structural features. There will be Open by permission to students who have no regularly scheduled discussion session. taken at least two units in chemistry above Prerequisite: 313 and permission of the the Grade I level. instructor.

Mr. Hearn 370 (1-2) Thesis 2 to 4

326 (2) Biochemistry II Open only to honors candidates. 1 A study of biochemical energetics, inter- mediary metabolism, with emphasis on the mechanism of individual enzymatic reactions, functions of coenzymes, problems of physiological regulation. Prerequisite: 221 and 231; 313 and Biology Directions for Election 200 are recommended. Chemistry 105, 106, 107, and [108] all serve Ms. Hicks as prerequisite for Chemistry 110. Final assignment to one of these courses will be 329 (1)* Selected Topics in Biochemistry made by the staff of the chemistry depart- 1 ment. Chemistry 106 and 107 will differ only Normally a different topic each year. in emphasis and in depth of presentation. The Prerequisite: 221 and permission of the same material will be treated in both courses. department. A major in chemistry must include [104], 110 Not offered in 1979-80. or 111 and their prerequisite, or 120, or their Offered in 1980-81. equivalent, 211, 313, 231, and 333, plus two additional units exclusive of 350 and 370. In addition. Mathematics [201], [207], [215] or

205 and a Grade II unit of physics with laboratory are required. 70 Chinese

Students planning graduate work in chemistry or closely allied fields should plan to elect Chinese 241 and 261, and should also strongly con- sider additional mathematics and physics courses. A reading l

Students planning to elect Organic Chemistry Assistant Professor: I and II and/or Physical Chemistry I and II are Lam urged to elect both units I and II in the same academic year whenever possible. Instructor:

Students interested in biochemistry or Van Zoeren3 molecular biology are referred to the section of the Catalogue where the interdepartmental Lecturer: major in molecular biology is described. They Yao, HintonS, Y. Liu3 should consult with the director of the molecular biology program. Visiting Assistant Professor: W. Liu Premedical students are referred to the re- quirements given on p. 34. Note that either Teaching Assistant: 231 or 313 is acceptable to most medical Hwa schools as the fourth chemistry unit.

The American Chemical Society has MIT students who wish to take courses on established a set of requirements which it the MIT campus see course listings at the considers essential for the training of end of this section. chemists. Students wishing to meet the stan- dard of an accredited chemist as defined by this society should consult the chairman of the Department of Chemistry.

101 (1-2) Elementary Spoken Chinese 2 Placement and Exemption Introduction to vernacular Mandarin Chinese. Examinations Pronunciation, sentence structure, and con- versation. Two periods with an additional hour For exemption with credit, students will be for smaller group discussions or individual expected to submit laboratory notebooks or assignments. 101 and 102 combined form the reports. first-year Chinese course. Open to all students with no background or no previous formal Chinese language training. Corequisite: 102.

Mrs. Yao

102 (1-2) Basic Chinese Reading and Writing 1 Analysis of grammar and development of reading skills of simple texts and in character writing in both regular and simplified forms with emphasis on vocabulary currently used in People's Republic of China. Two periods. 101 and 102 combined form the first-year Chinese course. Open to all students with no background or no previous formal Chinese language training. Corequisite: 101.

Mrs. Lin Chinese 71

106 (2) Introduction to Chinese Culture 252 (1) Readings in Modern Style

1 Writings For description and prerequisite see Extra- 1 departmental 106. Reading and discussion in Chinese of selec- tions from contemporary Chinese writings, in- 141 (2) China on Film cluding plays, poetry, and essays on various 1 topics such as economics, history, philoso- For description and prerequisite see Extra- phy, political theory, and sociology. Three departmental 141. periods. Prerequisite: 201 and 202 taken concurrently,

151 (2) Advanced Elementary Chinese or by permission of the instructor.

1 Mrs. Yao A further study with emphasis on speaking, reading, writing, and analyzing in vernacular 300 (2) Readings in Contemporary Mandarin. Conversational practice stressing Chinese Literature the building of verbal skills in daily life and in- 1 tellectual topics. Three periods. Reading and discussion in Chinese of selec- Open to students who can read and speak tions from short stories, novels, and essays. any kind of Chinese dialect fluently or speak Three periods. some Mandarin with a knowledge of writing Prerequisite: 252 or by permission of the in- about 400 Chinese characters, or by permis- structor. sion of the instructor. Mrs. Lin Mrs. Yao

301 (2) Readings in Expository Writings 201 (1-2) Intermediate Chinese Reading of People's Republic of China 2 1 Reading with emphasis on vocabulary Readings and discussions in Chinese of building; review and further development of selections from People's Republic of China, sentence structure, composition, and oral ex- including the works of Mao Zedong and pression. Newspaper reading. Three periods. important issues of various revolutionary 201 and 202 combined form the second-year cultural movements in China, with strong Chinese course. focus on political and social aspects. Three Prerequisite: 101 and 102 taken concurrently, periods. or permission of the instructor. Corequisite: Prerequisite: 252 or by permission of the 202. instructor. Mr. W. Liu Mrs. Lin

202 (1-2) Intermediate Conversational 310 (1) Introduction to Literary Chinese Chinese 1 1 Wen-yen grammar, reading, and discussion in Discussion of current events and cultural Chinese of selections of simple texts in topics. One period with an additional hour tor classical Chinese. Two periods. smaller group discussions or individual Prerequisite: 252 or by permission of the assignment. 201 and 202 combined form the instructor. second-year Chinese course. Prerequisite: same as for 201. Corequisite: Mrs. Lin 201. 311 (2) Readings in Elementary Classical Mr. W. Liu, Mr. Y. Liu Chinese

1 241 (1)* Chinese Poetry and Drama in Reading and discussion in Chinese of selec- Translation tions of poetry, prose, traditional short 1 stories, and novels. Two periods. For description and prerequisite see Extra- Prerequisite: 310 or by permission of the departmental 241. instructor.

242 (1)* Chinese Fiction in Translation Mrs. Lam

1 For description and prerequisite see Extra- departmental 242. 72 Chinese

316 (1) Seminar. Chinese Literature in the 252M (1) Readings in Modern Style Twentieth Century Writings 1 1 Study of works and authors in Chinese Reading and discussion in Chinese of selec- theatre, poetry, novels, etc. Readings and tions from contemporary Chinese writings, in- discussions all in Chinese. Course will be of- cuding plays, poetry, and essays on various fered to both MIT and Wellesley students. topics related to science and social science. Meets weekly, alternating between the two Three periods. cannpuses. Prerequisite: 201 M or by permission of the Prerequisite: 300 or 301 or by permission of instructor. the instructor. Mr. Y. Liu Not offered in 1979-80.

349 (1) Seminar. Topics in Literary Chinese 1 Reading and discussion in Chinese of premodern literary writings with chief em- phasis on works reflecting significant social Directions for Election changes. Topic for 1979-80: Ming and Ch'ing fiction. Extensive reading of selections of Students who major in East Asian studies or Ming and Ch'ing novels and short stories. Chinese studies should consult the chairman Class discussion focuses on reading related of the department and the advisor early in the to its historic background. college career. Prerequisite: 310 or 311 or by permission of the instructor. For students majoring in East Asian studies who do not intend to do graduate work, at Mrs. Lam least one year of Chinese is encouraged, but not required. Students who wish to do 350 (1) (2) Research or Individual Study graduate work in East Asian studies are ad- 1 or 2 vised to complete at least two years of Open by permission to qualified students. Chinese language training.

For students majoring in East Asian studies, with a concentration of Chinese studies, the minimum requirement is three years of Offered at MIT Chinese language and literature in the original Chinese. Students who wish to take 101 M (1-2) Elementary Chinese Chinese 252 or other courses in Chinese 2 literature are advised to have a knowledge of Introduction to vernacular Mandarin Chinese. Chinese culture or history. For this, Extra- Pronunciation, sentence structure, conversa- departmental 106, History 275 and 276 are tion, reading, and writing. Offered at MIT recommended. only, preference given to MIT students. Course 350 is an opportunity for properly Mr. Y. Liu, Mrs. Lam qualified students to work independently in fields not covered in other courses in the

201 M (1-2) Intermediate Chinese department. It can also provide continuing 2 study in classical Chinese literature. Reading with emphasis on vocabulary building: review of sentence structure, com- position, and oral expression. Discussion of current events and cultural topics. Four periods. Offered at MIT only, preference given to MIT students. Prerequisite: [100] or by permission of the instructor.

Mrs. Lam 3

Economics 73

101 (1) (2) Survey of Modern Economics Economics — M icroeconomics 102 (1) (2) Survey of Modern Economics — Macroeconomics 1 each Professor: Each course, which may be taken indepen- Bell (Chairman), Goldman, Morrison*, Newell* dently and in either order, presents a view of our market economy, beginning with the Associate Professor: nature of economics and economic systems, Painter* supply and demand analysis, and the develop- merit of economic thought. 101, micro- Assistant Professor: economics, is an analysis of the choices in- Frodin*, Case, Ratner, Matthaei dividuals and firms make in the markets

where they buy and sell. It deals with ques- Instructor: tions of equity and efficiency. Policy problems Amott, Grant. Gaspari, Baum, Iqbal. Weiss, include income distribution, competition and

Hansen its regulation, health and education as human capital investment and current economic Visiting Profesor: topics. 102, macroeconomics, is an analysis CalderwoodS of the aggregate dimensions of the economy: GNP, national income and employment, price Visiting Lecturer: levels and inflation, money and banking, inter- Gough, Jr. national trade and investment. Policy prob- lems include the role of government, pros- perity and depression, investment and economic growth, worldwide economic development, and current economic topics. All sections follow a department syllabus, but individual instructors may offer slightly dif- ferent material and problem sets. Small classes allow for discussion. All registered students must attend a series of special lec- tures (three for 101, three for 102) given by department faculty or visiting experts. The dates and times of these lectures will be published in the Schedule of Classes; topics and speakers will be announced in class. Open to all students.

The Staff

201 (1) (2) Microeconomic Analysis 1 Microeconomic theory; analysis of the in- dividual household, firm, and industry. Prerequisite: 101 and 102.

Ms. Weiss, Mr. Iqbal

202 (1) (2) Macroeconomic Analysis 1 Analysis of aggregate income, output, employment, and the price level. Analysis of policies to control inflation and unemploy- ment. Prerequisite: same as for 201. Ms Baum. Mr. Hansen 74 Economics

203 (2)* Economic History 214(1) International Finance 1 1 The economic history of the Industrial Revolu- International monetary problems, institutions tion: the emergence and development of the and policy. market system in 18th and 19th century Prerequisite: same as for 201. Western Europe. Mr. Grant Prerequisite: same as for 201. Ms. Weiss 216(1)* Elementary Mathematical Economics

204 (1)* American Economic History 1 1 Application of elementary calculus and proba- The "new" economic history. A sectoral and bility to problems of theoretical and applied factoral analysis of the development of the economics. Topics include simple optimiza- American economy from colonial times to the tion models in the theory of the firm and 20th century. The economics of slavery and household, decision analysis, and inventory the Civil War. The emergence of an industrial theory. Applications will be both macro- and state. microeconomic. No prior knowledge of proba- Prerequisite: same as for 201. bility is assumed. Prerequisite: 101 and 102 and Mathematics Not offered in 1979-80. 115.

205 (2) The Corporation Not offered in 1979-80. 1

The development of the modern corporation 217 (2) Topics in Mathematics and and its place in the economy. Corporate Economics organization and financial management, 1 Financial markets; the technical and fun- Applications of calculus and linear algebra to damental aspects of the stock market. economic analysis. Topics include: linear and Government regulation of corporations and nonlinear programming (optimization), input- markets. output analysis, and game theory. Prerequisite: same as for 201. Prerequisite: 201 or 202 and Mathematics [201] or [215] or 205, or by permission of the Mr. Calderwood instructor.

210 (1) Financial IVIarkets and the Mr. Grant Economy 1 225 (1) Urban Economics An analysis of the role of commercial banks 1 and other financial institutions in the Analyses of the urban and suburban econo- economy. Microeconomics of financial inter- mies with particular reference to urban mediaries. The Federal Reserve System, renewal, income distribution, transportation, regulation of financial institutions and housing markets, employment, and the monetary policy. economic development of the inner city. Prerequisite: same as for 201. Prerequisite: same as for 201.

Ms. Amott Mr. Case

211 (1) (2) Economic Statistics 230 (1) Labor Economics 1 1 Descriptive statistics and an introduction to Analysis of labor markets and wage deter- statistical inference. Expected values, proba- mination; labor unions and collective bargain- bility distributions, and tests of significance. ing; discrimination by sex and by race; public Classical models of bivariate and multiple policy toward major labor market problems. regression. Problem solving using the com- Prerequisite: same as for 201. puter. Mr. Ratner Prerequisite: same as for 201.

Ms. Amott, Mr. Case Economics 75

239 (2) Seminar. Economics of the 301 (1) Comparative Economic Systems Environment 1

1 The economics of capitalism, socialism,

Is economic growth without environmental fascism, and communism. deterioration possible? The economic forces Prerequisite: 201 or 202. (externalities) which cause pollution; the Mr. Goldman costs and who bears the costs; the energy crisis; the implications of zero economic 302 (2) Seminar. Economic Development growth; the extent of the problem and possi- 1 ble solutions both here and abroad. Survey and analysis of problems of the less Prerequisite: same as for 201. developed countries. Considerations of policy Mr. Goldman measures to promote (their) economic devel- opment and growth. Specific topics may in- 241 (1) The Economics of Personal clude: role of physical and human capital, Choice interrelationships between the agricultural

1 and industrial sectors, rural urban migration, Analysis and decision-making in ordinary life monetary and fiscal policies, import substitu- situations; using economics to plan for one's tion and export promotion policies, foreign future. Representative topics include housing, aid, and foreign investment. borrowing, having a family, insurance, saving, Prerequisite: 201 and 202. retirement, investment in one's self. Mr. Iqbal Prerequisite: same as for 201.

Mrs. Bell 305 (1) Industrial Organization 1 Analysis of the structure, conduct, and per- 243 (2) Issues in Social Policy: The Sexual Division of Labor formance of industry. Government regulation 1 and antitrust law, their purpose and accom- Analyses of the sexual division of labor in the plishments. home and marketplace from historical and Prerequisite: 201. theoretical perspectives. Evaluation of social Ms. Gaspari policies to achieve sexual equality from an economic standpoint. 308 (2) Seminar. Income and Equity Prerequisite: same as for 201. 1 Ms. Matthaei, Ms. Amott Patterns of resource distribution in the U.S. and worldwide concepts of equity as policy

249 (1) Seminar. Topics in Political goals; problems of redistribution and income maintenance. The economic meaning of Economy I 1 equality. Radical political economy's criticisms of Prerequisite: 201 and 211. capitalism. Study of Marxian modern Not offered in 1979-80. economic theory as an alternative conception Mrs. Bell of the workings of the market economy. Com- parison of Marxian and mainstream economic theories. 310 (2) Public Finance Prerequisite: same as for 201. 1 Principles, practices, and economic effects of Ms. Matthaei the public sector. The goals of public finance. A seminar treatment of current issues of 250 (2) Topics in Political Economy II fiscal policy. 1 Prerequisite: 201. Interdependence of the world economies. Specific topics may include: east-west and Mr. Case north-south relations, regional economic inte- gration, role of the World Bank and the Inter- national Monetary Fund in promoting economic development and stability, the need for a new international economic order. Prerequisite: same as for 201.

Ms. Gaspari 76 Economics

312(2) Economics of Accounting 330 (1)* Seminar. Topics in Advanced 1 Macro Theory Accounting principles and practice analyzed 1 in terms of economic concepts of value and Recent developments in the theory of infla- cost: problems in accumulating and present- tion and unemployment. Analysis of current ing accounting data for decision-making by macroeconomic policy. Evidence on the ef- firms, by investors, by regulators, and others; fectiveness of monetary and fiscal policy. case method used in class. Use of econometric models of U.S. economy. Prerequisite: 201 and 202. Prerequisite: 201, 202, and 211.

Mrs. Bell Mr. Ratner, Mr. Gough, Jr.

314(2) International Economics 350 (1) (2) Researcfi or Individual Study 1 1 or 2 Theory of international trade. Methods of Open by permission to juniors and seniors adjustment to disequilibrium in balance of who have taken 201 and 202. payments. The impact of international move- ments of commodities and capital on 370 (1-2) Thesis economic activity in the past and since World 2 to 4

War II. Current problems: international liquidi- Open only to honors candidates. ty, economic integration, the United States balance of payments. Prerequisite: 201 and 202. Ms. Gaspari ^^^^^^^^^^^^^^^^^^^^B^^^ ^^^^^^1

315 (1) History of Economic Thougfit 1 The development of economic thought from ancient to modern times. A brief study of early economic ideas followed by a more detailed examination of the history of economics since 1776. The systems of the leading economists in the light of their own times and of the present day. Prerequisite: 201.

Ms. Matthaei

316 (2) Modern Economic History

1 Economic history from the Great Depression to the present. Analysis of economic prob- lems and policies from the 1920s to the 1970s. Prerequisite: 202.

Not offered in 1979-80.

Mr. Morrison

317 (1) Seminar. Introduction to Economic Modeling 1 Introduction to mathematical and econo- metric modeling. Techniques of specifica- tions, estimation, and simulation of rational and behavioral economic models. Prerequisite: 201, 202, 211, and Mathematics 115 or [201], or by permission of the instruc- tor.

Mr. Grant Education 77

Directions for Election Education The complete survey course consists of both

Grade I level courses. Neither 101 nor 102 is a prerequisite for the other and either may be elected separately for one unit of credit. Assistant Professor: Brenzel (Chairman), Bull A student who plans to take any course after 101 and 102 should consult either the instruc- Associate in Education: department chairman. tor or the Rokicki, Sleeper^

Economics is a social science directed to the study of the universal problems of scarcity, choice, and human behavior. It contains Course may be elected to fulfill in part the elements of formal theory, history, philos- distribution requirement in Group B. ophy, and mathematics. Unlike business ad- ministration, which deals with the specific procedures by which business enterprises are managed, it examines a broader range of institutions and focuses on their interactions. students are urged to supplement their Thus 101 (1)*** Education in Philosophical program in economics with courses from Perspective many other disciplines in the liberal arts. 1 An economics major contains required Examination of modern ethical problems of courses 201, 202, and 211 which should be public education such as distribution of taken at Wellesley. Permission to take these resources, compulsion and credentialing, courses elsewhere must be obtained in ad- student rights, and the education of religious vance from the department chairman. An minorities. Recent examples of the philosophi- economics major must take a majority of her cal thinking necessary to understand and

Grade III economics units as Wellesley resolve these problems will be studied. courses; permission for an exception must be Special attention will be paid to the inter- obtained in advance from the chairman. pretation and application of philosophical texts. A number of factors should be carefully Open to all students. weighed in choosing courses to complete the major. Students are advised to consult the Mr. Bull Department Handbook prior to selecting courses each term. The Handbook contains 150(1) Colloquium specific suggestions and discusses a variety 1 For directions for applying 43. of topics including preparation in mathema- see p. permission to limited of tics, desirable courses for those interested in Open by a number freshman and sophomore applicants. graduate study in economics, complementary courses outside economics, etc. Education in the age of democratic revolu- tion, 1750-1800 Students wishing to develop competence in economics in preparation for graduate work Study of the emergence of a republican ideal in law, busines, or public administration, area of education; of the roles of ministers, publi- studies or international relations, public health, cists, and scholars as agents of political or medicine, may choose the Economics education; and of the intellectual traditions Complement. This consists of Economics 101, from which leaders of the American revolu- 102, 211, and two other Grade II courses. tion constructed theories of society, politics, The plan for this option should be carefully and education. prepared, and students wishing to take the Not offered in 1979-80. Economics Complement in addition to their major in another field should consult the ad- visor for this program, Mrs. Bell. 78 Education

200 (2) Modern Philosophies of 216 (2) Education, Society, and Social Education Policy 1 1 Analysis of the role of education in modern Through examination of educational theories social and political philosophy. The works of and practices in an interdisciplinary manner, recent exponents of meritocratic, Marxian, the social context of educational and social libertarian, liberal, and classical conservative policies will be analyzed. The formulation and view/s of education will be examined. implementation of these policies will be Prerequisite: 101 or permission of the studied with special emphasis on issues such instructor. as inequality, desegregation, community con- trol and alternative schooling. Course will Mr. Bull focus on the inter-relationships between social structure and education, the potential 206 (1) Women, Education, and Worit and limits of education and social policy. 1 Open to all students. Examination of ways in which the background of women, the educational system, and the Ms. Brenzel structure of work affect the lives of women, from a historical, sociological, and public 300 (1) The Secondary School policy point of view. Relationships between 1 educational and economic institutions. In- Aims, organization, and administration of tersections among the family lives, educa- American secondary schools. Topics include tional experience, and work lives of women. history of the secondary school, secondary Open to students who have taken one unit in school education in relation to adolescent Group B. development, and the school as an environ- ment for teaching and learning. Special atten- Ms. Brenzel tion paid to the nature of secondary curriculum and instruction. 208 (2) IVIoral Education and Schooling Prerequisite: 101. 1 Study of recent demands for and attempts to Mr. Sleeper develop educational practices explicitly designed to affect students' values and moral 302 (2) Methods and Materials of beliefs. Particular emphasis will be placed on Teaching theories of value clarification and moral 1 development. Meta ethics, the instructional Study and observation of teaching objectives programs and their public justification will be and classroom procedures in secondary examined. schools. Review of learning theories. Examin- Open to all students who have taken one unit ation of curriculum materials in major in Group A or Group B. teaching fields and of curriculum planning in general. Open only to seniors doing student Mr. Bull teaching. Students electing 302 and 303 may include in addition on unit of independent 212 (1) History of American Education study in the same semester. 1 Prerequisite: 300 or permission of the instruc- Study of the various historical factors under- tor. Corequisite: 303. lying the development of education as a cen- tral force in American culture. Topics include Mr. Sleeper the popularization of public schooling, its role in socializing the young, and the effects of 303 (2) Curriculum and Supervised political, economic, and social forces in shap- Teaching ing American education. 1 Open to all students. Observation, supervised teaching, and cur- riculum development in student's teaching Ms. Brenzel fields throughout the semester. Attendance at secondary school placement required five days a week. Students electing 302 and 303 may include in addition one unit of indepen- dent study in the same semester. Corequisite: 302.

The Staff English 79

307 (2) Education as Conceptual Change 1 English Application of recent work in the philosophy of science to philosophical questions about the nature of knowledge, human learning, and relevant design of instructional programs. Professor: Work of cognitive psychologists and cur- Corsa, Lever, Quinn*, Layman (Chairman) riculum developers will be examined against Ferry*, Garis, Craig, Gold, Pinsky»2 this epistemological background. Prerequisite: 101 or Psychology 101 or by Associate Professor: permission of the instructor. Gertmenian*. Sabin, Bidart*

Mr. Bull Assistant Professor: Cole3, Beaton, Harman, Stehling, Peltason, 312 (2) Seminar. History of Child Rearing Cain, Tyler and the Family

1 Instructor: Examination of the 19th century American Van Dyke family and the emerging role of the state in assuming responsibility for child rearing and Lecturer: education. Study of the role of institutions Eyges3, Stubbs3, Moss^ and social policy in attempting to shape the lives of immigrants, poor families, and their Visiting Professor: children. Mcl\/lichael Open to juniors and seniors without prerequi- site.

Ms. Brenzel

350 (1) (2) Research or Individual Study 1 or 2 100(1) (2) Expository Writing Open to juniors and seniors by permission. 1 Instruction in the fundamentals of writing ex- pository essays. Mandatory credit/noncredit/ credit-with-distinction. Open to all students except those who have Directions for Election taken [109].

With the exception of Education 302 and 303 The Staff the department's courses are designed for all students and not simply those planning a 100 (2) Tutorial in Expository Writing career in public or private school teaching. 1 For those students who do wish to be certi- For description and prerequisite see Extra- fied as high school teachers (grades 7-12) departmental 100. upon graduation, the following program will ordinarily satisfy the requirements of most 101 (1) (2) Critical Interpretation state Departments of Education: 1

Required: 101, 300, 302, 303 A course designed to increase power and Recommended: 200 or 212 or 216 skill in the critical interpretation of literature, Psychology 212, 217, or 219 by the detailed reading of poems, mostly MIT Seminars 211 and 212 short, as individual works of art and in historical context. A sequence of poems Students are advised that the requirements drawn from the Renaissance to the Modernist for certification in several states are in the period. process of change and, therefore, should Open to all students except those who have check with Mr. Sleeper to insure their pro- taken [209]. grams will be accepted for certification. Mr. Garis, Miss Craig, Mr. Gold. Mr. Pinsky, Students wishing certification as elementary Mrs. Sabin, Ms. Harman, Mr. Peltason, school teachers should take 101, 200 and Mr. Cain, Ms. Van Dyke Psychology 207. Student teaching on the elementary level, however, may not be done through the department's program. 80 English

112(1) (2) Shakespeare 201 (1) (2) The Critical Essay 1 1 The study of a number of representative The writing and revising of critical essays plays with emphasis on their dramatic and about poetry, fiction, or drama, in conjunction poetic aspects. with readings in important criticism, past and Open to all students except those who have present. taken [215]. Open to all students.

Miss Lever, Mr. Stehling, Mr. Peltason, Mr. Pinsky, Mrs. Sabin, Mr. McMichael Mr. Cain, Ms. Van Dyke

202 (1) Poetry 127 (1) (2) Modern Drama 1 1 The writing of short lyrics and the study of The study of British, American, and European the art and craft of poetry. drama from Ibsen to the present. Open to all students by permission of Open to all students except those who have the instructor. taken [212]. Mr. Pinsky Mr. Garis, Mr. Beaton, Mr. Stehling

203 (1) (2) Short Narrative 150(1) (2) Colloquia 1 1 The writing of sketches and the short story.

For directions for applying see p. 43. For interested students, experience in the Open by permission to a limited number of writing of one-act plays. freshman and sophomore applicants. Prerequisite: same as for 202. Not open to students who have taken [200].

(1) Mrs. Eyges, Ms. Moss a. American women writers of the short story

Short stories of the past one hundred years 211 (1)* Medieval Literature by Sarah Orne Jewett, Edith Wharton, Willa 1 Gather, Katherine Anne Porter, Eudora Welty, Major works of medieval literature excluding Flannery O'Connor, Grace Paley, and others. those of Chaucer. A study of the medieval search for ways to represent human experi- Mrs. Eyges ence in imaginative literature, a search that led writers to the authority of dreams, to b. Time and tragedy creating dramatic allegories, to recasting A study of the theme of time in Greek ancient stories into medieval forms, and to tragedy, Aeschylus and Sophocles; in the song-like simplicity of medieval lyric Renaissance tragedy, Shakespeare; and in poetry. Works will include, for example. Piers modern tragedy, Beckett. The theme will re- Plowman, cycle plays, and Sir Gawain and animate more traditional philosophical ques- the Green Knight. tions on tragedy: the role of fate and free will, Open to all students. the individual and the natural or social order. Not offered in 1979-80. The course will include an introduction to close reading and to the reading of literary 213(1) Chaucer criticism. 1 Miss Craig Intensive study of The Canterbury Tales, sup- plemented by the short later poems as they c. Versions of the self reveal Chaucer's comic artistry, his relation to history and society of the late 14th century An examination of changing ideas about the in England. "self" in poetry, fiction, and prose from the Open to all students except those who have 16th to the 20th century. taken [220]. Ms. Harman Miss Corsa, Mr. Stehling

(2) 222 (2) Renaissance Literature d. Literary Boston 1 Nineteenth-century Boston in the immediate Prose and poetry from More and the courtier and retrospective views of American writers: poets of Henry VIII through Shakespeare's John and Henry Adams, Emerson, greatest 16th-century predecessors, Sidney, Hawthorne, Howells, James, Robert Lowell. Spenser, and Marlowe. A study of forms Mrs. Cole English 81

characteristic of the Renaissance, and of the Open to all students except those who have changing climate of ideas. taken [210]. Open to all students. Miss Craig, Mr. McMichael Mr. Layman

261 (1) American Literature I 227 (2) Milton 1 1 A survey of American literature from its A study of Milton's lyric, epic, and dramatic Puritan beginnings to Moby-Dick. Emphasis poetry and some prose, with emphasis upon upon major figures. their significance for 20th-century readers. Open to all students except those who have Open to all students except those who have taken [223]. taken [217]. Mr. Gold, Mrs. Cole Miss Lever

262 (2) American Literature II

231 (1) Interpretation and Judgment of 1 Films American writers from Whitman to World

For description and prerequisite see Extra- War I. Emphasis upon major figures. departmental 231. Open to all students except those who have taken [224], 234 Eighteenth-Century Literature (2) Mr. Gold, Mrs. Cole 1

Study of the diversity in points of view and 263 (1) (2) American Literature III literary forms between 1660 and 1798, in- 1 cluding poetry, plays, and prose by such American writers from World War I to the writers as Dryden, Congreve, Pope, Johnson. present: prose and poetry. Open to all students except those who have Open to all students except those who have taken both [310] and [311]. taken [225]. Mr. Gold Mr. Cain, Ms. Van Dyke

241 (1) Romantic Poetry 264 (1-2) Black Literature in America 1 1 or 2 Discussion of a selection of poems and some For description and prerequisite see Black critical prose by Blake, Wordsworth, Coleridge, Studies 264. Byron, Shelley, and Keats. Open to all students except those who have 271 (1) The History of the English Novel I taken both [230] and [231]. 1

Mr. Gold, Mr. Tyler The beginnings of the English novel in the 18th century: Defoe through Jane Austen. 245(1) Victorian Literature Open to all students except those who have 1 taken [238]. Poetry, fiction, and social criticism by major Miss Corsa, Mr. Tyler Victorian writers, including Mill, Carlyle, Dickens, Tennyson, Browning, Ruskin, and Ar- 272 (2) The History of the English Novel II nold. Some emphasis will be placed on recur- 1 ring themes, such as the growing conflict be- The 19th-century English novel from the tween private values and public facts. Brontes to James. Open to all students except those who have Open to all students except those who have taken [314]. taken [239]. Mr. Beaton Miss Corsa, Mr. Garis, Mr. Beaton, Ms. Harman, Mr. Tyler 247 (2) Arthurian Legends 1 273 (1) (2) The History of the English For description and prerequisite see Extra- Novel III departmental 247. 1 The 20th-century English novel from Conrad 251 Modern Poetry (1) (2) to the present. 1 Open to all students except those who have British and American poetry and poets, taken [240]. recent and contemporary. Mrs. Sabin, Ms. Van Dyke 82 English

277 (2) Linguistics and Literature 323 (1) Advanced Studies in Shakespeare I 1 1 For description and prerequisite see Extra- Plays written between 1591 and 1604, such

departnnental 277. as Richard II, Henry IV, Much Ado about Nothing, Troilus and Cressida, Hamlet, 281 (2)* Comedy Measure for Measure, Othello. 1 Prerequisite: same as for 313. Not open to The developnnent, variety, and continuity of students who have taken [305]. English comic writing. Mr. Layman, Mr. Beaton Open to all students except those who have taken [232]. 324 (2) Advanced Studies in Shakespeare II Miss Corsa 1 Plays written between 1605 and 1611, such 282 (1)* Tragedy as King Lear, Macbeth, Antony and Cleo- 1 patra, Coriolanus, Cymbeline, The Winter's Tragic drama in the age of Shakespeare— its Tale, The Tempest. diversity and relation to other traditions. Prerequisite: same as for 313. Not open to

Open to all students except those who have students who have taken [306]. taken [233]. Mr. Layman, Miss Craig

Not offered in 1979-80. 327 (2) Seventeenth-Century Poetry 301 (1) The Short Story 1 1 Close study of themes and techniques as Techniques of short story writing together they develop in major poems of the period with practice in critical evaluation of student between Sidney and Marvell, concentrating work. on Jonson, Donne, Herbert, and Marvell. Open by permission of the instructor to Particular attention to love and devotional students who have taken one Grade II writing poetry. course. Prerequisite: same as for 313. Not open to students who have taken Ms. Moss [316]. Mr. Garis 302 (2) Advanced Writing 1 330 (1) The Medieval Lyric intensive practice in the writing of poetry. 1 Prerequisite: 202 or by permission of the For description and prerequisite see Extra- instructor. departmental 330.

Mr. McMichael 331 (2)* The Age of Satire 1 313 (2)* Advanced Studies In Chaucer A study of satire as social response and as 1 literary phenomenon, exemplified in the work A reading of the early poems, "The Book of of such writers as Dryden, Congreve, Gay, the Duchess," "The House of Fame," "The Swift, and Pope. Parliament of Fowls," "Anelida and Arcite," Prerequisite: same as for 313. Not open to "The Legend of Good Women," as they lead students who have taken [310]. to an intensive study of Chaucer's one tragedy, Troilus and Criseyde. Supplemented Not offered in 1979-80. by shorter, minor poems that reveal his in- terest in the history and society of the late 333 (1)* From Neoclassic to Romantic

14th century. 1 Open to juniors and seniors who have taken The shift of sensibility from the 18th to the two literature courses in the department, at 19th century studied with emphasis on such least one of which must be Grade II, and by authors as Johnson, Burke, and Blake. permission of the instructor to other qualified Prerequisite: same as for 313. Not open to students. students who have taken [311].

Miss Corsa Mrs. Sabin —

English 83

341 (2) Advanced Studies in the Romantic 372 (2) Advanced Studies in the Novel Period 1 or 2 1 Topic for 1979-80: Joyce and Lawrence Topic for 1979-80: Wordsworth and Coleridge. contrasts and comparisons between two ma- The poems and private documents of the jor innovators in modern fiction, studied Wordsworth Circle. through reading of short stories, a few major Prerequisite: same as for 313. novels, and some biographical and critical writings. Mr. Tyler Prerequisite: same as for 313. Not open to students who have taken [318]. 345 (2) Advanced Studies in Victorian and Early Modern Literature Mrs. Sabin 1 Topic for 1979-80: Tennyson, Browning, and 381 (1) The English Language the career of Victorian poetry. 1 Prerequisite: same as for 313. Historical linguistics: major characteristics of the English language today studied as the Mr. Peltason products of their origin and history. Emphasis on speech, dictionaries, semantics and 350 (1) (2) Research or Individual Study etymology, and translation. 1 or 2 Open to juniors and seniors who have taken Open by permission to juniors and seniors or are taking two Grade II literature courses who have taken or are taking two Grade II in the department, or a course in linguistics, literature courses in the department. or by permission of the instructor to other qualified students. Not open to students who 351 (2) Advanced Studies in Modern have taken Poetry [312].

1 Miss Lever Topic for 1979-80: Contemporary poetry and the modernist background. Recent poetry 382 (2) Criticism considered in the light of the achievement of 1 such modernist predecessors as Stevens, What is a text? An exploration of this ques- Frost, and Williams. tion from the point of view of New Criticism, Prerequisite: same as for 313. Not open to psychoanalysis, Marxism, structuralism, and students who have taken [319]. reader-response criticism. The class will con- centrate on establishing the interests and Mr. McMichael concerns that stand behind a critical method, the components of that method, and the 363 (2) Advanced Studies in American practical implications of it. Literature Prerequisite: same as for 313. Not open to 1 students who have taken [307]. Topic for 1979-80: A consideration of Emily Dickinson's intellectual and emotional in- Ms. Harman heritance as represented in Jonathan Ed- wards and Emerson. With particular attention 386 (1) Seminar paid to the phenomenon of choice, her 1 poems and letters will be read in an attempt Topic for 1979-80: Dickens. A study of five or to understand what she did with this in- six novels from all phases of his career. heritance. Prerequisite: same as for 313. Prerequisite: as for 313. Not open to same Mr. Peltason students who have taken [317].

Mr. McMichael 387 (2) Seminar 1 370(1-2) Thesis Topic for 1979-80: Selected Old English 2 poems read for their literary and historical Open only to honors candidates who choose values; original texts and translations used in to do honors research or an honors project in conjunction and as bases for the study of the creative writing. For alternate honors pro- English language before the Norman Con- grams see Directions for Election. quest and of the problems confronting translators. Prerequisite: same as for 313. Miss Lever 84 English

Directions for Election research or a project in creative writing. Pro- grams II and III offer an opportunity to receive Honors the of for Grade I literature courses are open to all on basis work done students. These courses assume no previous regular courses; these programs carry no ad- college experience in literary study, and pro- ditional course credit. The candidate who vide good introductions to that study because elects Program II takes a written examination of their subject matter or focus on training in in a field defined by several related courses skills of critical reading and writing. Fresh- she has taken (e.g., the Renaissance, drama, criticism). candidate men are advised to take one Grade I course The who elects Program

III before enrolling in Grade II courses. All of the presents a dossier of essays written for latter assume some competence in critical several courses with a statement of connec- reading and writing. They treat major writers tions between them and critical questions and historical periods in English and raised by them. An oral examination is re- American literature, and provide training in quired in all Honors programs. making comparisons and connections be- Special attention is called to the range of tween different works, writers, and ideas. courses in writing the College offers. Ex- Grade III courses encourage students and pository Writing is open to all students who teachers to pursue their special interests. want to improve their skills in writing ex- These courses assume greater competence pository essays. Extradepartmental 100 is in critical reading and writing and some open, with permission of a class dean, to previous experience in the study of major students who would benefit from a continua- writers, periods, and ideas in English or tion of Expository Writing, or from an in- American literature. They are open to juniors dividual tutorial. The Critical Essay offers in- and seniors who have taken two literature tensive instruction in the writing of critical courses in the department, at least one of essays about literature. Courses in the writing which must be Grade II, and by permission of of poetry and fiction (Grades II and III) are the instuctor to other qualified students. For planned as workshops in writing with small admission to seminars and for independent group meetings and frequent individual con- work (350), students of at least B standing in ferences. While the emphasis is on constant the work of the department will have first practice in writing, each course requires a consideration. Students are encouraged to critical reading of pertinent examples of the consult with the instructors of courses they type of writing being studied. In addition, are interested in, and with members of the qualified students may apply for one or two department generally. More complete units of independent Study (350) in writing. descriptions of all courses, composed by Grade II and Grade III courses in writing, and their instructors, are posted on bulletin 350 writing projects as well, may at the boards in Founders Hall, and are available discretion of the instructor be offered from the department secretary. credit/noncredit/credit-with-distinction. In The English major consists of a minimum of general, enrollment in writing courses is eight courses in the department. Six of these limited to 15. must be in literature, including two III Grade Knowledge of English and American history, and not more than two Grade I courses. (Ex- of the course of European thought, of theatre pository Writing may not be counted toward studies, and of at least one foreign literature the major.) Students majoring in English must at an advanced level is of great value to the take Critical Interpretation, ordinarily in the student of English. See, for example. History freshman year. This course offers fundamen- 239, 240, 252, 301; Philosophy 203, 204; tal and rigorous practice in methods of inter- Grade II and Grade III courses in foreign pretation of a literary text. All majors must literatures; Greek 104; Russian 201, 202; also take at least one course in Shakespeare, Extradepartmental 211, 220, 247, 330, 331, ordinarily Advanced Studies in Shakespeare I 335; and courses in theatre studies. or II. Majors should work closely with their advisors in arranging a program of study with A reading knowledge of at least one ancient these objectives: (a) ability to interpret a text; or modern foreign language is desirable for (b) an understanding of some major works, all majors. Students expecting to do graduate authors, and periods that comprise the work in English should ordinarily plan to ac- history of English and American literature; (c) quire a reading knowledge of two foreign a developing interest in some special field of languages. study, such as the English Renaissance, For students interested in American litera- drama, criticism, Modernism. ture, in American studies, in modern drama,

in poetry, is to The department offers a choice of three pro- and modern attention called relevant courses in the Department of Black grams for Honors. Under Program I (English Studies, especially 310. 370, ordinarily carrying two units of credit), 105, 210, 211, and the honors candidate does independent French 85

111 (1) Elementary Intermediate French French 1 Intensive oral training and practice in listen- ing comprehension and writing. Thorough grammar review. Vocabulary building. Three Professor: periods. (Formerly 101) Galand, Francois*^, McCulloch Open to students by permission of the depart- ment only. To fulfill the language requirement Associate Professor: students completing 111 must proceed to Stannbolian*, Mistacco (Chairman) 122.

Ms. Levitt Assistant Professor: Lydgate, Gillain, Carlson, Hules*, 121-122(1-2) Intermediate French BaierS, Piore, Levitt, Mathe, Grimaud*, 2 Respaut First semester: Particular stress on grammar review, listening comprehension, vocabulary Instructor: building and development of oral skills. Sec- Straus, Frye ond semester: Choice of different sections emphasizing either the reading of modern Visiting Professor: texts with discussion and written work or fur- Keyser3 ther development of conversational skills through regular laboratory work using primari- All courses (except 220 and 349) are con- ly nonliterary materials. Three periods. ducted in French. Oral expression, composi- (Formerly 102) tion, and, in certain courses, creative writing Prerequisite: 102. are stressed. Ms. Levitt and Staff The department reserves the right to place new students in the courses for which they 141-142 (1-2) The Language and Culture seem best prepared regardless of the number of Modern France of units they have offered for admission. 2 In 1979-80 the following courses will be Discussion of selected modern texts, both taught as joint offerings with MIT: 250, 313. literary and cultural. Grammar review. Study of vocabulary and pronunciation. Frequent Qualified students are encouraged to spend written and oral practice. Three periods. the junior year in France. See p. 39. (Formerly 104) Prerequisite: 122.

Mrs. Baier and Staff

201 (1) 202 (2) French Literature and 101-102(1-2) Beginning French Culture through the Centuries 2 1 or 2 Intensive oral training and practice in listen- First semester: From the Middle Ages ing, speaking, and reading, supplemented by through Classicism. Second semester: From weekly laboratory assignments. A slide the Enlightenment through Existentialism. presentation of the text introduces each Class discussion of selected masterpieces, week's cultural and linguistic material. The short papers, outside reading, slides. Either French comic book Asterix will be used as a semester may be taken independently. supplement during the second semester. Prerequisite: 142, or by permission of the in- Three periods. (Formerly 100) structor, 122. Open only to students do not present who Mr. Francois, Mr. Carlson, Mr. Galand French for admission.

Ms. Mathe and Staff 203 (1) Approaches to Literary Analysis: Fiction, Theatre, Poetry 1 Texts from various periods will serve as a basis for writing short analytical papers and presenting oral reports. Prerequisite: same as for 201. Miss McCulloch 86 French

205 (1) French Society Today 217 (1) French Drama through the 1 Centuries

Contemporary problems and attitudes. Class 1 discussion of representative texts, Evolution of the genre. Discussion of selected periodicals, and newspapers. Oral reports, plays from medieval times through 20th cen- short papers, outside reading. tury. Oral reports, short papers. Prerequisite: same as for 201. Prerequisite: same as for 212.

Ms. Matfie Mrs. Baier

206 (1) (2) Intermediate Spoken French 219 (2) Love/Death 1 1 Practice in conversation, using a variety of In major novels of different periods, this materials including films, video tapes, periodi- course will investigate the connection be- cals, songs, radio sketches, and interviews. tween fiction and our fundamental Regular use of the language laboratory. preoccupation with the issues of love and Enrollment limited to 15. Not open to death. Texts ranging from medieval to 20th freshmen. century will be studied, with an eye toward Prerequisite: same as for 201. understanding how the themes of love and death are related to structure, narration, and Ms. Respaut, Ms. Gillain the dynamics of reading.

Prerequisite: one Grade II unit of French 212 (2) Medieval French Literature I literature. Permission of the instructor is 1 required. The knight, the lover, and the outlaw: from the Chanson de Roland through Villon. Ms. Respaut Medieval texts read in modern French.

Prerequisite: one unit of 201, 202, 203, 205, 220 (1) The Modern French Novel (in or 206; by permission of the instructor, 142. English) Miss McCulloch 1 Psychology and aesthetics in works by Flaubert, Gide, Sartre, Beckett, and Robbe- 213 (1) (2) French Drama in the Twentieth Grillet, with emphasis on Proust's Remem- Century brance of Things Past. Lectures, papers, and 1 class discussion in English. Students may Trends in contemporary drama: symbolism, read the texts in French or in English transla- the use of myths, the influence of existen- tion. Cross-listed in Extradepartmental. tialism, the theatre of the absurd. Open to all students except those who have Prerequisite: same as for 212. taken two or more Grade II courses in French Mr. Straus literature.

Not offered in 1979-80. 214 (1) The French Novel in the Nineteenth Century Mr. Stambolian

1 Offered in 1980-81. Intensive study of narrative techniques and the representation of reality in major works 222 (1) (2) Studies in Language by Balzac, Stendhal, Flaubert, Zola. 1 Prerequisite: same as for 212. A review of selected problems in French Mr. Lydgate grammar, enrichment of vocabulary, and an introduction to specifically French techniques

215 (2) Baudelaire and Symbolist Poets of composition and the organization of ideas. 1 Not open to freshmen in the first semester. The nature of the poetic experience studied Prerequisite: 142, or 122 by permission of the in the works of Baudelaire, Verlaine, Rim- instructor.

baud, and Mallarme. Mr. Carlson, Mrs. Piore, Mr. Frye Prerequisite: same as for 212.

Mr. Galand French 87

226 (1) (2) Advanced Spoken French 277 (2) Linguistics and Literature 1 1 Practice in oral expression to improve tluency For description and prerequisite see Extra- and pronunciation with special attention to departmental 277. idiomatic vocabulary and phonetics. In addi- tion to recordings, video tapes, and periodi- 300 (1)* French Literature of the cals, classics ot the French cinema will be Renaissance studied for their linguistic interest. Regular 1 use of the language laboratory. Enrollment Laughter, love, and the self: authors include limited to 15. Not open to freshmen. Not Rabelais, the Pleiade poets, and Montaigne. recommended for students who have already Slides and discussions of French culture in studied in France. the Renaissance.

Prerequisite: one Grade II unit except 206, or Prerequisite: two units of 201, 202, or 203, or by permission of the instructor. one unit of 212, 213, 214, 215, or 217.

Ms. Respaut, Ms. Gillain Miss McCulloch

240 (1)* French Cinema 301 (1) The French Classical Theatre 1 1 A survey of French cinema from its invention Power struggle as represented on the stage. (Lumiere, Melies) to the New Wave (Godard, Study of plays by Corneille, Racine, and Truffaut) with emphasis on the classical nar- Moliere, with reference to important political, rative film of the '30s and '40s (Vigo, Carne, social, religious, and philosophical changes in Renoir, Ophuls, Cocteau, Bresson). Enroll- the 17th century from Louis XIII and Richelieu ment limited to 20. through the most spectacular decades of the

Prerequisite; one Grade II unit of French reign of the Sun-King. literature. Prerequisite: same as for 300.

Ms. Gillain Mr. Francois

249 (1) (2) Selected Topics 304 (2) The French Novel in the Eighteenth 1 or 2 Century First semester: I'art d'ecrite: fiction/autobiog- 1 raphie. A creative writing workshop, in The affirmation of self and the development French, which will explore the interrelation- of narrative forms. Authors studied: Prevost, ship of fiction and autobiography. Texts by Marivaux, Rousseau, Diderot, Laclos, Sade. Proust, Colette and Sartre will serve as Prerequisite: same as for 300. springboards into the students' own work. Ms. Mistacco Enrollment limited to 12. Prerequisite: 222 and/or permission of the 305 (1) Advanced Studies in the instructor. Nineteenth Century Mrs. Piore 1 Prerequisite: same as for 300. Second semester: Not offered in 1979-80. Not offered in 1979-80. 250 (2) The French Press Offered in 1980-81. 1 A reading of current newspaper and maga- 306 (1) Literature and Ideology in the zine articles in French. The emphasis will be Twentieth Century political, sociological, intellectual as well as 1 linguistic (practice in conversation and com- Ideological purpose and literary form in position). Analysis of cartoons and comic selected works of Proust, Gide, Breton, strips from satirical newspapers and maga- Malraux, Sartre, Camus, and Robbe-Grillet. zines and of advertisements from the daily Prerequisite: same as for 300. and weekly press. Ideological and stylistic dif- ferences will be stressed. Oral and written Mr. Galand reports. Enrollment limited to 15. Taught at MIT in 1979-80.

Prerequisite: one Grade II unit except 220, or by permission of the instructor. Ms. Mathe 88 French

307 (2)* French Poetry in the Twentieth 318 (1)* The French "New Novel" Century 1

1 Recent experiments in fiction: textual play vs. The nature and function of poetic creation in expression, communication, representation; ttie works of Valery, Apollinaire, Breton, Saint- transgression and transformation of conven- John Perse, Char, and Ponge. Representative tions of reading. Some discussion of film. Em- texts by poets associated with OULIPO and phasis on the works and theoretical writings Tel Quel will also be included of Sarraute, Butor, Simon, Robbe-Grillet, and Prerequisite: same as for 300. Beckett. Mr. Galand Prerequisite: same as for 300.

Not offered in 1979-80.

308 (1) Advanced Studies in Language I Ms. Mistacco 1 Comparative stylistics: a normative approach Offered in 1980-81. through linguistic analysis to the processes and patterns of translation. Theories are 319 (1) Women and Literary Expression tested and applied. 1

Prerequisite or corequisite: one Grade III unit Topic for 1979-80: Images of women in of French literature and 222, or their French literature of the 19th and 20th cen- equivalents. turies. An exploration of the various images Mr. Francois and situations of women as seen by writers of both sexes. Special emphasis on myths and stereotypes which have trapped women 309 (2) Advanced Studies in Language II into 1 archetypal roles. This study will be con- ducted in the light of modern feminist theory. A practical course, with regular exercises in Prerequisite: theme and version (translation from English one Grade III unit of French literature. to French and from French to English) and stylistics. Students will work on an indepen- Ms. Mathe dent project during the term.

Prerequisite: same as for 308. 321 (2) Seminar Mr. Carlson 1 Topic for 1979-80: Film theory and analysis. Recent developments in French film theory. 312 (2) Medieval French Literature II Texts 1 by major theoreticians will be used to initiate students to a semiological method of See 212. Joint class meetings for 212 and 312. Supplementary assignments and analysis. Critical concepts discussed in class will be applied to films by Welles, Hitchcock, readings in Old French for students at Grade Lang, Renoir, Truffaut. III level. Prerequisite: same as for 319. Open by permission of the instructor. Miss McCulloch Ms. Gillain

349 (2) Studies in Culture and Criticism 313 (2) Montaigne and Pascal (in 1 English) 1 Life, death, and language from 1580 to 1660. Topic for 1979-80: 1913 all that. A comparative study of the 16th-century and A look at a year of beginnings endings, essayist and the 17th-century scientist- and of many and varied -isms, but all of moralist in order to achieve an understanding above intense of one of the great para-philosophical creative activity in France. 1913 was in a sense the year the 20th century it debates of French literature, of the revolution began; saw the publication of Apollinaire's Alcools, in French aesthetics from the Renaissance to Proust's Du Cote de chez the arrival the Classical Age, and of the foundation of Swann, of in the French moralistic tradition. modern art New York at the Armory Taught at Wellesley. Show and the creation of the Sacre du printemps of in Prerequisite: same as for 300. Stravinsky Paris. Readings will include novels, poetry, and theater, and will Mr. Hodgson (MIT) lead up to a study of the collaborative work, Parade. Open by permission of the instructor to juniors and seniors from all departments. Mr. Carlson Geology 89

350 (1) (2) Research or Individual Study 1 or 2 Geology Prerequisite: same as for 319.

370(1-2) Thesis 2 to 4 Associate Professor: Andrews Open only to honors candidates.

Assistant Professor: Lundeen (Chairman), Giffin, Besancon*, Hill

Directions for Election 102 (1) (2) Introduction to Geology

Course 101-102 is counted toward the degree 1 but not toward the major. Students who begin An introduction to the basic features of the with 101-102 in college and who plan to ma- solid earth and the processes that continue jor in French should consult the chairman of to modify it. Emphasis on the development the department during the second semester and impact of the continental drift and plate of their freshman year. Course 141-142 may tectonics theories. Laboratory and field trips not be elected by students who have taken include study of minerals, rocks, topographic both 101-102 and 121-122. A student may not and geologic maps. count toward the major 220, both 121-122 Open to all students. and 141-142, both 206 and 207. Course 349 Mrs. Lundeen, Mrs. Giffin may be counted toward the major but not toward the minimum major. 112 (2) Evolution: Change through Time Students who achieve a final grade of A or 1 For description and prerequisite see Extra- A- for the first semester of a Grade I course may, on the recommendation of their instruc- departmental 1 12. tor, accelerate their study of French in the following manner: from 101 to 122, from 121 200 (2) Historical Geology 1 to 142, from 141 to a lower Grade II course. The geologic history of North America and Majors are required to take two of the follow- the evolution of life as revealed in the fossil ing courses: 222, 308, 309. In some cases record. Interpretation of paleogeography and 226 may also be required. Majors should con- ancient sedimentary and tectonic environ- pro- sult their advisors regularly to arrange a ments. Laboratory and field trips. gram of study with these objectives: (a) oral Prerequisite: 102 or permission of the and written linguistic competence; (b) acquisi- instructor. tion of basic techniques of reading and inter- Mrs. Giffin preting texts; (c) a general understanding of the history of French literature; (d) focus on some special area of study (such as a genre, 202 (1) Mineralogy a period, an author, a movement, criticism, 1 poetics, contemporary French culture). Introduction to crystallography; systematic study of the rock-forming minerals. Emphasis Courses in other foreign language and litera- on geochemical relationships including bond- ture in art, history (especially departments, ing, solid solution series, and mineral struc- 242 and 243), philosophy, English, Extrade- ture. Laboratory. Introduction to optical partmental 237, 330, 333 and 331, and mineralogy. are Religion and Biblical Studies 104 and 105 Prerequisite: 102 and another unit of physical recommended for majors. science, preferably chemistry, or permission

Students who plan to do graduate work in of the instructor. are to begin or to pursue the French advised The Staff study of a second modern language and the study of Latin; those who plan to do graduate work in comparative literature are advised to continue the study of one or more other modern literatures and to acquire proficiency in at least one classical language. 90 Geology

205(1)* Invertebrate Paleontology 307 (1)* Optical and X-Ray Mineralogy

1 1 The morphology and evolution of the major Theory of optical crystallography, with appli- fossil invertebrate phyla with discussion of cations to the analysis of minerals in thin sec- such general topics as functional mor- tion. Study of the interaction of x-rays with phology, origin of species and higher taxa, crystals, including diffraction and elements of ontogeny and phylogeny, and animal size and crystal structure determination. Laboratory. shape relationships. Laboratory. Prerequisite: 202 or Physics 202, or permis- Prerequisite: 102 and 200, or one unit in sion of the instructor. biology, or permission of the instructor. Not offered in 1979-80. Not offered in 1979-80. Mr Besancon Mrs. Giffin Offered in 1980-81.

Offered in 1980-81. 309 (2) Petrology 206 (1)* Structural Geology 1 1 Study of the origin and occurrence of igneous Introduction to geometry and origin of rock and metamorphic rocks with particular structure ranging from micro-textures and reference to modern geochemical investiga- rock fabrics to large-scale fold belts. Other tions. Examination and description of hand topics to include review of geophysical found- specimens and thin sections using the ations of plate theory and its applicability to petrographic microscope. Laboratory. problems of continental tectonics. Laboratory Prerequisite: 202. and field trips. The Staff Prerequisite: 102 or permission of the instructor

Not offered in 1979-80. 310(1)* Geometries 1 Mrs Lundeen Statistical analysis of geologic data utilizing Offered in 1980-81. univariate, bivariate, and multivariate tech- niques. Development and application of 208 (1)* Marine Geology FORTRAN computer programs for the solu- 1 tion of geologic problems. Laboratory in- Geology of the ocean floor with emphasis on cludes field mapping and scientific ocean basin tectonics and submarine pro- photography. cesses. Topics include ocean currents and Prerequisite: 102 and one Grade II unit, or sediments, development of continental permission of the instructor. margins, submarine canyons, structural Mr. Andrews framework and evolution of the ocean floors, coral reefs, and deep sea life. No laboratory. Not offered in 1980-81. Prerequisite: 102 or permission of the instructor. 349 (2) Seminar Mrs. Giffin 1 Not offered in 1980-81. Topic for 1979-80: To be announced.

The Staff 304 (1)* Stratigraphy and Sedimentation

1 350 Research or Individual Study Study of the formation, composition, and cor- (1) (2) 1 or 2 relation of stratified rocks. Emphasis on Open by permission to juniors and seniors. sedimentary environments, transportation of sedimentary particles, sediment diagenesis, 370(1-2) Thesis and sedimentary petrography. Laboratory and 2 to 4 field trips. Open only to honors candidates. Prerequisite: 102 and 200, or permission of the instructor.

Mrs. Lundeen

Not offered in 1980-81. German 91

Directions for Election German

In addition to eight units in geology, normally to include 205, 206, 304, and 309, the Professor: minimum major requires four units from other Goth laboratory sciences, mathematics, or com- puter science. All four units may not be taken Associate Professor: In the same department. A student planning graduate work should note that most Ward (Chairman) graduate geology departments normally re- Assistant Professor: quire two units each of chemistry, physics, and mathematics. Biology often may be Prather*, Hansen substituted if the student Is Interested in paleontology. Lecturer: Brlggs3 The department recommends that students majoring In geology attend one of the Rocky Mountain geology field courses given by The language of the classroom in all courses other colleges. Credit may be given for such is almost exclusively German. The student courses provided the student's plans are ap- thus has constant practice in hearing, speak- proved in advance by the department. ing, and writing German.

The department reserves the right to place a new student In the course for which she seems best prepared regardless of the number of units she has offered for admis- sion.

By doing special reading during the summer and upon approval of the chairman, capable students In 100 have the opportunity to omit intermediate level courses and proceed with 202.

Qualified students may be recommended to spend the junior year In Germany See p. 39.

100 (1-2) Beginning German 2 Structural approach to grammar: special em- phasis on oral expression and listening com- prehension. Frequent written exercises and weekly laboratory assignments. Reading of short stories both semesters. Four periods. Open only to students who do not present German for admission.

The Staff 92 German

101 (1) Intensive Review German 202 (1) 203 (2) Introduction to German 1 Literature

Intensive practice In listening comprehension, 1 or 2 speaking and writing for students with Interpretation of selected masterpieces. Short previous knowledge of Gernnan. Thorough papers with emphasis on stylistics and gram- grammar review using a structural approach. mar. First semester: From the Middle Ages Vocabulary building. Reading and tapes from through the Enlightenment. Texts such as the Intermediate level. Five periods. Parzival, Tristan, Simplizissimus. Lessing's Entering students must take a placement Nathan der Weise. Second semester: From exam. To fulfill the language requirement, Classicism to the beginning of the 20th cen- students must proceed to 103, or with special tury. Texts by Goethe, Schiller, the Romantics permission, 105. and the Realists. Both semesters are required for the major. Each semester may be taken f^r. Hansen independently. Three periods. Prerequisite: three or more admission units 102-103 (1-2) Intermediate German and placement exam, two units of intermediate 2 level German, or, by permission of the depart- Review of grammar and all language skills; ment, 100. Permission will be based on a high reading, writing, listening comprehension, and grade in 100 and summer work. oral expression, with special emphasis on Idiomatic usage First semester: Thorough Ms. Goth, Ms. Ward grammar review, practice in classroom and language laboratory. Second semester: Ex- 205 (1) Studies In Romanticism tensive reading of modern texts and writing In 1 German. Three periods. Romantic thought, discovery of the un- conscious: Friedrich Schlegel, Brentano, Prerequisite: 1 to 2 admission units and placement exam or 100. Novalis, E.T.A. Hoffman, Eichendorff, and others. The Staff Prerequisite; 202-203.

104-105 (1-2) Studies In Language and Not offered in 1979-80. Literature Ms. Ward 2 Intermediate language study with emphasis 206 (2) Nineteenth-Century Literature: on idiomatic usage, vocabulary building, and The Novelle expository writing. First semester: Grammar 1 review, written and oral practice based on Late Romanticism and Realism with special literary readings Further Second semester: emphasis on the development of the Novelle training in analysis of fiction, poetry, and as a genre. Morike, Stifter, Keller, C.F. drama with emphasis on the continued Meyer, Droste-Hulshoff, Storm, and Fontane. development of language skills. Three Prerequisite; 202-203. periods. Prerequisite: 2 to 3 admission units and Not offered in 1979-80. placement exam or, by permission of the Ms. Ward department, 100. Permission will be based on Offered in 1980-81. a high grade in 100.

Ms. Goth 207 (1) Twentieth-Century Literature: Hugo von Hofmannsthal 1 A study of the major poetry, plays, and libretti of Hofmannsthal; will include investigation of such topics as Decadence, Symbolism, and classical motifs in modern literature. The course ends with a study of selected operas by Hofmannsthal and Richard Strauss with special emphasis on Rosenkavalier.

Prerequisite: two Grade II units or by permis- sion of the instructor.

Mr. Hansen German 93

208 (2) Literature since 1945: Literary 304 (2) Goethe Trends in the Two Germanies 1 1 An introduction to the Goethe-era: Storm and Discussion of literature in the Federal Stress, the classical period and his friendship Republic of Germany and the Democratic with Schiller, post-classical works. Emphasis Republic of Germany. An analysis of con- on his poetry, Werthers Leiden, autobiograph- trasts, taking works from each genre by ical writings and Faust. representative writers (Grass, Boll, Christa Prerequisite: two Grade II units or by permis- Wolf, Biermann, and others), and considering sion of the instructor. them within a political/historical context. At- Ms. Goth tention will also be given to recent trends in literary criticism. 305 (2) Reading in Eighteenth-Century Prerequisite: one Grade II unit Literature Not offered in 1979-80. 1 Emphasis on writers of the Enlightenment and Ivls. Ward the Storm and Stress movement: Gottsched, Offered in 1980-81. Lessing, Herder, Burger, Goethe, Schiller.

Prerequisite: two Grade II units or by permis- 210 (2) Theatre in Germany sion of the instructor. 1 Not offered in 1979-80. German drama theory and practice from the fvliddle Ages to the present, with attention to Mrs. Prather theatrical as well as textual issues. Extensive Offered in 1980-81. use of tapes. The course will culminate in the staging of a one-act play or portion of a 310 (1) Studies in Poetry longer drama chosen by the class. 1 Prerequisite: one Grade II unit. Study of themes, techniques and historical fvls. Ward background. The development of German poetry from the Baroque to modern times, 225 (2) Clashing Myths in German with emphasis on poets such as Gryphius, Culture (in English) Goethe, the Romantics, Keller, C.F. Meyer, 1 and some modern writers.

Mythology from the Classical and Norse tradi- Prerequisite: two Grade II units. tions as a subject of inquiry in modern Ger- Not offered in 1979-80. man thought and as thematic material in opera, literature, philosophy, psychology, and 349 (1) Seminar. Literary and Folk social thought. Includes theories of myth, Fairytales some classical myths, a study of specific 1 Norse Myths, myth in Wagner, Nietzsche, The German "Kunstmarchen" of the 19th Hofmannsthal, Freud, Jung, Hesse, Alfred century and its relationship to the folk "Mar- Rosenberg, and Thomas Mann. Course will in- chen": Grimm, Anderson, Perrault, etc., and clude listening to two German operas. All to myth. Religious, social and psychological texts read in English. patterns. Psychoanalytical interpretation of Open to all students. the fairy tale: Freud, Jung, Bettelheim.

Mr. Hansen Prerequisite: one Grade III unit or by permis- sion of the instructor. 230 (1) Contemporary Germany Ms. Goth 1 Development of advanced German language 350 (1) (2) Research or Individual Study skills through the study of contemporary Ger- 1 or 2 man society. Topics will include: the feminist Open by permission to juniors and seniors. movement in West Germany and women in the GDR: political language and propaganda, 370 (1) (2) Thesis the language of advertisement, the crisis in 2 to 4 education. Emphasis on class discussion, fre- Open only to honors candidates. quent oral reports and short papers, with a view to improving syntax and style. Required for all German majors whose native language is not German.

Prerequisite: one Grade II unit. Ms. Ward 94 Greek

Directions for Election Greek and Latin

degree but Course 100 is counted toward the level not toward the nnajor. Internnediate Professor: toward the courses are not ordinarily counted Lefkowitz*, Geffcken (Chairman) who major. Students who begin with 100 and consult the wish to major in German should Associate Professor: permission to department in order to obtain Marvin 202-203. omit the intermediate level and take Assistant Professor: department Students intending to major in the Boedeker, Engels, Cole, Starr of- are required to take 202-203, 304 or 305 at least one fered in alternate years, 230, and seminar. Courses on the original languages are con- close ducted in English and encourage that the major in- with emphasis It is strongly recommended analysis of the ancient texts, approach; that is, at clude a distribution by on their literary and historical values. single- least one period, one genre and one Grade author course, and that there be three The departments reserve the right to place a for which she III units. new student in the course seems best prepared regardless of the English, admis- Courses in art, music, philosophy, number of units she has offered for foreign language literature courses in other sion. departments. History 244 and the com- Extradepartmental spend a parative literature seminar, Qualified students are encouraged to the 330, are recommended. semester, usually in the junior year, at in Intercollegiate Center for Classical Studies Rome. See Directions for Election.

Greek

102 (1) Beginning Greek 1 Fundamentals of the Greek language. the Reading from classical authors and from New Testament. Four periods. present Greek Open to students who do not for admission. Miss Marvin

103 (2) Intermediate Greek

the Reading from classical authors and from grammar New Testament. Intensive review of and syntax. Prerequisite: 102.

Miss Marvin Greek 95

104 (1) Classical Mythology 207 (2) New Testament Greek 1 The more important classical myths read in For description and prerequisite see English Religion translations of Greek and Latin 207. authors: their religious origins; their expres- sion in ancient literature and art; their later 229 (2)* Alexander the Great and the influence. Hellenistic World Open to all students. 1

Mrs. Boedeker For description and prerequisite see History 229. 150(2) Colloquium 1 230 (1)* History of Greece 1 For directions for applying see p. 43. For description Open by permission to a limited number of and prerequisite see History freshman and sophomore applicants. 230.

Women in antiquity 243 (1)* Ancient Law The role of women in Greek and Roman 1 societies; the influence of ancient values on For description and prerequisite see Extra- present-day attitudes. Readings from departmental 243. historical, medical, legal, and religious documents; consideration of archaeological 246 (2) Ancient Medicine evidence. Comparison of relevant materials 1 from other periods and cultures, For description and prerequisite see Extra- departmental 246. fvliss Cole

248 (1)* Ancient Comedy in 201 (1) Plato Translation 1 1 The nature of comedy; ancient conceptions Apology, Crlto, and selections from the of comedy, its tradition and literary form. Phaedo. The character of Socrates and his Study in translation of plays by Aristophanes, position in development of Greek thought. Menander, Plautus, Three periods. Terence, and of comic novels by Petronius and Apuleius. Later Prerequisite: 102 and 103, or two admission development of comedy in the Medieval units in Greek or exemption examination. period. Selected reading in modern theories Miss Cole of comedy.

Open to all students. 203 (2) Greek Drama in Translation Mr. Starr 1 Intensive study of tragedies of Aeschylus, 302 (2)* Aeschylus and Sophocles Sophocles, and Euripides, in English transla- tion. The survival in literary form of primitive Drama as expression of man's conflict with ritual; the development of new mythic pat- forces beyond terns his control; the use of on ancient models. The role of contem- mythology to describe the conflict between porary psychoanalytic theory in evaluating human institutions the and the natural world; in- social function and structure of drama novations in language, metaphor, Open to all students. and metre. Reading of one drama by each author in Mrs Boedeker Greek, others in English. Prerequisite; 205. 205 (2) Homer's Iliad Not offered in 1979-80. 1

Study of selected books in Greek with em- Offered in 1980-81. phasis on the oral style of early epic; reading of the rest of the poem in translation; the archaeological background of the period. Three periods. Prerequisite; 201. Mrs. Boedeker 96 Latin

303 (1)* Myth and History in the Archaic 349(1) (2) Seminar Age 1 or 2 1 First semester: Homer's Odyssey. Study of Investigation of the narrative methods of selected passages in Greek; reading of the recording significant past experience; the rest in translation. The art of the oral poet; evaluation of the relationship of the past to the use of Homer as a source for reconstruc- events of the first half of the 5th century; the ting the social world and moral values of restrictions on perception imposed by style early Greece. Second semester: Aristophanes. and structure in both prose and poetry. Contemporary reactions to ethical conflicts Reading in Greek from Herodotus and the confronting the state and the individual in the lyric poets. last half of the 5th century B.C. The use of Prerequisite: 205. comedy in defining new mythology, vocabu- lary, and linguistic structures. Reading of two Not offered in 1979-1980. plays in Greek, others in English. Offered in 1980-81. Prerequisite: 205.

Mrs. Boedeker (1), Mr. Starr (2) 304 (2)* Euripides 1 350 (1) (2) Research or Individual Study Euripides' exposition of current problems in 1 or 2 traditional narrative framework; his develop- Open to seniors by permission. ment of dramatic form; his exploration of human and political motivation. Reading of 370(1-2) Thesis tv\/o or three plays in Greek, others in English. 2 to 4 Prerequisite; 205. Open only to honors candidates who choose Mrs. Boedeker to do honors research. For alternate honors program see Directions for Election. 305 (1)* Thucydides 1 Contemporary impressions of the political conflicts confronting the state in the late 5th Latin century B.C. Imperialism and the causes of the Peloponnesian War; the flaws in Athenian democracy and the influence of Sophistic 100(1) Beginning Latin

argumentation. The attempt to formulate a 1 scientific approach to history and the rejec- Fundamentals of the Latin language. tion of earlier models; the creation of a new Readings from classical and medieval texts. prose style. Reading in Greek of selections Four periods. Open to students who do not from Thucydides. present Latin for admission, or by permission Prerequisite; 205. of the instructor.

Mr. Engels Miss Cole, Mr. Starr

328 (2)* Problems in Ancient History and 101 (2) Intermediate Latin Historiography 1 1 Development of reading skills through inten- Prerequisite: History 230 or 231. sive study of classical authors. Three periods. Prerequisite: 100. Not offered in 1979-80.

Mr. Engels Miss Cole

Offered in 1980-81. 102(2) Intensive Review

1 Survey of grammar and syntax; reading from classical Latin authors. Three periods. Prerequisite: two admission units in Latin or permission of the instructor.

Mr. Starr

104 (1) Classical Mythology 1 For description and prerequisite see Greek 104. Latin 97

150(2) Colloquium 231 (1)* History of Rome 1 1 For title and description see Greek 150. For description and prerequisite see History 231.

200 (2) Introduction to Vergil's Aeneid

1 243 (1)* Ancient Law Study of the poem with selections from Books 1 l-VI in Latin. Three periods. For description and prerequisite see Extra- Prerequisite: Latin 201, or three admission departmental 243. units in Latin not including Vergil, or exemp- tion examination. 246 (2) Ancient Medicine 1 Miss Cole For description and prerequisite see Extra- departmental 246. 201 (1) Latin Comedy 1 248 (1)* Ancient Comedy in Translation Study of selected plays of Plautus and 1 Terence in the light of ancient and modern For description and prerequisite see Greek theories of the comic. Reading of one play in 248. Latin, others in English. Three periods. Prerequisite: Latin 101 or 102 or two admis- 249 (1) Selected Topics sion units in Latin. 1 Miss Geffcken Topic for 1979-80: Latin love elegy. Tradi- tional expressions of subjectivity and their 202 (1) Catullus and Cicero development in the elegiac poetry of Catullus, 1 Tibullus, Propertius, and Ovid. Topic for Love, politics, morality, and humor in the last 1980-81: Lucretius. years of the Republic. Study of the evolution Prerequisite: 202 or 203 or an AP Latin score of Latin poetic style and of the technique of of 5. destructive oratory. Miss Geffcken Prerequisite: four admission units in Latin or three including Vergil or 200. 301 (1)* Vergil's Eclogues and Georgics Miss Cole and Ovid's Ars Amatoria

1 203 (2) Horace Vergil's re-creation of the Greek pastoral and 1 his use of didactic and descriptive poetry as The development of Horace's poetic style a means of examining man's relationship to and social commentary. Reading from Satires nature and as political and social commen- and Odes. tary. Ovid's parody of Vergilian didactic. Prerequisite: same as for 202. Prerequisite: 249 or permission of the Miss Geffcken instructor.

Not offered in 1979-80. 206 (2)* Latin Prose Style Miss Geffcken 1 A study of the development of Latin style with Offered in 1980-81. reading and analysis of selected texts; prac- tice in writing Latin prose. 302 (2) Vergil's Aeneid Prerequisite: 202 or 203. 1 The artistic achievement of Vergil in the light Not offered in 1979-80. of earlier literature, especially Homer and En- nius; Vergil's view of man and the destiny of 207 Medieval Latin (2) Rome. 1 Prerequisite: 249 or permission of the The interaction of Christian values and instructor. classical modes of thought in literature from 374 to 1374 A.D. Selected readings from Miss Geffcken prose and poetry. Prerequisite: 200 or 201 or the equivalent, or permission of the instructor.

Mr. Stehling 98 Latin

308 (1)* The Struggle for Power in the 360 (1)* Seminar. Roman History Late Republic 1 1 Topic for 1979-80: Society and economy of

The events, life, and thought of the late the Roman Empire. Republic in the letters of Cicero and in the For description and prerequisite see History historical writings of Caesar and Sallust. 360. Prerequisite; for 1979-80: 202 or 203. 370(1-2) Thesis Mr. Starr 2 to 4 Open only to honors candidates who choose 309 (2)* Historical Tradition, Morality, to do honors research. For alternate honors and Immorality program see Directions for Election. 1 Livy's vision of Rome, his use of sources, historical judgment, and literacy techniques. Readings from selections on early Rome and the Hannibalic War. Prerequisite: 249. Mr. Starr Directions for Election

316 (1)* The Effects of Power and

Authority in the Empire To fulfill the distribution requirement in Group 1 A, students may elect any courses in Greek The literature of disillusion both historical and or Latin except 150, 229, 230, 231, 243, 246, satirical with emphasis on Tacitus and 328, and 360, (these courses may be elected

Juvenal. to fulfill the requirement in Group B). The Prerequisite: 249. following may not be counted toward the ma- jor in Greek or Latin: Greek 203, 229, 230; Not offered in 1979-80. Greek/Latin 104, 150, 243, 246, 248, 328; Offered in 1980-81. Latin 231, 360.

All students majoring in Greek must complete 317 (2)* Imperial Rome: The Novel four units of Grade III work. 1

The development of the ancient novel with All students majoring in Latin are required to emphasis on satirical techniques in Petronius complete 302 and at least two units of the and on religious and mythological themes in following: 301, 308, 309, 316, 317. Extra-

Apuleius. departmental 330 (1) (The Medieval Lyric) Prerequisite: same as for 316. may be elected as one of the required Grade

III units if the student completes the portions Not offered in 1979-80. of the course on Medieval Latin in the original Miss Geffcken language and writes a term or final paper on

Offered in 1980-81. a Latin topic. Students planning to teach are advised to elect 206.

328 (2)* Problems in Ancient History and Latin students who offer an AP Latin score of Historiography 5 should elect 249; and AP score of 4 normal- 1 ly leads to 202. For description and prerequisite see Greek in Latin are 328. Students majoring Greek or ad- vised to elect some work in the other

language. II should be noted that work in both 330 (1) Comparative Literature and Latin is essential for graduate 1 Greek studies in the classics. Topic for 1979-80: The medieval lyric.

For description and prerequisite see Extra- Courses in ancient history, ancient art, an- departmental 330. cient philosophy, and classical mythology are recommended as valuable related work. 350 (1) (2) Research or Individual Study Students interested in a major in classical 1 or 2 and Near Eastern archaeology are referred to to seniors by permission. Open p. 171 where the program is described.

Students who wish to focus a classical major on ancient civilization can plan with the department an appropriate sequence of History 99

courses, which should include work in art, history, philosophy, and literature. Such a History program should always contain at least four units of work in the original language. Basic knowledge of French or German is recom- mended. For details on the classical civiliza- Professor: tion major, see p. 170. Gulick, Robinson, Preyer, Cox, Cohen (Chair- man), Auerbach The departments offer a choice of two plans for the Honors Program. Plan A (Honors Associate Professor: Research, see 370 above, carrying two to Martin* four units of credit) provides the candidate with opportunity for research on a special Assistant Professor: topic and the writing of a long paper or Edwards, Tumarkin, Jones*, Knudsen*, several shorter papers. Plan B provides an Jacobs, Engels, Drake, Grossberg opportunity for the candidate to show through examinations at the end of her senior year Instructor: that she has acquired a superior grasp, not Wong3, Saad only of a basic core of texts, but also of addi- tional reading beyond course requirements. Plan B carries no course credit, but where appropriate, students may elect a unit of 350 to prepare a special author or project which would be included in the Honors examina- 100 (1) (2) Medieval and Early Modern tions. Honors candidates who are classical European History civilization majors should elect Plan B. 1

The College is a member of the Inter- A study of the major ideas and institutions collegiate Center for Classical Studies in that have shaped Western civilizations from Rome, a program for American undergradu- the "grandeur that was Rome" to the Age of ates in classical languages, ancient history the Renaissance and Reformation. Emphasis and topography, archaeology and art history. upon the different "lifestyles" of successive t\/lajors, especially those interested in Roman Western societies and upon the processes of studies, are urged to plan their programs so social change in the history of Western as to include a semester at the Center in the Europe. Introduction to the techniques of junior year. historical analysis and to problems in the in- terpretation of historical evidence through ex- tensive use of original sources. Open to all students. \ Mr. Edwards, Mr. Cox

101 (1) (2) Modern European History 1 An introduction to European history from 1600 to the present, designed to aid the stu- Mow fk lead of a, Wdkdey dent in formulating historical judgments about the significance of representative institutions, the scientific revolution, the Enlightenment, the French Revolution, industrialization, im- perialism, world wars, totalitarianism. Open to all students.

Ms. Tumarkin, Mr. Drake, Mr. Gulick

Sporh^jaecciationDaxeAjemhon 7f 100 History

102 (1) (2) The American Experience b. China in outside perspective 1 Can another people's historical or cultural ex- An introduction to the social, cultural, perience be understood in its own terms by political, economic forces that have shaped an outsider? Or does the outsider's out- American history, including colonization, sideness place definite limits upon cross- slavery, immigration, civil conflict, in- cultural understanding? Many westerners who dustrialization, and international relations. went to China in the 20th century stayed for Open to all students. Principally for those long periods, became deeply engaged in the w/ho have not had a survey course in revolutionary changes that were taking place, American history in junior or senior year of and then wrote accounts (often highly per- high school. sonal) of their experiences. What we can Ms. Jacobs learn from these accounts about China —and what the accounts tell us about the outsiders 103 (1) The World and the West themselves (many of them Americans)— will 1 be the central problem explored in this An introduction to non-Western history course. Readings will be drawn from auto- designed to explore main trends in select biography, fiction, personal memoirs, and areas of Asia and Africa up to the ac- journalism. celerated contacts with Europe. The expan- Mr. Cohen sion, diffusion, and adaptation of Islam in dif- ferent cultures will be used as a case study. d. Henry VIII: wives and policy Special attention to cross-cultural influences with reference to comparable themes in the A study of the relationship between Henry's process of European expansion. matrimonial ventures (all six) and issues of Open to all students. domestic and foreign policy during his reign. The colloquium will be structured around the Mr. Saad BBC television series (6 films, 90 minutes each) called "The Six Wives of Henry VIII." Colloquia 150(1) (2) Recent scholarly works, including biographies 1 where possible, and 16th century sources For directions for applying see p. 43. will provide historical materials for com- Open by permission to a limited number of parison with and contrast to the dramatic freshman and sophomore applicants. presentations.

Mrs. Robinson (1) a. 1776 and all that f. The family in American history An analysis of the group of American revolu- This course will offer a wide-ranging survey tionaries who rose to power and led the of the history of the American family. movement for independence from Great Bri- Students will examine changes in the form tain. Materials will be drawn from primary and function of the household and the rela- sources of the period: letters, documents, tionship of those changes to larger trends in pamphlets, and newspapers. American society. They will investigate such Mrs. Preyer topics as the aging process, the evolution of sex roles, demographic patterns, the class

context of family life, the impact of major social events on the home, and the develop- ment of various types of families such as the urban family, the immigrant family, and the Black family.

Students will be asked to participate in weekly discussion sessions and to write an analytical history of their own families. These family histories should draw upon the themes and questions of the course to discover the major links between the lives of their families and the development of American society.

Mr. Grossberg History 101

Medieval g. Early Greece 222 (1) Classical and Early Intellectual History A study of the formation of the Western 1 cultural tradition in Greece from the Bronze A history of Western thought from its pre- Age to 500 B.C. The course will emphasize Socratic origins to Boethius, Emphasis will be the development of fundamental innovations placed on the living issues of thought in the such as rational thought, the belief in natural pre-Socratics, Plato, Aristotle, the Stoic and law, and systems of government based on Epicurean philosophers, the Bible and the the consent of the governed. Other topics will Church Fathers, among others. include the Minoan and Mycenaean civiliza- Open to freshmen and sophomores who have tions, the problem of the Dorian invasion and taken 100 or related work in literature or the Greek Dark Ages, religion, society, the philosophy, and to juniors and seniors without formation of city states, and colonization. prerequisite. Not offered in 1979-80. Mrs. Chaplin Mr. Engels 229 (2)* Alexander the Great and the (2) Hellenistic World c. Heroes and heroines in medieval society 1 The course will survey the achievements of Leaders and concepts of leadership in Euro- Alexander the Great and the culture of the pean society between the 5th and 16th cen- new world he created. An examination of the turies. An introduction to various definitions personality and career of Alexander, his of the "hero" since earliest times, followed Macedonian background, the influence of his by an investigation, primarily using contem- tutor Aristotle, and his military accomplish- porary chronicles and biographies, of the ments. The innovations Alexander introduced ways in which heroes in premodern European into the Western world will be discussed: new history have changed with the changing con- concepts of religion, kingship, political ditions for successful leadership. organization, and the notion of brotherhood Mr. Cox between diverse ethnic groups. The rich diversity of the Hellenistic world will also be

151 (1) (2) 1919. Year of the "New Negro" surveyed: the Seleucid and Ptolemaic 1 kingdoms, trade with India and China, reli- For description and prerequisite see Black gious syncretism, spread of oriental religions Studies 151. into the Mediterranean world, trends in Hellenistic Judaism, and the achievements of 203 (2)* The Ancient Near East: An Hellenistic science which formed the founda- Introduction tion for the future development of Western 1 science for the next 1,900 years. For description and prerequisite see Religion Open to all students. and Biblical Studies 203. Mr. Engels

206 (1-2) Afro-American History 230 (1)* Greek History from the Bronze 1 or 2 Age to the Death of Philip II of Macedon For description and prerequisite see Black 1 Studies 206. A survey emphasizing the relationships be- tween the patterns of Greek culture, the 212 (1) History of American Education origins of the Western intellectual tradition, 1 and the development of constitutional forms For description and prerequisite see Educa- of government culminating in the formulation tion 212. of democracy in Athens. Other topics will in- clude Greek religion, society, economy, and 216 (1) History of the West Indies the failure of Athenian democracy in its con- 1 flicts with Sparta and Macedon. For description and prerequisite see Black Open to all students. Studies 216. Mr. Engels 218 (1)* Religion in America 1 For description and prerequisite see Religion and Biblical Studies 218. 102 History

231 (1)* History of Rome 234 (2) Reform or Revolution? The Crisis 1 of the Fifteenth and Sixteenth Centuries An introduction focusing on Rome's cultural 1 development from its origins as a small city Individuals and institutions in a time of state in the 8tfi century B.C. to its rule over a religious, economic, and social upheaval. vast empire extending from Scotland to Iraq. Protestants and Jesuits, intellectuals and Topics for discussion will include the peasants, mystics and witches, the old world Etruscan influence on the formation of early and the new, examined through literature, Rome, the causes of Roman expansion theology, letters, trial records, practical throughout the Mediterranean during the guidebooks, and propaganda. Interdisciplinary Republic, and the Hellenization of Roman approach emphasizing contrasting interpreta- society. Also, the urbanization and Romaniza- tions of the period. tion of Western Europe, the spread of Open to all students. mystery religions, the persecution and expan- Mr. Edwards, Ms. Elkins sion of Christianity, and the economy and society of the Empire will be examined. 235 (2) Medieval and Early Modern Open to all students. European Intellectual History Not offered in 1979-80. 1 A history of Western thought from St. Anselm Mr. Engels to Pascal, emphasizing the relations between ideas and their historical context. How were 232 (1) Medieval Civilization, 1000 to 1300 intellectuals educated and how did they sup- 1 port themselves in Medieval and Early European society during the High Middle Modern Europe'i' How did their societies in- Ages. Kingship and a comparison of medieval fluence them, and they their societies? What states, warfare and the birth of chivalry, did they think on such matters as salvation, peasants and townsmen in an era of war and peace, and human nature? These economic and technological change, students and related issues will be examined in the and churchmen in a period of intellectual fer- lives and times of such intellectuals as ment. An exploration of political and social Anselm, Abelard, Aquinas, Dante, Machiavelli, ideas as expressed in contemporary sources, Luther, Montaigne, and Pascal. including art and literature. Open to freshmen and sophomores who have Open to freshmen and sophomores who have taken 100 or related work in literature or had a course in medieval history, art, or philosophy, and to juniors and seniors without literature, and to juniors and seniors without prerequisite. prerequisite. Mr. Edwards Not offered in 1979-80.

Mr. Cox 236 (1)* The Emergence of Modern European Culture: The Seventeenth and 233 (1) The Civilization of the Eighteenth Centuries Renaissance in Italy 1 1 A comparative survey of Enlightenment Explores Italian history from the age of Dante culture in England, France, and the Ger- to the age of Michelangelo and Machiavelli, manies. Topics to be considered include examining in the light of current research skepticism, the scientific revolution, some classic topics in the historiography of classicism in art, the formation of liberal the Renaissance in Italy including "the state society, the differing social structure of in-

as a work of art," "the development of the in- tellectual life. The approach is synthetic, dividual," "the revival of antiquity," and "the stressing the links between philosophy, discovery of the world and man." political theory, art, and their historical con- Open to qualified freshmen, and to sopho- text. Among the authors: Locke, Hume, mores, juniors, and seniors without pre- Voltaire, Diderot, Rousseau, Lessing, Kant, requisites. Goethe. Open to qualified freshmen and sophomores Mr. Edwards (see Directions for Election), and to juniors and seniors without prerequisite.

Not offered in 1979-80.

Mr. Knudsen History 103

237 (2)* Modern European Culture: The 242(1) The Age of Louis XIV in France Nineteenth and Twentieth Centuries 1

1 Society and government in 17th century A survey of European culture from the France. The political and cultural background political, French Revolution to the post-World War II under Richelieu and Mazarin; social, period —from idealism to existentialism in and intellectual life during the Golden Age of philosophy, from romanticism to modernism Absolutism under Louis XIV. in art and literature. As with 236, emphasis is Open to qualified freshmen and sophomores placed on the social and historical context of (see Directions for Election), to sophomores cultural life. Among the authors; Byron, Sten- who have taken one unit in history, art dahl, Goethe, Hegel, Marx, Kierkegaard, Dar- history, or French, and to juniors and seniors win, Nietzsche, Freud, Pirandello, Russell, without prerequisite. Sartre, Camus, Skinner, and Orwell. Mr. Cox Prerequisite; same as for 236.

Mr. Drake 243 (2) The Enlightenment, the French Revolution, and Napoleon

238 (1) English History: 1066 and All That 1

1 French civilization in the 18th century; analy- From the coming of the Anglo-Saxons sis of the causes, events, and results of the through the coming of Henry Tudor. This Revolution. The era of the Revolution and the survey will study some of the traditional Napoleonic Empire with emphasis upon heroes and villains, such as Alfred the Great, political, social, and cultural developments, William the Conqueror, Richard the Third; and their impact upon the rest of Europe. church and churchmen, such as Bede, Prerequisite; same as for 242. Becket, and Beaufort; developments into and Mr. Cox away from feudal monarchy; aspects of sociopolitical history, including baronial and 244 (1) Modern Germany peasant uprisings; and medieval cultural 1 especially in architecture, achievements, Beginning with the revolution of 1848, an literature. language, and examination of German politics, society, and Open to qualified freshmen and sophomores culture to the post-World War II period. (see Directions for Election), to sophomores Special emphasis on Bismarck and the found- taken or are concentrating in who have 100 ing of the German Empire; the Empire's crisis English literature, and to juniors and seniors and collapse in World War I; the formation of without prerequisite. the Weimar Repubic; and the emergence of Mrs. Robinson Nazism and the Third Reich. The task will be to explore the German response to problems

239 (2) English History: Tudors and Stuarts shared throughout Western Europe. 1 Prerequisite; same as for 236. The 16th and 17th centuries, emphasizing the Not offered in 1979-80. unique aspects of the English Reformation, Elizabethan achievements and failings, and Mr. Knudsen the multiple revolutions or alleged revolutions of the 17th century. 246 (1) Medieval and Imperial Russia Prerequisite; same as for 238. 1 A study of the social, political, economic, and Mrs. Robinson cultural development of Russia from the medieval period to the mid-1 9th century. Par- 240 (2) Modern England ticular consideration is given to the rise of ab- 1 solutism, the enserfment of the peasantry, English history from the late 18th century to and the impact upon Russia of successive the mid-20th century. The transformation of a foreign cultures — Byzantium, the Mongol Em- traditional basically agrarian, hierarchical, pire, and the West. welfare society into an industrial, democratic Open to sophomores, juniors, and seniors slate. Emphasis will be on the time from without prerequisite. 1815-1914. Not offered in 1979-80. Open to qualified freshmen and sophomores (see Directions for Election), to students who Ms. Tumarkin have taken 101 or 239, to sophomores con- centrating in English literature, and to juniors and seniors without prerequisite.

Mrs. Robinson 104 History

247 (1) Modern Russia and the Soviet 251 (2) The United States in the Union Eighteenth Century 1 1

One hundred years of reform, revolution, and Society, culture, and politics in colonial reaction. Late Imperial Russia, thie Revolution America, in the era of the American Revolu- of 1917, and the creation of a Soviet state tion and in the early national period to 1815. under Lenin and Stalin. Special emphasis is Prerequisite: same as for 250. placed on the Russian Revolution and on con- Mrs. Preyer tinuity and change under Soviet rule. Prerequisite: same as for 246. 252 (1) The United States in the Ms. Tumarkin Nineteenth Century 1 248 (2) Europe in the Twentieth Century An introduction to the major political, 1 economic, and social forces which shaped An interpretative study of modern Europe em- 19th-century American history. phasizing social change and the development Prerequisite: same as for 246. of new modes of thought and expression. Mr. Grossberg Topics include: communism, fascism, nationalism, Freud, changing artistic and in- 253 (2) The United States in the tellectual perceptions, the mass media. Twentieth Century Prerequisite: same as for 246. 1 Ms. Tumarkin Selected 20th-century issues and problems, with emphasis on the responses of 249(1) Modern Italy Americans and their institutions to social 1 change. Traces the development of Italy from the 18th Prerequisite: same as for 246. century enlightenment to the present day. Mr. Auerbach Primary emphasis on cultural and intellectual life, stressing the contributions of Vico and 254 (2) United States Urban History Mazzini in the 18th and 19th centuries. What 1 were the historical conditions that led to the Origins and development of the American ur- birth and rise of fascism in early 20th century ban system from the colonial period to the Italy? What effect did 20 years of Mussolini present, with emphasis upon changing city have on the Italian people, and how do they functions, urban physical and spatial struc- cope with the legacy of fascism today? Heavy ture and growth, group accommodation to reliance on primary historical sources: litera- city living, historical trends in urban politics, ture, art, theater, and film. and problem solving. Open to all students. Open to sophomores by permission of the in- Mr. Drake structor, and to juniors and seniors without prerequisite. 250 (1) The First Frontier Not offered in 1979-80. 1 The adaptation of the English, Europeans, Ms. Jacobs and Africans to the alien environment of North America in the 17th century. Analysis 255 (2)* Japanese Religion and Culture of the formation of colonial settlements, prob- 1 lems of survival and leadership, relations with For description and prerequisite see Religion Indian cultures, the creation of new societies and Biblical Studies 255. in the New World.

Open to sophomores, juniors, and seniors 257 (1) Women in American History without prerequisite. 1 A survey of women in American history, from Not offered in 1979-80. the colonial period to the present, focusing Mrs. Preyer on the family, marriage and divorce, women's role in the labor force, images of women in the popular media, women's rights, and feminism. Open to all students, except those who have taken [155]. Ms. Jacobs History 105

260 (1)* History of Spanish America 271 (1) Japanese History

1 1 The political, social, economic, and cultural Japanese history from earliest times to pre- evolution of the Latin American world from sent, focusing on modern period (since 1600). colonial days to the present. Emphasis on Special consideration given to cross-cultural colonial institutions and their relations to comparison (Japanese and European historical developments in the Iberian penin- feudalism, Japanese and Chinese responses sula and on the fundamental problems, to encounters with the modern West), factors especially in certain key countries, of modern contributing to Japan's astonishingly rapid and contemporary Latin America. modernization in the 19th and 20th centuries, Open to qualified freshmen and sophomores and problems faced by Japan in the future. (see Directions for Election), to sophomores Open to all students. who have had a course in history or art Not offered in 1979-80. history, and to juniors and seniors without prerequisite. Mr. Cohen

Not offered in 1979-80. 272 (1) Traditional and Early Modern Mr. Lovett Japanese History 1 261 (1)* History of Spain Japan from prehistoric times to the mid-1 9th

1 century, with emphasis on the 17th-19th cen- The period of Spain's hegemony and modern turies (Tokugawa). Japan's adaptation of developments culminating in the Civil War of Chinese civilization; cultural and literary 1936-39. history; political effects of socioeconomic Prerequisite: same as for 260. changes from the classical period, through feudalism, to the eve of Japan's interaction I^r. Lovett with the West; ideological developments that conditioned Japan's response to Western en- 267 (1) Africa Before the Europeans croachment; and changing status of women. 1 Open to all students. fvlajor themes in African history from the earliest times to the 19th century. Discussion Not offered in 1979-80. of social, political, and economic modes of organization as well as art, literature, and 273 (2) Society and Economy in Modern belief systems. Analysis of African civilization Japan with emphasis on the kingdoms and empires 1 which arose from medieval times onward Consideration of major themes in Japanese along the main highways of commerce in the history since the Meiji Restoration (1868). continent. Japan's 19th-century "economic miracle" Open to all students. and the problems faced by a rapidly moder- Mr Saad nizing agrarian economy: nationalism, im- perialism, and their effects on foreign rela- tions; adaptation of Western ideas and institu- 268 (2) Africa in the Modern World tions; themes in 20th-century literature and 1 culture; social and political movements of the Modern history of Africa from the mid-1 9th 20th century, concentrating on women's suf- century to the present. Analyzes the origins, frage and labor movements. Final topic: growth and breakdown of colonialism with Japan today. emphasis on traditionalist and modernist to all students. African responses. Examines the rise of Open nationalist and liberation movements and the Not offered in 1979-80. emergence of new states. Discussion of post- independence problems and special attention to the current crisis in southern Africa. Open to all students.

Mr. Saad 106 History

274 (2) Social and Economic History of 284 (2) l\1odern History of the Middle China, 1100-1800 East

1 1 A survey of the pre-industrial economic ex- A study of the rise of the modern Middle perience of Chinese society. Beginning with Eastern states against the background of the institutional and structural features such as disintegration of the Ottoman Empire. Focus land tenure and clan organization, the course will be on a series of important transforma- then examines the intensification of a money tions, such as the rise of Muhammad All in economy, "embryonic capitalism," the Egypt, the Ottoman reforms of the 19th cen- development of handicrafts, and the expan- tury and the realignments which came in the sion of the agricultural sector. Social conflicts wake of the two world wars. A survey of the and state-society relations are analyzed in colonial interlude and the emergence of na- light of the structures and processes sug- tionalist movements, concluding with a gested above. Brief comparisons with the historical overview of the Mideast conflict. European experience serve to isolate the Open to all students. distinctive patterns of Chinese development. Mr. Saad Open to all students.

Mr. Wong 300 (2) The Nature and Meanings of History

275 (1) Premodern Chinese History 1 1 The history of Western historical thought, Chinese civilization from earliest times to the from Herodotus to present, as displayed in period of the modern Western intrusion. Em- classic works by such figures as Herodotus, phasis on dominant historical and cultural St. Augustine, Leonardo Bruni, Machiavelli, patterns, the evolution of Confucianism, Voltaire, Montesquieu, Burke, Hegel and Taoism, and Chinese Buddhism, and the Marx, Burckhardt, Acton, De Toqueville, Ban- development of major political institutions croft, Spengler, Toynbee, and various (emperor, bureaucracy, examination system, philosophically significant representatives of and others). Extensive readings in Chinese modern historiography. literature. Open to qualified juniors and seniors by per- Open to all students. mission of the instructor.

Not offered in 1979-80. Not offered in 1979-80.

276 (1) Modern Chinese History 301 (1) The Art of Biography 1 1 An analysis of the revolutionary changes that Exploration of the diverse ways of presenting have swept China from the Opium War to the biographical narrative and insights in prose, present. Equal emphasis will be placed on film, and other media; the utilization of (1) the disintegration of the old society during sources on the individual and their integration the last century of the imperial era and (2) with historical materials; the historiographical the efforts of the Nationalist and Communist problems of biography. parties to rebuild China in the 20th century. Prerequisite: same as for 254. Special attention will be paid to intellectual Mr. Gulick and cultural changes and to the respective roles of the West and of indigenous forces in 302 (2) Biography Workshop shaping China's modern evolution. 1 Open to all students. Student biographical projects in prose, film, Mr. Cohen and other media, normally a continuation of projects begun in 301. Group discussion.

280 (2) Imperialism and Dependency in Prerequisite: 301. the Third World Mr. Gulick 1 Analyzes the economic and political causes of the expansion of Europe and the United States into Africa, Asia, the Middle East, and Latin America since the mid-1 9th century. Ex- amines the characteristics and consequences of imperialism and dependency in these areas of the world today. Open to all students without prerequisite. History 107

305 (1) Europe's Traditional System of 320 (1) Social History of American Law: International Relations, 1780 to 1914 The Formative Era

1 1 The nature of Europe's classical balance of The modification of English law in the power system and its subsequent modifica- American colonies, the impact of legal tion through the French and industrial revolu- changes during the post-revolutionary period; tions; the diplomacy of national unification the development of American law in the and of imperialist expansion. Attention to federal system, the growth of the legal pro- Ottoman, Chinese, and African relations with fession, the role of the judiciary, the relation- Europe. ship of law and legal institutions to social and Prerequisite: same as for 300. economic change before the Civil War. Open to juniors and seniors. Not offered in 1979-80. Mrs. Preyer Mr. Gulick

321 (2) Liberty and Law in American 306 Global International Relations (2) History 1 1 The emergence of untraditional, cataclysmic The Rule of Law as an expression of cultural problems of weaponry, population, and en- values and class power in American society. vironment superimposed on traditional, on- Particular attention will be paid to struggles going problems of international relations. At- for individual rights and how they have tention equally divided among Europe, East subverted, or sustained, the legal order. Asia, the United States, and the Soviet Union. Among the topics to be considered are legal Open to sophomores, juniors, and seniors vs. social justice, civil disobedience, and who have taken two units of history or by per- alternatives to legal dispute resolution. mission of the instructor. Open to juniors and seniors. Mr. Gulick Mr. Auerbach

310 (1-2) Social History of the United 328 (2)* Problems in Ancient History and States Historiography 1 or 2 1 The development of American society in For description and prerequisite see Greek terms of changing family organizations, 328. socioeconomic class structure, patterns of work and leisure time activities, industrializa- 330 (2) Seminar. ly/ledieval/Early Modern groups, and social tion, urbanization, ethnic Europe and geographical mobility. First semester: 1 Colonial period to 1850. Second semester: Topic for 1979-80: Renaissance Florence. "It 1850 to 1960. Either semester may be is undoubtedly a golden age," wrote Marsilio elected independently. Ficino in 1492, "which has restored to the Open to juniors and seniors who have taken light the liberal arts that had almost been two units of history or by permission of the in- destroyed: grammar, poetry, eloquence, structor. painting, sculpture, architecture, and music.

Not offered in 1979-80. And all that in Florence." To examine this claim, the seminar will study the political and Ms. Jones social history of Florence and the lives and achievements of such men as Bruni, Ghiberti, 312 (2) Seminar. History of Child Rearing Donatello, the Medici, Alberti, Michelangelo, and the Family and Machiavelli. 1 Open to qualified juniors and seniors by per- For description and prerequisite see Educa- mission of the instructor (See Directions for tion 312. Election).

319 (2) Pan-Africanism Mr. Edwards 1 For description and prerequisite see Black Studies 319. —

108 History

331 (1) Seminar. European History 337 (2) Seminar. American History 1 1 Topic for 1979-80: Humanity uprooted Topic for 1979-80: Women helping women. Soviet Russia during the 1920s. What hap- An examination of the life cycle of female col- pens after the seizure of power, when the lege professors at the seven sister colleges Revolution seeks to transform every aspect in the late 19th century: their family back- of life and culture'!' This seminar will explore ground, education, and careers. Students will the relationship between ideology and analyze the intellectual efforts and theories of politics; Trotsky, Bukharin, and Stalin; the social action of the professors; investigate search for a socialist economy; innovation in how these women put their ideals and the arts and literature; anti-religious theories into practice; and evaluate the movements; the effects of the Revolution on nature of the interaction between elite and morality and the family; the role of propagan- nonelite women. da and agitation in Soviet life. Prerequisite: same as for 330. Prerequisite: same as for 330. Ms. Jacobs Ms. Tumarkin 338 (1) Seminar. American History

332 (1) Seminar. English History 1 1 Topic for 1979-80: Community and conflict. Topic for 1978-79: The "woman question" in How various American communities have Victorian England. A study of the literature confronted, resolved, suppressed, and avoid- about, and the struggles for, the emancipa- ed conflict. Particular attention will be paid to tion of women: personal, legal, educational, 17th-century religious, and 19th-20th-century professional, political. The major source will Utopian and ethnic communities. be the periodical literature from the 1850s Prerequisite: same as for 330. onward, with special attention to the many ar- Mr. Auerbach ticles written, often anonymously, by women. Prerequisite: same as for 330. 339 (1) Seminar. American Jewish

Not offered in 1979-80. History 1 Mrs. Robinson The development of American Jewish life and institutions since the era of mass immigra- tion, with particular attention to the tension 333 Seminar. European Intellectual (2) between Old World and American Jewish History cultures. Historical and literary evidence will 1 guide explorations into the social, psychologi- Topic for 1978-79: The Counter-Enlightenment. cal, and political implications of Jewish Study of individuals and societies who stood in minority status in the United States. opposition to the principles of the European Open by permission of the instructor. Enlightenment: the skeptics and mystics, the philosophers of culture and irrationalism, the Mr. Auerbach secret and occult societies. We will consider individuals such as Pascal, Vico, Herder, 340 (2) Seminar. Afro-American History Mozart {The Magic Flute) and de Sade, and 1 societies such as the Rosicrucians and For description and prerequisite see Black llluminati. Studies 340. Prerequisite: same as for 330. 342(2) Seminar. African History Not offered in 1979-80. 1 Mr. Knudsen Topic for 1979-80: Reconstructing the African past. Assessment of the individual contribu- 335 (2) Seminar. American History tions of the disciplines of linguistics, ar- 1 chaeology, anthropology and artistry. Discus- Topic for 1979-80: America as the promised sion of other sources of historical informa- land. An examination of selected texts drawn tion, especially oral history, folklore and from various disciplines and historical eras legend, king lists and court histories. which attempts to define the promise of the Prerequisite: same as for 330. American experience and analyze the fulfill- Mr. Saad ment or failure of that promise. Prerequisite: same as for 330.

Ms. Jacobs History 109

344 (2) Seminar. Asian-American History 350 (1) (2) Research or Individual Study 1 1 or 2 The confrontation between Old World tradi- Open by permission to juniors and seniors. tions and New World identities is taken as a starting point for examination of the Asian- 355 (1-2) Intellectual History of the American experience. Asian perceptions of United States America are contrasted with American im- 1 ages of Asian immigrants. Patterns of living The ideas associated with the development of and strategies for survival reflect both the American culture as they are embodied in cultural particularities of community and political thought, religion, the arts, philosophy social continuities with the larger society. and social institutions from the colonial Topics will include: Chinese labor and the period to the present time. By permission of opening of the West; Japanese internment the instructor either semester may be elected during World War II; Chinese, Japanese, and independently. Korean immigration to Hawaii. Individual Open to juniors and seniors. papers focus upon any Asian- research may Mrs. Preyer American group the student chooses. Prerequisite: same as for 330. 356 (2) Seminar. American History Mr Wong 1 Topic for 1979-80: The 1920s. Examination of American society in the aftermath of a 345 (1) Seminar. Chinese History I

1 disastrous war. Among the major topics are Normally a different topic each year. political repression, presidential scandals, the Prerequisite: samfc as for 330. retreat from political activism to narcissism and careerism and Babbitry as a dominant Not offered in 1979-80. cultural norm. Consideration of the Crash of Mr. Cohen 1929 will precede comparisons with the 1970s.

346 (2) Seminar. Chinese History II Prerequisite: same as for 330.

1 Mr. Auerbach Topic for 1979-80: Sino-American relations from the late 19th century to the present. 360 (1)* Seminar. Roman History Possible topics: U.S. exclusion legislation, the 1 rhetoric and reality of the Open Door, Topic for 1979-80: Society and economy of American intellectual and cultural influence in the Roman Empire. An examination of the the 1920s and 1930s. China and the U.S. sources and theories concerning the society allies during World War II. American interven- and economy of the Roman Empire. Topics tion in the Chinese civil war, iVlcCarthyism for discussion will include the effects of and the of anti-Chinese feeling, re-emergence demography and social stratification on the the Nixon opening, the problem of Taiwan role of women, the problem of slavery and Prerequisite: same as for 330. technological stagnation, the Roman educa- Mr. Cohen tional system, agriculture, commerce, and trade with India and China. The formation of

347 (2) Seminar. Comparative History the colonate and manor system and the

1 causes and effects of inflation will also be Topic for 1979-80: Comparative fascisms. studied. Fascism has been described as a uniquely Prerequisite: 231. 20th-century political phenomenon. What is Mr. Engels the essence of that phenomenon? In what

historical situations is it likely to appear and to flourish? Primary focus on France, Italy, and Germany, but other radical right-wing movements will be studied in order to docu- ment fully how, despite changing external characteristics from country to country, fascism always presents the same inner structural core. Primary sources and inter- pretive works. Prerequisite: same as for 330.

Mr. Drake 110 History

365 (1) Seminar. English History The colloquia are available to freshmen and 1 sophomores without prerequisite. Since collo- Topic for 1979-80: Henry VIII — matrimony, quia enrollments are limited, special applica- diplomacy, and religious concerns. A study of tion must be made. Incoming freshmen may the interrelationships of the above in Henry's obtain application forms from the class dean, marriages to Catherine of Aragon, Anne sophomores from the Registrar's Office,

Boleyn, Anne of Cleves, and Catherine Parr. Green Hall. If a colloquium is oversubscribed, Recent scholarly works, 16th-century nar- the instructor will decide which applicants are ratives and documentary sources from the to be accepted. Students are advised to apply Letters and Papers of the reign plus one or for more than one, indicating first, second, two of the BBC films, "The Six Wives of and third choices if they wish. Henry VIII," will be used. Seminars, unless otherwise indicated, are Prerequisite: same as for 330. open by permission of the instructor to Mrs. Robinson qualified juniors and seniors Since enroll- ments are limited, a student wishing to apply 370(1-2) Thesis for admission to one or more seminars must

2 to 4 fill out an application blank, available in the Open only to honors candidates. department office. Founders Hall 219. Notification of which applicants are to be ac- cepted will be made no later than the an- nounced date for course changes without fee in each semester

The general survey courses (100, 101, 102, Directions for Election 103) and Grade II survey courses in classical (229, 230, 231), Asian (271, 272. 273, 275, 276), and African (267. 268) history are open

to all students without prerequisite. In addi- A wide variety of programs may provide in- tion, freshmen and with a strong sight into the nature and scope of history as sophomores secondary school background in European a discipline. Accordingly, the student major- history (ancient, medieval, or modern) may ing in history is given great latitude in design- elect as a beginning course 232, 233, 236, ing a program of study. Department offerings 237, 238, 239, 240, 242. 243. 244. Courses at fall, for the most part, into three roughly

the Grade I level, however, are strongly defined areas: (1) the modern West (Europe for students planning to major since 1600, the United States, modern recommended in history. Russia); (2) the premodern West (ancient Greece and Rome, Europe before 1600, medieval and imperial Russia); and (3) the non-West (Africa, China, Japan, and the Third World). Majors may elect courses freely, but it is strongly recommended that at least one unit be taken from each of these areas. (The department chairman should be consulted if it is unclear into which area a particular course falls.)

Majors are encouraged to focus eventually upon a special field of interest, such as (1) a particular geographical area, nation, or culture; (2) a limited time period; (3) a special aspect of history, e.g.. social, intellectual, economic; (4) a significant historical problem or theme, e.g., revolution, cultural change, urbanization, institutional development, colonialism. In designing a program, students should consider courses given at MIT and in other departments at Wellesley.

The concept of the major should be dis- cussed with the major advisor, and students should consult with their advisors about changes they may wish to make in the course of the junior and senior years. Italian 111

203 (2) Intermediate Italian II Italian 1 Development and refinement of language skills, with equal emphasis on written and oral practice. A novel will be read which Assistant Professor: offers a contrast both in geographic and Ellerman, Jacoff (Chairman) historical setting to the novel used in 202. The contrast between these novels allows for Instructor; discussions of new cultural, historical, and Mattii3 thematic issues. In this fourth semester of Italian, there will also be a greater emphasis on critical and analytical reading of the novel. All courses, unless otherwise listed, are con- Three periods. ducted in Italian. In all courses given in Prerequisite: 202 or the equivalent. Italian, except seminars, some work may be The Staff required in the laboratory.

Qualified students may be recommended to 207 (1) Significant Moments of the Italian spend the junior year in Italy. See p. 39. Literature of the Middle Ages and the Renaissance Attention is called to the major in Italian 1 Culture. See Directions for Election and In- An introduction to the Golden Age of Italian dividual Majors. literature. Study and analysis of selected texts by authors such as Saint Francis of Assisi, Dante, Petrarch, Boccaccio, Machiavelli, and Guicciardini. Prerequisite: 203.

100 (1-2) Elementary Italian Not offered in 1979-80. 2 Mrs. Mattii Development of basic language skills for the purpose of acquiring contemporary spoken 208 (2) Italian Romanticism Italian and a reading knowledge useful in the 1 study of other disciplines. A general view of An introductory study of the poetry and prose Italian civilization. Three periods. of Foscolo, Leopardi, and Manzoni. The Staff Prerequisite: 207 or by permission of the in- structor.

202 (1) Intermediate Italian I Not offered in 1979-80. 1 Review of grammar, syntax, and development 211 (1-2) Dante in English of vocabulary. There will be short written 2 compositions and emphasis on the spoken An introduction to Dante and his culture. This language with conversations on a variety of course presumes no special background and topics. The topics will be suggested by the attempts to create a context in which Dante's reading of a significant modern novel. The poetry can be carefully explored. It concen- novel will be supplemented by pertinent ar- trates on the Divine Comedy and Dante's use ticles which clarify its themes in historical of his literary and philosophical sources. The and social terms. Three periods. centrality and encyclopedic nature of the Prerequisite: 100 or the equivalent. comedy make it a paradigmatic work for The Staff students of the Middle Ages. Since Dante has profoundly influenced some key figures of the 19th and 20th centuries, students will find that he illuminates modern literature as well. First semester may be elected independently, second semester may be elected independ- ently by permission of the instructor. Open to all students.

Ms. Jacoff 112 Italian

212 (2) Literature of the Italian 249 (2) Significant Moments in the Renaissance (in English) History of Italian Culture in English 1 1

An opportunity to read certain key texts of This course is designed to supply an the Italian Renaissance in depth: Boccaccio's historical context in which certain major Decameron, selected Petrarch letters and cultural movements and works of individual

poems, Cellini's Autobiography, Castigiione's authors may be best studied. It follows a The Courtier, and Machiavelli's Prince and chronological order, going from the 13th cen- Discourses. The focus will be on stylistic and tury up to the modern period, with particular thematic issues and on the problems of inter- attention to the historical periods of greatest pretation raised by these texts. cultural importance, such as: the age of the Open to all students. city-state, the Renaissance, the Enlighten- ment, the Unification of Italy, Fascism and Not offered in 1979-80. the Resistance. The readings will include analysis both of historical and literary texts. 214 (2) Machiavelli (in English) The course serves to integrate the curriculum 1 of study offered by the Italian department but An analysis of Machiavelli's thought in terms should also be useful to students in other of its political, cultural and methodological fields. elements. The analysis will proceed accord- Open to all students. ing to two complementary lines: reading and discussion of basic works (The Prince, Not offered in 1979-80. Discourses, Art of War, Letters, History of Mrs. Mattii Florence); study of the historical context and cultural tradition in which the various themes 301 (1-2) Dante developed. Interpretation of reality, the 2 dichotomy between "virtu" and "fortuna"; A study of Dante's Divina Commedia and force and persuasion; the role of the ag- minor works. gregate and of the individual "virtu." Evalua- Prerequisite: same as for 208. tion of Machiavelli's intellectual revolution: the emergence of a new relationship between Not offered in 1979-80. empirical observation and theoretical elabora- tion. The science of politics. Discussion of 302 (1)* The Theatre in Italy some significant historiographical interpreta- 1 tions. Also, particular attention to Machiavelli The development of the theatre from its in relation to the intellectuals of his own time. origins to the present time. An introduction to Open to all students. the classical theatre, the Commedia dell'Arte, the Pastoral drama; special emphasis on the Mrs. Mattii modern theatre and experimental theatre of today. Study of plays by authors such as 245 (2) Films and the Novel in Italy Machiavelli, Tasso, Goldoni, Pirandello, Betti, 1 and Fo. For description and prerequisite see Extra- Prerequisite: same as for 208. departmental 245. Not offered in 1979-80.

Mrs. Ellerman

303 (1)* The Short Story in Italy through the Ages

1 A study of the art of the "Novella" based on readings by authors such as Boccaccio, Sac- cetti, Verga, Pirandello, Calvino, and Moravia. Attention will also be given to the content of these works as a reflection of changing social mores. Prerequisite: same as for 208.

Mrs. Ellerman Mathematics 113

308 (2) The Contemporary Novel Mathematics 1 The study of Italian fiction since the 1940s as seen in the works by authors such as Pavese, Pratolini, Vigano. Levi. Volponi, and novelists of the 1970s. Special ennphasis on themes Professor: related to the literary, social, and cultural Schafer, Wilcox (Chairman) problems of the postwar era. Prerequisite: same as for 208. Associate Professor: Stehney, Shuchat*. Shultz* Mrs. Ellerman Assistant Professor: Literature and Society 349 (2) Seminar. Sontag, Wang, Beers. Ledbetter, Magid, 1 Wolitzer, Criscenti3 Klein The works of one or two writers studied in relation to their historical context. The Lecturer: author(s) will be chosen according to the in- Campbell^, Trubek^ terests of the participants in the course. Open by permission of the chairman.

The Staff Most courses meet for two periods weekly with a third period every other week.

350 (1) (2) Research or Individual Study 1 or 2 Open by permission to students who have completed two units in literature in the department. 100 (1) (2) Introduction to Mathematical 370(1-2) Thesis Thought 2 to 4 Open only to honors candidates. Topics chosen from areas such as strategies, computers, infinite sets, knots, coloring prob- lems, number theory, geometry, group theory. Neither 100 nor 102 may be counted toward the major; both may be elected. Not open to students who have taken [101], 115, 150, or the equivalent. Directions for Election The Staff

102 (1) (2) Applications of Mathematics Course 100 is counted toward the degree but without Calculus not toward the major. Course 245 may count 1 toward the major in Italian as specified in the Introduction to topics such as probability and course description. statistics, matrices and vectors, linear pro- Students majoring in Italian are required to gramming, game theory; applications in the take 207 and are advised to take 308; 211 biological and social sciences. Neither 100 and 249 are strongly recommended. Courses nor 102 may be counted toward the major; in one or more other languages, ancient or both may be elected. modern, art, history, and philosophy, are Open to all students. recommended as valuable related work. The Staff Students interested in an individual major in Italian culture are referred to the section in the Catalogue where the program is described. They should consult with the director of the Italian Culture program. Note that 211, 212, 214 and 245 count toward 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 knowledge of Latin or of a third Romance language. 114 Mathematics

103 (1) (2) Techniques of iVIathematics: 203 (1) Probability and Elementary Precalculus Statistics 1 1 Methods of problem-solving; an emphasis on Topics selected from the theory of sets, development of analytic and algebraic skills discrete probability for both single and necessary for success in studying calculus. multivariate random variables, probability Does not count toward the Group C distribu- density for a single continuous random tion requirement. variable, expectations, mean, standard devia- Open by permission of the department. tion, and sampling from a normal population. Prerequisite: 116 or the equivalent. The Staff Mr. Ledbetter

115(1) (2) Calculus I 1 205 (1) (2) Multivariable Vector Calculus Introduction to differential and integral 1 calculus for functions of one variable. Dif- Vectors, matrices, and determinants. Curves, ferentiation and integration of algebraic and functions of several variables, partial and transcendental functions. Applications to directional derivatives, gradients, vector- curve sketching, extremal problems, valued functions of a vector variable, Jaco- velocities, related rates, areas, and linear bian matrix, chain rule. Introduction to first- approximation. order differential equations. Open to all students who have not taken an Prerequisite: same as for 203. Not open to equivalent course. students who have taken [215].

The Staff The Staff

116(1) (2) Calculus II 206 (1) (2) Linear Algebra 1 1 Theoretical basis of limits and continuity. Sets, functions, and relations. Algebra of Mean Value Theorem, inverse trigonometric complex numbers. Vector spaces, subspaces, functions. Further integration techniques. linear independence, bases, dimension, inner Volumes of revolution. Sequences and series. products. Linear transformations, matrix L'Hospital's Rule and Improper Integrals. representations, range and null spaces, in- Prerequisite: 115 or the equivalent. verses, eigenvalues. Applications to differen- tial equations and Markov processes. Em- The Staff phasis on proving theorems. Prerequisite: 205 or [215]. Not open to 150(1) (2) Colloquium students who have taken [216]. 1

For directions for applying see p. 43. The Staff Open by permission to a limited number of

freshman and sophomore applicants. 209 (2) Methods of Advanced Calculus 1 Discovery course in mathematics and its ap- Inverse and implicit function theorems. plications Multivariable integral calculus (multiple in- tegrals, line integrals. Green's Theorem, Mathematical reasoning and its applications. numerical methods). Topics in partial differen- A discussion group in which students tial equations, including harmonic functions, discover mathematical structure in several Fourier series, approximation methods. Ap- fields, including some not often recognized as plications and computer use throughout. mathematical in nature. Topics chosen from: Prerequisite: 205 or [215]. network analysis, mathematics in music and art, graphing and interpretation of data, ex- Ms. Stehney ponential growth, computer programming.

Especially appropriate for students with an in- 210 (2) Differential Equations

terest in fields requiring quantitative reason- 1 ing but who might otherwise avoid these An introductory course in ordinary differential fields because of the mathematics involved. equations. Two 70-minute meetings and another 1-2 hour Prerequisite: same as for 206. meeting weekly. Mandatory credit/non-credit. Ms. Wang May not be counted toward the major. Prerequisite: reasonable knowledge of high school level mathematics. Not open to those who have taken 100 or calculus.

Ms. Schafer, Ms. Beers Mathematics 115

218 (2)* Topics in Applied Mathematics 306 (2) Modern Algebraic Theory II

1 1 Topic for 1978-79: Mathematical modeling. Topics chosen from the theory of abstract The course will focus on the process of vector spaces, Galois theory, field theory. translating "real world problems" into Prerequisite; 305. mathematical form (building a model), Ms. Schafer analysis of the model, and interpretation of the results. The problems discussed will be 307 (1)* Topology chosen from such areas as public planning, 1 demography, economics, energy, ecology, Introduction to point-set and algebraic chemistry, physics, and renewable resource topology. Topological spaces and properties, management. Each student will develop a product spaces, continuous maps, covering model of a significant contemporary problem spaces, homotopy, the fundamental group, as part of the course. Calculus and linear and applications. algebra will be used throughout; probability, Prerequisite: 302. differential equations, and computer usage will be introduced as needed. Not offered in 1979-80. Prerequisite; [201], [215], or 205. 309 (1)* Foundations of Mathematics Not offered in 1979-80. 1 An introduction to the logical foundations of 249 Selected Topics (1) modern mathematics, including set theory, 1 cardinal and ordinal arithmetic, and the axiom Topic for 1979-80; Numerical methods. Com- of choice. puter arithmetic, series calculations of func- Prerequisite: 302 or 305. tions, roots of equations, solutions of linear and nonlinear simultaneous equations, Mr. Magid numerical integration, and differential equa- tions. Each topic will be illustrated with FOR- 310 (2) Functions of a Complex Variable TRAN programs. Both original programs and 1 library routines will be used. Elementary complex functions and their map- Prerequisite; 205, [215], or permission of the ping properties; integration theory; series ex- instructor. pansions of analytic functions. Prerequisite: [216] or 209, and 302. Mr. Wolitzer Ms. Sontag

302 (1) Elements of Analysis I 1 349 (2) Selected Topics Metric spaces; compact, complete, and con- 1 topic year. nected spaces; continuous functions; dif- Normally a different each ferentiation, integration, interchange of limit Not offered in 1979-80. operations as time permits.

Prerequisite; [216] or 206. 350 (1) (2) Research or Individual Study Ms. Wang 1 or 2 Open to juniors and seniors by permission.

303 (2) Elements of Analysis II 370 (1-2) Thesis 1 2 to 4 Topics such as measure theory, Lebesgue Open only to honors candidates who choose integration, Fourier series, and calculus on to do honors research. See Directions for manifolds. Election. Prerequisite: 302.

305 (1) Modern Algebraic Theory I

1 Placement in Courses and Exemption Introduction to groups, rings, integral do- Examination mains, and fields. Prerequisite; 206 or [216]. Students entering with AP scores of 4 or 5 on Ms. Beers the AB Examination, or 3 on the BC Examina- tion of the CEEB are eligible for 116; those entering with AP scores of 4 or 5 on the BC Examination of the CEEB are eligible for 205. 5

116 Mathematics

Examinations for exennption from one or two toward the minimum of eight units in the courses in matfiematics to satisfy partially major. the College requirement in science and For the Class of 1983 and subsequent mathematics will be offered to students who classes, the major must include 115, 116 (or have been well prepared in the subject mat- the equivalent) and seven units of Grade II ter of 11 5 and 116. If students pass both 1 1 and III courses. and 116 examinations, they will receive ex-

emption from two units in mathematics; if Students expecting to do graduate work in they should pass the 115 examination only, mathematics should elect 303, 306, 310 and

they will receive exemption from one unit in another Grade III course. They are also advis- mathematics. Exemption examinations are ed to acquire a reading knowledge of one or not offered for other courses. more of the following languages: French, Ger- man, or Russian.

Majors who may be practice teaching in their senior year should elect 302 and 303 or 310 not later than their junior year. Students are encouraged to elect MIT courses which are not offered by the Wellesley College Directions for Election mathematics department. Note that 303 was formerly called 302 (2) and 306 was formerly

305 (2). A major in mathematics must include 205 or [215], 206 or [216], 209 or [216], 302, 305, All candidates for honors will be required to and either 303 or 310. Students expecting to complete two of the following three courses: major in mathematics should complete 206 or 303, 306, and 310. The department offers the

[216] before the junior year. It is desirable to following options for earning honors in the take 303 in the same year as 302 and 306 in major field: (1) completion of 303, 306, 310

the same year as 305. In order to take 310, a and one additional Grade III course, and two student must first complete 209 or [216] as written comprehensive examinations; (2) two well as 302. semesters of thesis work (370); or (3) par- ticipation in a two-semester seminar and a For the Classes of 1980, 1981, and 1982, written examination on the seminar topics. An units of AP credit and courses 100, [101], oral examination is required in all honors 102, 103, and 150 may not be counted programs. Music 117

Music 100 (1) (2) Style in IVIusic 1 A survey of principal musical styles and forms of Western music, with emphasis on the period 1700 (Bach and Handel) to the Professor: turn of the last century (Moussorgsky, Herrmann*, Jander Debussy, and Stravinsky). Not to be counted toward the major. Two lectures and one sec- Associate Professor: tion meeting. Barry (Chairman) Open to sophomores, juniors, and seniors who have not taken more than one unit in Assistant Professor: music, and to freshmen with permission of A. Shapiro3, Proctor*, Ladewig, Adams the chairman.

Mr. Adams, Mr. Ladewig Instructor: Brody 104 (2)* American Music 1 Lecturer: Normally a different topic each year. Not to Fisk3, Tolkoff3 be counted toward the major in music. Nor- mally alternates with 105 and 106. Instructor in Performing Music: Open to all students. Taylor (organ), Pappoutsakis (harp), Preble (flute), O'Donnell (voice), Plaster (bassoon Not offered in 1979-80. and Assistant in Chamber Music), Hartzell (viola da gamba and Assistant in the Col- 105 (2)* An Introduction to World Music legium Musicum), Moran (horn), Linfield 1 (recorder and Assistant in the Collegium Topic for 1979-80: A sampling of the rich Musicum), Cirillo (violin and Director of variety of musics in the world, their aesthetic Chamber Music), Arnold (guitar), Fisk (piano), basis and their functions within each culture. Zaretsky (viola), Moerschel (cello), Cleverdon Students will acquire the concepts and listen- (harpsichord), Pearson (oboe), Krueger (flute ing skills to approach the music of another and baroque flute), Reid (trumpet), L. Shapiro culture with confidence and an open ear. (piano), Tolkoff (Assistant in Chamber Music), Some of the musical cultures studied will in- Walant (trombone), Millican (piano), Stillman clude Bushman, Navajo, Scottish, Balinese, (Assistant in the Collegium Musicum) and Chinese. Not to be counted toward the major in music. Two lectures, one section meeting. Normally alternates with 104 and 106.

Open to all students.

Mrs. Shapiro 99 (1-2) Performing IVIusic Noncredit 106(2)* Afro-American Music One half-hour private lesson per week. 1 Students may register for hour lessons for an A survey of Black music in America, its additional fee. For further information, in- origins, its development, and its relation to cluding fees, see Performing Music: Private cultural and social conditions. Not to be Instruction. See also Music 344. counted toward the major in music. Normally Open by interview with the performing music alternates with 104 and 105. faculty member(s) concerned. A basic skills Open to all students. test is given to students wishing to enroll in Music 99. For those who do not pass this Not offered in 1979-80. test, a co-requisite to Music 99 is Music 111. Such students must pass the basic skills test before continuing with their second semester of study.

The Staff 118 Music

111 (1) (2) The Language of Music 208 (2)* The Baroque Era 1 1 Instruction in simple musical skills, such as Studies in the music of the 17th and early the reading and writing of notation, in a con- 18th centuries with emphasis on the works of text that encourages students to discover for Bach and Handel. Not to be counted toward themselves the ideas underlying musical the major in music. Normally alternates with perception, systems of notation, and the 209, 210, and 214. elements of composition. Consideration of Prerequisite: 100, 115, [101 (1)], or [102]. new ways of hearing and thinking about Not offered in 1979-80. music. Not to be counted toward the major. One lecture, two section meetings, and one 209 (2)* The Classical Era 60-minute laboratory. 1 Open to all students. Topic for 1979-80: Viennese music, Mr. Brody, Mrs. Shapiro 1775-1825. The transition from the Classic to the Romantic styles observed in works of 115(1) (2) Musicianship Mozart, Haydn, Beethoven, and Schubert, 1 with special focus on Beethoven in the Cultivation of the ability to see and hear what "Heroic Decade," 1800-1810. Not to be is in a musical score through practice in counted toward the major in music. Normally reading, ear-training, and keyboard skills. alternates with 208, 210, and 214. Students develop a working understanding of Prerequisite: same as for 208. tonality through writing melodies, and through Mr. Jander reading and experiencing tonal works. Nor- mally followed by 202. Two class meetings 210 (2)* The Romantic Era and one 60-minute laboratory. 1 Open to all students who have passed the Main currents in 19th-century music: the in- basic skills test. fluence of Beethoven; short lyric forms; the Miss Barry, Mr. Fisk music drama. Not to be counted toward the major in music. Normally alternates with 208, 200 (1-2) Design in Music 209, and 214. 1 or 2 Prerequisite: same as for 208. A survey beginning with Gregorian chant and Not offered in 1979-80. concluding with electronic music, with em- phasis on live performance and on the in- 211 (2) Instrumental Music cisive analysis of scores. One unit of credit 1 may be given for the first semester. Three Normally a different topic each year. Not to periods. be counted toward the major in music. Prerequisite: 202 or [101]. Prerequisite: same as for 208. Mr. Jander Not offered in 1979-80.

202 (2) Harmony I 214 (2)* The Twentieth Century 1 1 A continuation of 115. Further development An introduction to contemporary music. Not of reading and listening skills. Figured bass: to be counted toward the major in music. harmonic writing, analysis, and keyboard Normally alternates with 208, 209, and 210. realization. The study of classical tonal rela- Prerequisite: same as for 208. tionships. One lecture, two section meetings, and one 60-minute laboratory. Not offered in 1979-80.

Prerequisite: 115, [101 (1)], or [102]. 215(1) Vocal Music Miss Barry 1 Topic for 1979-80: Masterpieces for chorus 204 (1)* Counterpoint I and orchestra from Handel to Penderecki. 1 Works studied will include Handel's Messiah, Writing and analysis of 16th-century modal Bach's B Minor Mass, the Mozart Requiem, counterpoint. A practical study based on the Beethoven's Ninth Symphony, the Brahms vocal music of the period. Offered in alterna- Requiem, Stravinsky's Symphony of Psalms, tion with 304. and Penderecki 's St. Luke's Passion. Not to Open to students who have taken, or exempted, be counted toward the major in music. 115, [101 (1)], or [102]. Prerequisite: same as for 208. Mr. Fisk Mr. Adams Music 119

240 (2) Proseminar in Performance 304 (2)* Counterpoint II

1 1 Studies in performance and Interpretation. Ex- A study of tonal counterpoint through written ploration of available repertory, editorial prob- exercises based on examples from the works lems, and questions of performance practice of J. S. Bach. Additional study will be devoted in several historical periods through the per- to developing an understanding of the role of formance and analysis of a few representa- counterpoint in classical tonal composition. tive works. The study of a common repertory, Offered in alternation with 204. shared by the entire class, will be sup- Prerequisite: 302. plemented by individual projects relating Not offered in 1979-80. directly to the student's own performance in- terests and needs. Limited enrollment. 306 (2) Tonal Analysis Open by consultation and informal audition 1 with the instructor. The normal continuation of 302. A study of Prerequisite: 202 or [101]. the tonal forms of the 18th and 19th cen- Not offered in 1979-80. turies. Analysis emphasizing musical form as a process in time and tonality. Three class 251 (2)* IVIusic in the Middle Ages meetings and one 60-minute laboratory. 1 Prerequisite: 302. A survey of music in medieval society: Chris- Mr. Brody tian chant and its offshoots: liturgical drama; liturgical music at Notre Dame and 307 (1)* The Opera elsewhere; the rise of secular lyric song; in- 1 strumental and dance music. A study of operatic forms, styles, and tradi- Prerequisite: 200 (1). tions from the time of Mozart to the present. Mr. Ladewig Prerequisite: 200 or, with permission of the

instructor, two Grade II units in the literature 252 (2)* Music in the Renaissance of music. 1 Mr. Jander A survey of music for Chapel, Court, and Countryside. Emphasis on the music of 313 (1)* Twentieth-Century Analysis and Dufay, Josquin, Lassus, Palestrina, and Composition Monteverdi. 1 Prerequisite: same as for 251. A study of compositional devices of 20th- Not offered in 1979-80. century music through the analysis of selected short examples from the literature.

302 (1) Harmony II Techniques will be reinforced by the composi- 1 tion of solo and small ensemble pieces, vocal The harmonization of melodies. Improvisation and instrumental. Offered in alternation with and elaboration of typical harmonic phrases. 314. A continuation of figured bass studies with Prerequisite: same as for 204. emphasis on keyboard realization. Further Not offered in 1979-80. study in the structure of classical tonality. Two class meetings and one 60-minute 314(2)* Tonal Composition laboratory. 1 Prerequisite: 202 or [101]. A study of tonal forms — the minuet, extended Mr. Brody song forms, and the sonata — through the composition of such pieces within the style of 303 (1) The Middle Ages and the their traditional models. Offered in alternation Renaissance with 313. 1 Prerequisite: same as for 304. Normally a different topic each year. Mr. Brody Prerequisite: 200.

Not offered in 1979-80. 319 (2)* Seminar. The Nineteenth Century 1 Normally a different topic each year. Open to students who have taken 200 and who have taken or are taking 306.

Not offered in 1979-80. 120 Music

320 (1)* Seminar. The Twentieth Century 344 (1) (2) Performing Music—A Special 1 Program Topic for 1979-80: Emphasis on a small group 1 or 2 of key works composed between 1920 and Intensive study of interpretation and of ad- 1930 by Stravinsky, Bartok, Schoenberg, vanced technical performance problems in Berg, and Webern. Each composition will be the literature. One hour lesson per week plus analyzed carefully and critically examined as required biweekly performance workshop. an exemplification of important, general Music 344 IS a special program whereby developments in the music of the era. Rela- students receive academic credit for work tions between other arts and the music of the done in performing music at Wellesley Col- period will be considered. lege. One to four units may be counted Prerequisite: same as for 303. toward the degree provided at least two units in the literature of music other than Music Mr. Brody 200 (1-2), a prerequisite for 344, are com-

pleted. One of these units must be Grade III 321 (1)* Seminar. The Age of Bach and work, the other either Grade III or Grade II Handel work which counts toward the major. Music 1 344 should ordinarily follow or be concurrent Normally a different topic each year. with such courses in the literature of music; Prerequisite: 200 and 306. not more than one unit of 344 may be elected Not offered in 1979-80. in advance of election of these courses. Only one unit of 344 may be elected per semester. 322 (1)* Seminar. The Classical Era Permission to elect the first unit of 344 is 1 granted only after the student has successful- Normally a different topic each year. ly auditioned for the department faculty upon Prerequisite: same as for 321. the written recommendation of the instructor in performing music. This audition ordinarily Not offered in 1979-80. takes place in the second semester of the sophomore or junior year. Permission to elect 323 (2)* Seminar. Selected Topics subsequent units is granted only to a student 1 whose progress in 344 is judged excellent. The topic to be decided by advance consulta- tion between the instructor and the students. The Staff Topic for 1979-80: The Concerto, 1600-1850.

The birth of the concerto; and the concerto 350 (1) (2) Research or Individual Study as an ongoing love affair with instrumental 1 or 2 sounds, observed in the music of Corelli, Directed study in analysis, composition, Vivaldi, Handel, Bach, Mozart, Beethoven, orchestration, or the history of music. Mendelssohn, and Liszt. ^ Open to qualified juniors and seniors by Prerequisite: same as for 319. permission. Mr. Jander 370 (1-2) Thesis 2 to 4 Open only to honors candidates who choose to do honors research, or an honors project in composition or in performance. See Direc- tions for Election. Music 121

Directions for Election Performing Music

The normal music major sequence is 115, Instrument Collection 202. 200 (1-2), 302, and 306. Also required for the major are four additional units of In addition to a number of modern in-

Grade II or Grade III work in courses designed struments, the music department owns an for the music major. Two of these units must unusually fine collection of early instruments, be in music literature; at least one of the largely reproductions, available for use by

literature units must be Grade III work. students. These include a clavichord, virginal, Students who major in music are encouraged two harpsichords, a positive organ, forte- to explore their special areas of interest: piano, and two Clementi pianos; a lute, eight composition, literature, performance, or violas da gamba, and a baroque violin; a theory. sackbut. krummhorns, shawms, recorders, a renaissance flute, two baroque flutes, and a Students who plan to undertake graduate baroque oboe. study in music should be aware that a knowledge of both German and French is Performance Workshop essential for work at that level, and a profi- ciency in Italian is highly desirable Also of A biweekly performance workshop, directed value are studies in European history, by a member of the performing music faculty, literature, and art. gives performing music students an oppor- Music majors are especially urged to develop tunity to perform in an informal situation their musicianship through the acquisition of before fellow students and faculty, to discuss basic keyboard skills, through private instruc- the music itself, and to receive helpful com- tion in practical music, and through involve- ments concerning performance. Required for

ment in the Music Department's various per- 344 students, the workshop is open to forming organizations. Wellesley students who study performing music at Wellesley and elsewhere, on the Training in sight reading, keyboard harmony, recommendation of their instructor. and score reduction is provided without charge to all students enrolled in 115. 202, 302, or 306. Private Instruction

The offers department a choice of three pro- The music department offers private instruc- grams for Honors, all entitled 370. Under Pro- tion in voice, piano, fortepiano, organ, harp-

gram I (two to four units of credit) the honors sichord, harp, violin, viola, cello, viola da candidate performs independent research gamba. flute (baroque and modern), oboe, leading to a thesis and an oral examination. clarinet, bassoon, trumpet, French horn, Under Program II, honors in composition, one recorder, lute, and classical guitar. unit IS elected per semester in the senior Information concerning interviews, auditions, year, these units culminating in a composition and course requirements for performing of substance and an oral examination on the music study is given above under the course honors work. Prerequisites for this program: listings for Music 99 and 344. Interviews for 204, 306, distinguished work in 313, and evi- Music 99 are ordinarily given at the start of dence of independent work in 314; prerequisite the first semester only; the basic skills test is or corequisite: 320. Program III, honors in per- given before the beginning of both semesters. formance, involves the election of one unit per semester in the senior year culminating in a There is no charge for performing music in- recital, a lecture demonstration, and an essay struction to students enrolled in Music 344. on some aspect of performance. Prerequisites All other students who contract for perform- for Program III: Music 344 (normally two units) ing music instruction are charged $280 for in the junior year, and evidence that year, one lesson per week throughout the year. An through public performance, of exceptional additional fee of $25 per year is charged to talent and accomplishment performing music students for the use of a practice studio. The fee for the use of a prac- tice studio for harpsichord and organ is $35. Performing music fees are payable in ad- vance and can be returned or reduced only 122 Philosophy

under limited conditions and upon the ap- proval of the chairman of the Department of Philosophy Music.

Arrangements for lessons in performing music are made at the department office dur- Professor: ing the first week of the semester. Students Stadler*, Putnam (Chairman), Chaplin, may begin their performing music study at Congleton the start of the second semester only if space permits. Assistant Professor:

Menkiti, L. Janik, Flanagan, Winkler Performing Organizations

Visiting Professor: The following six organizations are a vital ex- Stavrides^, Keyser3 tension of the academic program of the Wellesley music department. The Wellesley College Choir The Wellesley College Choir, with approx- imately 80 members, gives concerts on and off campus during the academic year, many 101 (1) (2) Plato's Dialogues As an In- of them with men's choirs. Endowed funds troduction to Philosophy provide for at least one joint concert each 1 year accompanied by a professional An introduction to philosophy through a study orchestra. of Plato's views of the nature of man and society, and of the nature of philosophical in- The Wellesley Madrigal Singers quiry as found in the early and middle The fvladrigal Singers are a chamber chorus dialogues taking Socrates as their central of about 25 mixed voices. The organization concern. elects its own student director. Open to all students. The Collegium Musicum Mrs. Stavrides, Ms. Congleton, Mr. Winkler The Collegium Musicum, directed by a faculty member and several assistants, specializes in 106 (1) (2) Introduction to Moral the performance of early music. Members of Philosophy the Collegium enjoy the use of an unusually 1 fine collection of historical instruments. See An examination of the methods by which in- under Performing Music: Instrument Collec- telligent moral decisions are made through an tion. examination of the views of several major

Separate consort instruction is available in figures in the history of moral philosophy. An viola da gamba, renaissance winds, and attempt to develop the capacity to recognize recorder for both beginning and advanced and critically analyze philosophical arguments players. Members of such groups are en- pertinent to the resolution of concrete con- couraged to take private instruction as well. temporary issues. Open to all students. The Chamber Music Society The Chamber Music Society, supervised by a Mr. Flanagan, Mrs. Putnam, Mr. Winkler faculty member and assistants, presents three concerts each year, plus a number of 119 (2)* History of Science: Scientific diverse, informal programs. Ideas and World Views The Wellesley College Chamber Orchestra 1 For description and prerequisite see Extra- The Wellesley College Chamber Orchestra is departmental 1 19. a student-directed organization consisting of approximately 30 members. Its concerts in- clude works from several periods for small or- chestra, with possibilities for solo performance. The MIT Orchestra Through the Wellesley-MIT cross-registration program, students on the Wellesley campus are eligible to audition for membership in the MIT Symphony Orchestra. Wellesley members of the orchestra have often held solo positions. Philosophy 123

150(1) Colloquia 202 (2)* •** Introduction to African 1 Philosophy

For directions for applying see p. 43. 1 Open by permission to a limited number of Initiation into basic African philosophical con- freshman and sophomore applicants. cepts and principles. The first part of the course deals with a systematic interpretation a. Fact, fiction, and philosophy of such questions as the Bantu African philosophical concept of Mantu and related Scientists, story tellers, and philosophers beliefs, as well as Bantu ontology, view the world from different perspectives. metaphysics, and ethics. The second part They seem to see different worlds and use centers on the relationship between different modes of expression to com- philosophy and ideologies and its implications municate what they see. In this colloquium in Black African social, political, religious, and students will explore these different ap- economic institutions. The approach will be proaches. Appreciation of the value of these comparative. Offered in alternation with 211. diverse points of view and modes of expres- Prerequisite: same as for 203. sion will be encouraged.

Not offered in 1979-80. Not offered in 1979-80.

Mrs. Putnam Mr. Menkiti

203 (2) Philosophy of Art b. Darwin, Marx, and Freud: pioneers of modern thought 1 An examination of some major theories of art introduction to the An thought of three 19th and art criticism. Emphasis on the clarifica- century thinkers the who have provided tion of such key concepts as style, meaning, historical framework for the contemporary and truth, and on the nature of judgments period. will Emphasis be placed on their inter- and arguments about artistic beauty and ex- pretations of human nature and history. A cellence. specific interest of this colloquium will be the Open to freshmen who have taken one unit in psychological process of discovery, the philosophy, and to sophomores, juniors, and origins of new ideas, and the process of seniors without prerequisite. social acceptance and assimilation of ideas Not offered in 1979-80. which may appear to threaten the intellectual establishment. Mrs. Stadler

Not offered in 1979-80. 204 (1) Philosophy of Language Mrs. Chaplin 1 The focus of the course will be the question 200 (1) (2) Modern Sources of Contem- of meaning. Various approaches to issues of porary Philosophy semantics or meaning will be considered, in- 1 cluding those of behaviorist psychology, A study of the work of Descartes, Hume, and transformational grammar, structuralism, and Kant. The course is intended to introduce interpretivism or hermeneutics. students to the most influential philosophers Open to sophomores, juniors, and seniors of modern times. Key concepts, terms, and without prerequisite. arguments used by philosophers from the Ms. Congleton 17th century to the present day will be discussed. The course also provides prepara- 206 (1) Selected Problems in Moral tion for more advanced work both in contem- Philosophy porary philosophy and in the history of modern philosophy. 1 Focuses on a clarification of the nature of Open to all students except freshmen in the justice and of moral responsibility as dis- first semester. cussed by major modern and contemporary Mr. Flanagan philosophers. Application to current problems. Prerequisite: same as for 203. 201 (1) Aristotle Mr. Menkiti 1 A study of selected Aristotelian treatises. Open by permission of the instructor.

Mrs. Janik 124 Philosophy

211 (2)* Philosophy of Religion 220 (1) History of Modern Philosophy 1 from the Renaissance to Kant An examination of basic problems regarding 1 the nature of religion, tfie grounds of religious An examination of the origins and develop- belief, and the character of ritual, with atten- ment of modern philosophy, from the tion to both traditional and contemporary Renaissance rediscovery of classical thought, positions. Offered in alternation with 202. through the Scientific Revolution, to the Prerequisite: same as for 203. French Enlightenment. The course will con- centrate on close study of major thinkers in- Mr. Menkiti cluding Hobbes, Spinoza, Leibniz, Locke, Rousseau, Berkeley, and Hume. Some atten- 215 (1) Philosophy of Mind tion will also be given to the interaction be- 1 tween philosophy and other intellectual An investigation of selected problems in the developments in the period. fields of theory of knowledge and philosophy Prerequisite: 200 or other previous study of of mind. Topics for discussion will include: Descartes and Hume accepted as equivalent behaviorism and its critics; our knowledge of by the instructor. our own minds and of others; human and nonhuman intelligence; intention and volition; Mr. Winkler skepticism, verification and belief; the scope and limits of human knowledge. 221 (2) History of Modern Philosophy in Open to sophomores, juniors, and seniors. the Nineteenth Century

1 Mr. Flanagan A study of the Post-Enlightenment philosophy, concentrating on the German tradition. Initial 216 (1) (2) Logic reading of Rousseau and Kant, as heirs of the 1 Enlightenment, will be followed by study of An introduction to the methods of symbolic selected texts from Hegel, Schopenhauer, logic and their application to arguments in or- and Nietzsche. Some attention will also be dinary English. Discussion of validity, implica- given to John Stuart Mill and Darwin, and to tion, consistency, proof, and of such topics their place in the Victorian climate of thought. as the thesis of extensionality and the nature Prerequisite: 200 or other previous study of of mathematical truth. Kant accepted as equivalent by the instruc- Open to sophomores, juniors, and seniors. tor. Not recommended for freshmen. Mrs. Janik Mrs. Putnam

222 (2)* American Philosophy 217 (2) Philosophy of Science 1 1 The development of American philosophy A course for both science and nonscience from its beginnings as an attempt to come to majors to increase understanding and terms with Puritanism, through the response appreciation of scientific knowledge and the to revolution and slavery and the develop- methods of scientists. An examination of con- ment of Transcendentalism, to its culmination cepts which philosophers of science have in Pragmatism. Pragmatism, exemplified by found to be particularly interesting, e.g., ex- Peirce, James, and Dewey, as America's planation, law, theory construction, experi- unique contribution to world philosophy oc- ment and observation, truth. Examples from cupies roughly half of the course. This course the history of science and contemporary is intended for American studies majors as science, drawn from both the "hard" and the well as for philosophers. Offered in alterna- "soft" sciences. tion with 338. Prerequisite: same as for 203. Prerequisite: 200 or by permission of the in- Mr. Winkler structor.

Mrs. Putnam

226 (1) History of Science: Historical Foundations of Twentieth-Century Science 1 For description and prerequisite see Extra- departmental 226. Philosophy 125

234 (2) Philosophy of History 304 (2) The Theory and Practice of 1 Metaphor An introduction both to speculative and 1 analytical philosophy of history. The course A "discovery course," tracing the function of will first study some attempts at demonstrat- metaphor in literature, the sciences, and ing the existence of patterns or general laws human creativity in general. Theoretical in the human past, then examine the main analysis of metaphorical thinking as well as problems engendered in the process of studies of the role of some specific meta- translating historical events into written form, phors in past and present will be included.

in particular the nature of historical explana- Prerequisite: one Grade II course, preferably tion and the possibility of historical objectivity. 200, or by permission of the instructor. Prerequisite: same as for 203. Mrs. Janik

f\/lrs. Janik

311 (1) Plato 249(1) Medical Ethics 1 1 Two issues in Platonic philosophy will be em- A philosophical examination of some central phasized. The so-called "Socratic paradox" problems at the interface between medicine which holds that no one knowingly does evil and ethics. Exploration of the social and and the theory of "forms" or "Platonic ethical implications of current advances in ideas." biomedical research and technology. Topics Prerequisite: 101 or Greek 201. discussed will include psychosurgery, gender- Ms. Congleton surgery, genetic screening, amniocentesis, euthanasia. 320 (2) Seminar Prerequisite: same as for 203. 1 Mr. Menkiti Topic for 1979-80: Intensive studies of the thought of Friedrich Nietzsche and Martin 276 (1) Language and Cognition Heidegger, based mainly on Nietzsche's "Will 1 to Power" and Heidegger's late essays. The

For description and prerequisite see Extrade- seminar's ever present question is, of course:

partmental 276. Does philosophy as we know it end with Nietzsche and Heidegger, or do they point, each in his own way, towards a fresh begin- 277 (2) Linguistics and Literature ning of one of philosophy's truly new epochs? 1 Open by permission of the instructor. For description and prerequisite see Extrade- partmental 277. Mrs. Stavrides

326 (2) Philosophy of Law 278 (1) Spatio-temporal Aspects of Thought and Language 1 A systematic consideration of fundamental is- 1 sues in the conception and practice of law. For description and prerequisite see Extrade- Such recurrent themes in legal theory as the partmental 278. nature and function of law, the relation of law to morality, the function of rules in legal rea- 301 (1) The Philosophy of the soning, and the connection between law and Enlightenment social policy. Clarification of such notions as 1 obligation, power, contract, liability, and sov- An examination of the major philosophical ereignty. Readings will cover the natural law debates of 18th century Europe, as reflected tradition and the tradition of legal positivism, in the correspondence of Mme. du Chatelet, as well as such contemporary writers as Hart e.g., the relations between nature, society, and Fuller. and the individual; the historical origins of art, Open to qualified juniors and seniors, or by culture, and language: the conflict between permission of the instructor. science and religion. Readings from Montes- quieu, Voltaire, Diderot; also Vico, Herder, Mr. Menkiti and Rousseau. Open to juniors and seniors who have taken at least one course in the history of philosophy or in 18th century history or literature.

Mrs. Janik 126 Philosophy

327 (2) Seminar. Ideas of Progress 338 (1)* Equality 1 1

The aim is to discover what exactly is at A systematic philosophical examination of an issue in discussions of the debts which the amiDiguous social ideal. Critique of traditional arts, sciences, and philosophies of the 20th attempts to distinguish legal, political, and century owe to their respective historical economic equality. Clarification of new ques- antecedents. The seminar will examine texts tions raised by current controversies regard- in the history of art, science, and philosophy ing racial and sexual equality as well as by with a view to clarifying the measure of the notion of equality of opportunity. The agreement between different answers to the seminar is intended to elucidate the questions of what progress is and how it is to concept(s) of equality; to subject arguments be assessed. Readings will include Gombrich, for and against it to critical scrutiny, and to Lakatos, and Coilingwood. Offered jointly with reveal how equality relates to other moral MIT 21.751. and social ideals. Offered in alternation with Open to juniors and seniors by permission of 222. the instructor. Prerequisite: at least one course in moral or social philosophy or in political theory, or con- Not offered in 1979-80. sent of the instructor. Mrs. Stadler, Mr. Kibel (MIT) Not offered in 1979-80.

328 (1) Problems in Twentieth-Century Mrs. Putnam Art and Philosophy

1 345 (2) Philosophy and the Human Twelve major painters of the last 100 years, Sciences from Manet to Olitski, will be studied. Equal 1 emphasis will be given to their stylistic devel- A critical study of some major philosophical opment through a close study of individual issues raised by the advent of sociobiology, paintings and to the critical issues raised by psychology, and anthropology as sciences. their work especially as these issues relate to Issues to be addressed are: Are there any the history of Modernist thought. Readings essential differences between the human and will include writings of the artists themselves, the natural sciences? Can the human as well as relevant critical and philosophical sciences give objective value-free texts. Offered jointly with MIT 21.753. knowledge? To what extent do the human Open by permission of the instructor. sciences conceal political ideologies? What are the implications of the human sciences Not offered in 1979-80. for our conceptions of human nature, values, Mrs. Stadler, Mr. Ablow (Boston University) and culture? Case studies this term will in- clude Freud's psychoanalysis and Wilson's 333 (1) Phenomenology and Existen- sociobiology. tialism Open by permission of the instructor. 1 Mr. Flanagan Central themes in contemporary European philosophy with special emphasis on the con- 350 (1) (2) Research or Individual Study tributions of S(7iren Kierkegaard, Edmund Hus- 1 or 2 serl, Martin Heidegger, and Jean-Paul Sartre, Open to juniors and seniors by permission. Prerequisite: 200.

Mrs. Stavrides 370 (1-2) Thesis 2 to 4 334 (2) Wittgenstein Open only to honors candidates. For alter- 1 nate honors programs see Directions for Intensive study of the philosophy of Wittgen- Election. stein, concentrating on the Tractatus Logico Philosophicus and the Philosophical Investi- gations. Some attention to Wittgenstein's in- tellectual background and to his place in cur- rent philosophical discussion. Prerequisite: 200, or by permission of the in- structor to qualified juniors and seniors.

Ms. Congleton Physical Education and Athletics 1 27

Directions for Election Physical Education

Philosophy majors are expected to elect and Athletics courses In at least two of the following fields:

(1) logic or the philosophy of science; (2) his- tory of philosophy, ancient or modern; (3) val- ue theory, i.e., moral or political philosophy, Associate Professor: or the philosophy of art. Students planning Batchelder (Acting Chairman), Vaughan* graduate work in philosophy are strongly ad- vised to elect courses in all three fields, and, Assistant Professor: in particular, in logic. Charles, Cochran, Temin^

In addition, students majoring in philosophy should develop a special competence either Instructor: in the work of one major philosopher or in Hughes, Jannarone, Rappoli, Dean3, Hansa^, one problem of contemporary concern. Such Nutt3, Samelson^ competence may be demonstrated by pass- ing a course on the Grade III level with an honors grade, by 350 work, or by submitting a substantial paper. Special arrangements can be made for students with strong inter- departmental interests. 121 (1-2) Physical Education Activities The instructional program in physical educa- A knowledge of Greek, French, or German is tion is divided into four seasons, two each desirable. Students planning graduate work in semester. To complete the College work in philosophy should acquire a reading knowl- physical education a student must earn 8 edge of two of these languages. credit points within the first two years. These The department offers the following options credit points do not count as academic units for earning honors in the major field: (1) writ- toward the degree, but are required for grad- ing a thesis or a set of related essays; (2) a uation. Most activities give 2 credit points two-semester project which replaces the the- each season, but certain activities give 3 or sis with some of the activities of a teaching more credit points. Each activity is divided assistant; (3) a program designed particularly into skill levels to provide instruction in homo- for students who have a general competence geneous groups. Special fees are charged for and who wish to improve their grasp of their a few courses and are listed in the course major field by independent study in various descriptions. More detailed information on sectors of the field. A student electing option specific course offerings, skill levels, pre- (2) will decide, in consultation with the depart- requisites, and numbers of points may be ment, in which course she will eventually as- found in the Department of Physical Educa- sist and, in the term preceding her teaching, tion Curriculum Handbook which is sent to will meet with the instructor to discuss ma- entering students and is distributed to each terials pertinent to the course. Option (3) in- student prior to registration. The total pro- volves selecting at least two related areas gram of activities offered in 1979-80 in very and one special topic for independent study. general terms follows. When the student is ready, she will take writ- ten examinations in her two areas and, at the 235 (1) Looking at Ballet end of the second term, an oral examination 1 focusing on her special topic. For description and prerequisite see Theatre Studies 235. 128 Physical Education and Athletics

236 (1) Looking at Modern Dance Season 3. Scheduled in first half of 1 second semester For description and prerequisite see Theatre Badminton Studies 236. Cross-Country Skiing Downhill Skiing Not offered in 1979-80. Fencing First Aid (1) Horseback Riding Scheduled throughout the first semester Individual Exercise Activities Jazz Advanced Life Saving and Aquatic Safety Lacrosse: Skills and Conditioning Ballet Mask, Fin and Snorkel First Aid Squash Horseback Riding Swimming Modern Dance Yoga Self Defense Swimming Season 4. Scheduled in second half of second semester Season 1. Scheduled in first half of first Aerobic Running I semester Canoeing Aerobic Running I Crew Canoeing Cycling Crew First Aid Cycling Folk Dance Golf Golf Individual Exercise Activities Horseback Riding Jazz Individual Exercise Activities Mask, Fin and Snorkel Jazz Sailing Sailing Soccer Scuba Diving Swimming Soccer Tennis Swimming Volleyball Tennis Yoga Volleyball Yoga Season 2. Scheduled in second half of first semester Intercollegiate Program Aerobic Running I There are opportunities for those who enjoy Badminton competition to participate on one of the inter- Fencing collegiate teams presently sponsored by the First Aid Department of Physical Education and Folk Dance Athletics. Individual Exercise Activities Jazz These teams include: Recreational Games Basketball Scuba Diving Crew Soccer: Indoors Fencing Squash Field Hockey Swimming Lacrosse Volleyball Soccer Yoga Squash Swimming and Diving Tennis Volleyball (2) Scheduled throughout the second semester

Advanced Life Saving and Aquatic Safety

Aerobic Running II Ballet Modern Dance Self Defense Swimming Yoga Physics 129

Directions for Election Physics

Each student is expected to complete a mini- mum of two seasons a year until Physical Education 121 is completed. A student may Professor: elect a course which is scheduled throughout Fleming (Chairman), Brown a semester, two courses concurrently, or may choose not to elect a course during Assistant Professor: some seasons. Ducas, Papaefthymiou^

Students should select courses which meet Instructor: their present and projected interests in physi- Roberts cal activities. It is hoped that students will gain knowledge of the relation of physical ac- Laboratory Instructor: tivity to the maintenance of general well- Benson3, Fiekowsky3 being; that they will achieve a level of ability,

understanding, and participation in sports, All courses meet for two periods of lecture dance, and/or exercise so that they may ex-

weekly and all Grade I and Grade II courses perience satisfaction and enjoyment; and that have one three-hour laboratory unless other- they will be able to swim with sufficient skill wise noted. to participate safely in recreational swimming and boating.

A student's choice of activity is subject to the approval of the department and the College Health Services. Upon recommendation of a College physician and permission of the 101 (2)* Physics in Perspective department, a student may enroll in a modi- 1 fied program. A qualitative overview of the evolution of physics, from classical to modern concepts. Students may continue to enroll in physical An introduction to the methodology and education after Physical Education 121 is language of physics. Laboratory in alternate completed. Members of the faculty may elect weeks. Not to be counted toward minimum activities with the permission of the depart- major, or to fulfill entrance requirement for ment. medical school. Open to all students.

Not offered in 1979-80.

102 (2) Physics of Perception and Aesthetics

1 Consideration of selected aspects of physics and their relation to other fields such as art, music, and/or psychology. Topic for 1979-80: Sound, music, and high fidelity. Each student will write a final paper applying physical prin- ciples to a particular field of interest. Laboratory in alternate weeks. Not to be counted toward the minimum major, or to fulfil entrance requirement for medical school.

Open to all students.

Ms. Brown 130 Physics

103 (2) Contemporary Problems in Physics 110 (1) Advanced General Physics 1 1 Consideration of selected aspects of physics An intensive course which includes forces on and phiysical concepts in their relationship to particles in gravitational, electric, and contemporary societal problems. Topic for magnetic fields; rotational motion; wave mo- 1979-80: Physics of whales and porpoises. tion; simple circuits. A student who suc- Various aspects of these unusual mammals cessfully completes 110 is eligible for Grade will be explored and viewed in the light of the II work in physics. Discussion meetings in physical principles they embody. Areas cov- alternate weeks. ered include: diving, acoustics, and movement Open to students who offer physics for through fluids. Each student will write a final admission and have completed Mathematics paper on a particular topic. Laboratory in alter- 115. nate weeks. Not to be counted toward the Miss Fleming minimum major, or to fulfill entrance re- quirement for medical school. 201 (2) Electricity and Magnetism Open to all students. 1 Mr. Ducas Fundamental laws of electric and magnetic fields; electric circuits; electric and magnetic 104 (1) Basic Concepts in Physics properties of matter. Laboratory includes 1 practice in the use of the oscilloscope and Mechanics including: statics, dynamics, and other measuring instruments. conservation laws. Introduction to waves. Prerequisite: 106 or 110, and Mathematics Laboratory appointments and discussion 116 or [111]. meetings in alternate weeks. Miss Fleming Open to all students who do not offer physics for admission and by permission of the in- 202 (1) Optical Physics structors to juniors and seniors who offer 1 physics for admission. Prerequisite or co- Wave theory as applied to optical phenomena. requisite: Mathematics 115. Interference, diffraction, coherence, polariza- Mr. Ducas, Ms. Papaefthymiou tion, dispersion, resolution. Introduction to modern optics including lasers and holography.

105 (1) General Physics I Prerequisite: same as for 201. 1 Ms. Brown Elementary mechanics and applications to gravitation and planetary motions; introduc- 204 (2) Modern Physics tion to wave phenomena; a special topic of 1 classical physics, such as thermodynamics; Basic principles of relativity and quantum fluids. Discussion meetings in alternate theory, and of atomic and nuclear structure. weeks. Prerequisite: 106 or 110 and Mathematics Open to students who offer physics for ad- 115 or [111]. mission and are not eligible for 110. Pre- requisite or corequisite: Mathematics 115. Mr. Ducas

Mr. Roberts 216 (2) Mathematics for the Physical Sciences 106 (2) General Physics II 1 1 For description and prerequisite see Extrade- Electricity and magnetism; wave phenomena partmental 216. and optics. Discussion meetings in alternate weeks. Mr. Roberts Prerequisite: 104 or 105 and Mathematics

1 15 or [108] or [110], or by permission to 222 (1) Medical Physics students who offer physics for admission. 1 Biological applications of physics. Such areas Ms. Papaefthymiou, Mr. Roberts as mechanics, electricity and magnetism, and thermodynamics will be investigated. No laboratory. Prerequisite: 106 or 110 and Mathematics 115, or permission of the instructor.

Mr. Ducas Physics 131

249 (1)* Selected Topics 349 (2)* Selected Topics 1 1 Topics selected from areas not covered in Advanced topics of mutual interest to faculty the general physics courses. Nornnally a dif- and students. Examples: random signals and ferent topic each year. No laboratory. noise; atomic and molecular physics; solid Prerequisite: 106 or 110 and 216 or state; laser physics; astrophysics. Students f^athematics 116 or the equivalent, or per- will report on topics of special interest. mission of the instructor. Prerequisite: 321 or special permission.

Not offered in 1979-80. Not offered in 1979-80.

The Staff

305 (2)* Thermodynamics 350 (1) (2) Research or Individual Study 1 1 or 2 The laws of thermodynamics; kinetic theory Open by permission to juniors and seniors. of gases; statistical mechanics.

Prerequisite: 106 or 110, and one Grade II 370 (1-2) Thesis course; 216 or Mathematics 205 or [201] or 2 to 4 [215] or [208]. Open only to honors candidates.

Not offered in 1979-80. fyls. Brown

306 (1) Mechanics 1 A vector analytical presentation of Newtonian Directions for Election mechanics with emphasis on central fields, rotational motion, and small vibrations; Lagrange's equations. Credit will be given for only one of the follow- Prerequisite: 201 or 202; 216; or permission ing courses: 104, 105, 110. of the instructor. A major in physics should ordinarily include fyir. Roberts 201, 202, 204 or [200], 306, 314, and 321. Extradepartmental 216 or Mathematics 209

314 (2) Electromagnetic Theory or [208] or [216] is an additional requirement. 1 One unit of another laboratory science is Maxwell's equations, boundary value prob- recommended. lems, special relativity, electromagnetic A reading knowledge of two of the following waves, and radiation. languages is desirable for students planning Prerequisite: 201 and 306 and 216 or Mathe- to attend graduate school: French, German, matics 205 or [208] or [215]. Russian. Ms. Brown

321 (1) Quantum Mechanics 1 Introduction to quantum physics: the classical limit, crucial experiments, basic concepts, solutions to the Schrodinger equation; Exemption Examination operator formalism and matrix mechanics; the hydrogen atom; a special topic —such as perturbation theory— if time permits. An examination for exemption from Physics Prerequisite: 204 or [200] and Mathematics 110 is offered to students who present one 210; 306 or 314 are strongly recommended. admission unit in physics. Students who pass

this examination will be eligible for Grade II Ms. Brown work in physics. No unit of credit will be given for passing this examination. 132 Political Science

Political Science Comparative Politics

204 (1) Political Economy of Develop- ment and Underdevelopment Professor: 1 Evans, Miller, Schechter (Chairman) An analysis of the national and international context of political and economic problems in Associate Professor: Third World countries, with special consider- Stettner, Just ation of major explanations of development and underdevelopment. Topics discussed in- Assistant Professor: clude colonialism, industrialization, rural de- Sullivan, Grindle, Paarlberg, Sheppard^ velopment, and economic dependency; con- straints of political and economic structures Instructor: on national decision-making; and the potential Krieger, Sanchez-Jankowski for change. The course will include case studies of specific political systems. Visitina Professor: Prerequisite: one unit in political science, Kanza3 economics, or European history; open to ju- niors and seniors without prerequisite.

Mr. Sullivan

205 (2) Politics of Western Europe 1 101 (1) (2) Introduction to Politics A comparative study of democratic politics in 1 Western Europe. The course will focus on Study of political conflict and consensus, or political development in Great Britain, France, "who gets what, when, and how." Topics in- and Germany and will examine the role of clude ways in which political systems deal political culture, parties, interest groups, and with problems of leadership, economic devel- leaders in the political process. Contemporary opment, social and racial inequality. Compari- problems in civil rights, economics, and Euro- son of democratic and authoritarian systems, pean integration will be explored. including the United States, Great Britain, Prerequisite: one unit in political science or Nazi Germany, and the People's Republic of European history; open to juniors and seniors China. Emphasis on the relationship between without prerequisite. political thought, institutions, and policy prob- lems. Readings from Rousseau, Madison, Mill Mr. Krieger Hitler, Marx, Lenin, and Mao as well as con- temporary political analysts. Strongly recom- 207 (2) Politics of Latin America mended for all further work in political sci- 1 ence. An analysis of political and economic prob- Open to all students. lems of Latin America, including alternative explanations of development and underdevel- The Staff opment in the region. The course will focus on major national problems such as urbani- zation, rural development and agrarian re- form, economic dependency, industrialization and redistribution and explore the political consequences of public policies formulated to deal with these issues. Special consideration given to the political systems of Mexico, Bra-

zil, Peru, Argentina, and Chile. Prerequisite: one unit in political science; by permission to other qualified students.

Ms. Grindle Political Science 133

209 (1) African Politics 303 (1) The Political Economy of the

1 Welfare State An examination of the politics of Africa, witfi 1 special emphasis on relations among African A comparative study of the foundations of countries and between Africa and the rest of social and welfare policy in Western the world. Attention will be paid to the prob- democracies. Focus will be on the changing lems of decolonization, national integration, character of the welfare state in Europe and and to the crisis in southern Africa. America: its development in the inter-war Prerequisite: one unit in political science; by years. Its startling expansion after World War permission to other qualified students. II, and its uncertain future today as a result of fiscal crisis and diverse political opposi- Mr Kanza tions. Themes to be discussed include: state strategies for steering the capitalist economy; 300 (2) Politics of East Asia problems of redistribution of wealth; social 1 security, health, and unemployment protec- National and international politics of China tion; and equal employment and educational and Japan. The People's Republic of China opportunity. will be considered as an experiment in a radi- Prerequisite: one Grade II unit in American or cal political ideology and a response to the comparative European politics or macroeco- problems of economic development. Study of nomics or European history; open to juniors Japan will emphasize contemporary voting and seniors without prerequisite by permis- behavior and bureaucratic politics. sion of the instructor. Prerequisite: two units in political science or one unit in Asian history. Not offered in 1979-80.

Mr. Sullivan Mr. Krieger

Offered in 1980-81. 301 (1) Politics of the Soviet Union and Eastern Europe 304 (2) Studies in Political Leadership 1 1 Study of the ideology and political organiza- The interaction of psychology and politics will tion of Soviet and Eastern European Com- be emphasized in conceptual approaches and munism since the 1917 Bolshevik Revolution. case studies. Special attention will be given Topics Include theory and practice of to U.S. presidents as political leaders and Marxism-Leninism and Stalinism, internal women as political leaders. Individual re- politics of the Communist Party, Soviet search and student reports. education and public opinion, and varieties of Open to students who have taken one Grade socialist democracy in contemporary Eastern II unit In International relations, American or Europe. comparative politics, or by permission of the Prerequisite: two units in political science or instructor. Russian language and/or history. Miss Miller Mr. Sullivan

305 (1) Seminar

1 Topic for 1979-80: The military in politics. A comparative exploration of the role of the mil- itary in the political process. Why and how does the military become involved in politics? What are the consequences of its involve- ment for the society and for the military as an institution? Special attention to military and civilian elite interaction, causes of military coups, decision-making styles, and policy out- comes In military regimes. Case studies drawn from experiences In the U.S., Western Europe, and the Third World. Open to juniors and seniors by permission of the Instructor.

Ms. Grindle 134 Political Science

306 (1) Seminar 212(1) Urban Politics 1 1 Normally a different topic each year. Introduction to contemporary urban problems. Analysis of the various perspectives on the Not offered in 1979-80. nature of urban and suburban problems and policies. Evaluation of the formation, imple- mentation, and impact of selected urban poli- cies concerning housing, education, race, criminal justice, welfare, finances, transpor- tation. Examination of trends in national ur- American Politics ban policy, intergovernmental relations, and patterns of political involvement and conflict.

Prerequisite: one Grade II unit in American 200 (1) (2) American Politics politics, two units in American history, so- 1 ciology, or economics, or by permission of The dynannics of the American political pro- the instructor. cess: constitutional developments, growth and erosion of congressional power, the rise Mr. Sanchez-Jankowski of the presidency and the executive branch, impact of the Supreme Court, evolution of 310 (2) Political Decision-Making in the federalism, the role of political parties, elec- United States tions and interest groups. Emphasis on na- 1 tional political institutions and on both historic Analysis of the policy-making process based and contemporary political values. The on simulation of decision-making in executive, course will include analysis of a variety of legislative, and/or judicial units at different contemporary policy problems, including such levels of government in the United States. issues as race and sex discrimination, in- Four or five nationally important questions dividual liberties, poverty, urban conflict, en- considered with all class members playing vironmental disruption, inflation, and roles as advocates, witnesses, decision- unemployment. Recommended for further makers, or analysts; evaluation of role-playing work in American law and politics. and extent to which relevant considerations Prerequisite: one unit in political science, are taken into account in reaching decisions. economics, or American studies, or by Prerequisite: one Grade II unit in American permission of the instructor. politics or permission of the instructor.

fvlr. Schechter, Ms. Grindle, Mr. Sanchez- Not offered in 1979-80. Jankowski Mr. Schechter

210 (2) Voters, Parties, and Elections 313 (1) American Presidential Politics 1 1 Analysis of political behavior in America. The Analysis of the central role of the President in role of interest groups and public opinion in American politics, and the development and policy issues. Study of voting decisions, politi- operation of the institutions of the modern cal campaigns, party organization, and the presidency, including the White House staff, meaning of elections. Special topics include the Office of Management and Budget, the the use of media and technology in cam- Council of Economic Advisors, and the Na- paigns, political alienation, and structural tional Security Council. The course will focus reform. on sources of presidential power and limita- Prerequisite: units in political science two or tions on the chief executive, with particular American history or sociology, or by permis- emphasis on congressional relations and sion of the instructor. leadership of the federal bureaucracy. Case Mrs. Just studies will be drawn from recent adminis- trations. Prerequisite: 200, or the equivalent, or by per- mission of the instructor.

Mr. Paarlberg Political Science 135

314 (2) Congress and the Legislative 317(2) Seminar Process 1 1 Topic for 1979-80: Race and ethnicity in ur- An examination of the structure, operation, ban politics. Examination of the roles of race and political dynamics of the U.S. Congress and ethnicity in the politics of American and other contemporary legislatures. Em- cities, with some comparison to Montreal, phasis will be on Congress: its Internal Mexico City, and other metropolitan areas in politics, relations with the other branches, the world. At the micro level, attention will be and responsiveness to interest groups and given to the analysis of conventional forms of the public. The course will analyze the individual participation (electoral politics, col- sources and limits of Congressional power, lective action, and lobbying activity) and to and will familiarize students with the in- the analysis of unconventional forms of par- tricacies of lawmaking. ticipation (protest activity, strikes, riots, and Prerequisite: 200, or 210, or by permission of urban terrorism). At the macro level, the the Instructor. focus will be on the ways Issues of race and ethnicity Influence public Mr. Sheppard policy, with par- ticular regard to the response by urban governments to demands made by members 315 (2) Public Policy and the Bureaucracy of minority groups. Open to juniors and seniors by permission of 1 the instructor. Exploration of the expanding role of the federal bureaucracy. What are the causes of Mr. Sanchez-Jankowski bureaucratic growth? What Impact has this had on Individuals, on institutions, and on the 318 (1) Field Research Seminar in Public policy process? Focus on processes of Policy decision-making, problems of implementation, 1 intergovernmental relations, and program A seminar combining student Internships in evaluation. Examination of specific governmental agencies or public interest bureaucratic responsibilities such as budget- groups with investigation of a particular area ing, regulating the private business sector, of public policy. Emphasis on such topics as and the Great Society programs of the 1960s. health or welfare policy. Class sessions will Case studies of agencies such as the Office explore substance of the policies, and proce- of Management and Budget, the Environ- dures and structures of the different agencies mental Protection Agency, the Office of Eco- in which interns have been placed. nomic Opportunity, and the Occupational Open to juniors and seniors by permission of Safety and Health Administration. the instructor. Prerequisite: 200 or permission of the Mr. Sheppard instructor.

Ms. Grindle

316 (1) Mass Media and Public Opinion International Relations 1 Analysis of development and treatment of contemporary political issues In the mass 221 (1) (2) World Politics media and the written press. Relevant topics 1 in political behavior will also be explored. An introduction to the international system How consistent or mutable are popular opin- with emphasis on contemporary theory and ions? How does public opinion influence or practice. Analysis of the bases of power and constrain democratic leadership'^ Comparison influence, the policy perspectives of principal will be made of the development of Issues states, and the modes of accommodation and such as the Vietnam War, school desegrega- conflict resolution. tion, national health insurance, and ERA. Prerequisite: one unit in history or political Prerequisite: 200, or 210, or by permission of science. the instructor. Miss Miller Mrs. Just 136 Political Science

222 (2) Comparative Foreign Policies 325 (2) Seminar 1 1 An examination of factors influencing the for- Topic for 1979-80: Negotiation and bargain- mulation and execution of national foreign ing. An examination of modern diplomacy em- policies in thie contemporary international phasizing the behavior of states, international system. Comparisons and contrasts between organizations, and other factors in a variety "advanced" and "developing" countries will of political settings. Case study material will be stressed, especially the varying signifi- be drawn from the experience of World Wars

cance of domestic sources of foreign policy I and II, Vietnam, the Middle East, and in Western and non-Western settings. Southern Africa. Consideration of the roles of Prerequisite: one unit in international relations personalities, national styles of statecraft, or comparative politics. and domestic constraints in East-West and North-South conflicts. Individual research and Mr. Paarlberg student reports on such topics as strategic arms limitation, the Law of the Sea Con- 321 (1) The United States in World ferences, and the Israeli-Egyptian peace Politics treaty. 1 Open to juniors and seniors by permission of An exploration of American foreign policy the instructor. since 1945. Readings will include general cri- tiques and case studies designed to illumi- Miss Miller nate both the processes of policy formulation and the substance of policies pursued. Con- sideration of future prospects. Prerequisite: one unit in international relations or permission of the instructor. Legal Studies

Miss Miller

330 (1) (2) Law and the Administration of 323 (1) The Politics of Economic Justice Interdependence 1 1 Fundamentals of the American legal process, review of political strategies for coping with A including development of common law, courts global economic interdependence. Emphasis and judges, civil and criminal proceedings, on the promise and performance of national, consumer rights and duties, criminal liability, regional, international, and transnational or- interaction of law and politics, limits of a legal ganizations, including multi-national corpora- system, some comparison with Civil Law Sys- tions, in response to demands for a new tem. Legal research and moot court practice. international economic order. Global issues Recommended for further work in legal stud- discussed will include food, oil, terms of ies. trade, population, income inequality, and re- Prerequisite: two Grade II units in political source depletion. science or two Grade II units in any combina- Prerequisite: unit in international relations one tion of Group B disciplines; and by permission or comparative politics. of the instructor to sophomores.

Mr. Paarlberg Miss Evans

324 (2) International Security 331 (2) International Law 1 1 the central of international War as dilemma The law applicable to the relations of States, politics. Shifting causes and escalating con- international organizations, and individuals in sequences of warfare since the industrial the international community, considering law- revolution. risk Emphasis on the and making processes, settlement of public and of conflict in the avoidance armed contem- private disputes, national claims to marine porary period, the of nuclear con- spread and areas, control of international terrorism, na- ventional military capabilities, arms transfers, tionality and alienage, regulation and protec- arms competition, control. and arms tion of foreign trade and investments, revision Prerequisite: for 321. same as of laws of war. Legal research and moot

Not offered in 1979-80. court practice. Open to students who have taken 330 or two Mr. Paarlberg units in international relations, or by permis-

Offered in 1980-81. sion of the instructor. Miss Evans —

Political Science 137

332 (1) The Supreme Court in American Political Theory and Methods Politics 1 Analysis of major developments in constitu- 240 (1) Classical and Medieval Political tional interpretation, the conflict over judicial Theory activism, and current problems facing the Su- 1 preme Court. Emphasis will be placed on judi- Study of selected classical, medieval, and cial review, the powers of the President and early modern writers such as Plato, Aristotle, of Congress, federal-state relations, and indi- Cicero, St. Augustine, St. Thomas Aquinas, vidual rights and liberties. Each student will Machiavelli, Luther, Calvin, and Hooker. take part in a moot court argument of a ma- Views on such questions as nature of political jor constitutional issue. man; interpretations of the concepts of free-

Prerequisite: two Grade II units in political dom, justice, and equality; legitimate powers science, including one in American politics; of government; best political institutions. or 330; or permission of the instructor. Some attention to historical context and to importance for modern political analysis. Mr. Schechter Prerequisite: one unit in political science, philosophy, or European history. 333 (2) Seminar 1 Mr. Stettner Topic for 1979-80: Law and social change emerging constitutional rights of women and 241 (2) Modern Political Theory racial minorities. Analysis of contemporary 1 legal, political, and administrative issues. Study of political theory from the 17th to 19th Focus on the equal protection clause of the centuries. Among the theorists studied are Fourteenth Amendment, and statutes such as Hobbes, Locke, Hume, Rousseau, Burke, Mill, Title VII of the 1964 Civil Rights Act. The sem- Hegel, Marx, and Nietzsche. Views on such inar will examine the role of interest groups, questions as the nature of political man; inter- political leaders, bureaucrats, and judges in pretations of the concepts of freedom, conflicts such as employment discrimination, justice, and equality; legitimate powers of affirmative action programs, school segrega- government; best political institutions. Some tion, housing for the poor and racial attention to historical context and to impor- minorities, welfare rights. tance for modern political analysis. Prerequisite: 332 or the equivalent and per- Prerequisite: one unit in political science, mission of the instructor. philosophy, or European history.

Mr. Schechter Mr. Stettner

334 (2) The Criminal Justice System 242 (1) Contemporary Political Theory 1 1 An examination of how the criminal justice Study of selected 20th century political system works, considering the functions of theories, including Marxism-Leninism, Social police, prosecutor, defense counsel, and Democracy, Fascism, Neo-conservatism. At- court in the processing of criminal cases; tention will be paid to theories leading to con- uses of discretionary power in regard to inter- temporary approaches to political science, in- national and national rendition of fugitive of- cluding elite theory, group theory, func- fenders, arrest, bail, plea bargaining, and sen- tionalism, and theories of bureaucracy. tencing; changing perceptions of the rights of Prerequisite: one unit in political theory; 241 offenders and victims; current problems in is strongly recommended. criminal law. Legal research and moot court Mr. Krieger practice. Prerequisite: 330 or permission of the instructor.

Miss Evans 138 Political Science

249 (1) Political Science Laboratory 342 (1) Marxist Political Theory 1 1 The role of empirical data and the use of the Study of the fundamental concepts of Marx- computer in the study of comparative politics, ism as developed by Marx and Engels and ex- public opinion, and political behavior. Fre- plored by later classical Marxist theorists quent exercises introduce students to topics including: Lenin, Stalin, Trotsky, Gramsci, in descriptive statistics, probability and Kautsky, and Luxemburg. Attention will also sampling, questionnaire design, cross tabula- be paid to the contemporary theoretical con- tion; tests of significance, regression, corre- troversy surrounding both East European lation and modeling. Emphasis is on concepts communism and the "Eurocommunism" of in data analysis. No previous knowledge of France, Italy, and Spam. Concepts to be mathematics, statistics, or computing is re- critically examined include: alienation, the quired. materialist view of history, the bourgeois

Prerequisite: one Grade II unit in political state, the transition to socialism, the dictator- science or permission of the instructor. ship of the proletariat, and permanent revolu- tion vs. sialism. Mrs. Just Prerequisite: one Grade II unit in political theory or by permission of the instructor. 340 (1)* American Political Thought 1 Mr. Krieger Examination of American political writing, with emphasis given to the Constitutional 349 (2) Seminar period, Progressive Era, and to contemporary 1 sources. Questions raised include: origins of Topic for 1979-80: Political Utopias and the American institutions, including rationale for state. An examination of "classic" Utopias, federalism and separation of powers, role of such as Plato's Republic, More's Utopia, Har- President and Congress, judicial review, etc.; rington's Oceana, Butler's Erewhon. and American interpretations of democracy, works by Fourier, Saint-Simon, and Comte. equality, freedom and justice; legitimate pow- Conceptions of the state embodied in these ers of central and local governments. Atten- works will be counterposed to contemporary tion paid to historical context and to impor- pluralist, Weberian, and Marxist theories of tance for modern political analysis. the state. Modern anti-utopias, such as Hux-

Prerequisite: Grade II work in political theory, ley's Brave New World, Orwell's 1984, and American politics, or American history, or by Skinner's Walden Two, will be considered. permission of the instructor. Students will be asked to identify the com- mon elements of ideal polities, assess the in- Not offered in 1979-80. fluence of historical factors upon Utopian Mr. Stettner thought, and distinguish the Utopian elements Offered m 1980-81. within ostensibly pragmatic theories of the state. Open to juniors and seniors by permission of 341 (2) Issues and Concepts in Political Theory the instructor. 1 Mr. Krieger Study of such political concepts as freedom, justice, equality, democracy, power, revolu- 350 (1) (2) Research or Individual Study tion, civil disobedience, and political obliga- 1 or 2 tion. Discussion of related issues, including Individual or group research of an exploratory implications for political systems of adopting or specialized nature. Students interested in these concepts and problems which result independent research should request the as- when these values conflict with one another. sistance of a faculty sponsor, and plan the Emphasis on contemporary political problems project, readings, conferences, and method and sources. of examination with the faculty sponsor.

Prerequisite: two Grade II units in political Open to juniors and seniors by permission. science, philosophy, or intellectual history, or by permission of the instructor. 370(1-2) Thesis 2 to 4 Not offered in 1979-80. Open only to honors candidates Mr, Krieger

Offered in 1980-81. Psychology 139

Directions for Election Psychology

A major in political science may be broad in scope, or it may have a special focus, e.g., metropolitan regional problems, environmen- Professor: tal politics, area studies, international politics, Zimmerman, Dickstein legal problems of minorities, political ethics. Political Science 101, which provides an Associate Professor: introduction to the discipline of political Furumoto, Schiavo (Chairman), Clinchy science, is strongly recommended for stu- dents planning to major. The department of- Assistant Professor: fers courses, seminars, and research or inde- Finison3, Rierdan, Koff, Schwartz, UllmanS, pendent study in five fields: American politics, Perlman^ comparative politics, international relations, legal studies, political theory and methods. All Instructor: majors are encouraged to take a seminar. Of Pillemer, Solomon, LongfellowS the eight units comprising a minimum major, two units must be taken in each of three of Lecturer: these five fields. At least three of these six Daniels^, Stiver^ distribution units must be taken in the Depart- ment of Political Science at Wellesiey. Units Research Assistant: taken at another institution in order to fulfill Eister the field requirement must be approved by the department. Teaching Assistant: O'Brien Graduate work in political science leading to the Ph.D. usually requires a reading knowl- edge of two foreign languages and, for many specialties, a knowledge of statistical tech- niques or an introduction to the calculus.

Students participating in the Wellesiey Wash- 101 (1) (2) Introduction to Psychology ington Summer Internship Program or the 1 Wellesiey Urban Politics Summer Internship Study of selected research problems from Program may arrange with the respective di- areas such as personality development, learn- rectors to earn credit for independent study. ing, cognition, and social psychology to dem- onstrate ways in which psychologists study behavior. Open to all students.

Miss Zimmerman, Ms. Ullman, Ms. Longfellow

205 (1) (2) Statistics 1 The application of statistical techniques to the analysis of psychological data. Major em- phasis on the understanding of statistics

found in published research and as prepara- tion for the student's own research in more advanced courses. A considerable part of the course will be devoted to laboratory exer- cises in and out of class. Three periods of combined lecture-laboratory. Additional op- tional periods may be arranged for review and discussion. Prerequisite: 101.

Mr. Finison, Mr. Dickstein 140 Psychology

207 (1) (2) Child Development 21 2R (1) (2) Research Methods in 1 Personality Behavior and psychological development in 1 infancy and childhood. Theory and research An introduction to research methods appro- pertaining to personality, social, and cognitive priate to the study of personality. Individual development are examined. Three periods of and group projects. Laboratory. Each section lecture, discussion, demonstration, and typically limited to twelve students. Not open observation of children. to students who have taken or are taking Prerequisite: 101. 207R or 210R. Prerequisite: 205 or [201] and 212. Mrs. Clinchy, Mr. Pillemer Mr. Dickstein, Ms. Rierdan, Mr. Schwartz 207R (1) (2) Research Methods in Developmental Psychology 213 (1) Introduction to Psychobiology 1 1 An introduction to research methods appro- An introduction to the study of the relation- priate to the study of human development. In- ship between the nervous system and dividual and group projects. Laboratory. Each behavior with particular emphasis on the section typically limited to twelve students. structure and function of the nervous system. Not open to students who have taken or are Topics include basic neuroanatomy and taking 210R or 212R. neurophysiology, and brain mechanisms in- Prerequisite: 205 or [201] and 207. volved in such aspects of behavior as emo- tion, language, motivation, memory, sensa- Mrs. Clinchy, Mr. Pillemer tion, and cognition. Emphasis on comparison of experiments with animal and human sub- 210 (1) (2) Social Psychology jects in an effort to shed light on human 1 cognitive functions. Laboratory. Replaces The individual's behavior as it is influenced by [245]. other people and the social situation. Study of Prerequisite: 101, or Biology 11 1 or [100] or social influence, interpersonal perception, 109. social evaluation, and various forms of social interaction. Three periods of lecture, discus- Mrs. Koff, Mr. Eichenbaum sion, and demonstration. Prerequisite: 101. 214(2) Research in Psychobiology 1 Ms. Solomon An introduction to methods, design, and analysis of experiment in psychobiology. Con- 210R (2) Research Methods in Social sideration of human and animal experimental Psychology methodology. Group and individual student 1 projects, with opportunity for students to An introduction to research methods appro- design and execute an independent research priate to the study of social psychology. Indi- project. vidual and group projects on selected topics. Prerequisite: 205 or [201] and 213: or [245] or Laboratory. Each section typically limited to Biology 213: or by permission of the instructor. twelve students. Not open to students who have taken or are taking 207R or 212R. Mrs. Koff, Mr. Eichenbaum Prerequisite: 205 or [201] and 210. 215(2) Comparative Psychology Ms. Solomon 1 Study of the behavior of a variety of animal 212(1) (2) Personality species to provide insight into basic psycho- 1 logical processes and behavior patterns such Selected theories of personality as applied to as learning, cognition, communication, con- the normal individual. Some emphasis on sciousness, courtship, mating behavior, and relation of theories to selected topics and/or parenting. Course will include laboratory and case studies. field observations. Prerequisite: 101. Prerequisite: 101. Mr. Schwartz, Ms. Ullman Ms, Furumoto Psychology 141

216 (2) Psycholinguistics 300 (1) (2) Seminar 1 1 Consideration of psychological theories of Study of the Keller Plan method of learning language, including such topics as origins and teaching, which permits a student to and evolution of language, animal communi- move through course material at her own cation, language acquisition, biological basis pace. Seminar members construct materials of language, and the relation between lan- for the Keller Plan portion of 101, act as Kel- guage and thought. ler advisors to 101 students for five weeks, Prerequisite: 101. and later evaluate the Keller Plan work. Ad- vantages and disadvantages of Keller Plan Mrs. Koff learning; some comparison of Keller Plan and other innovative teaching programs in col- 217 (1) Cognitive Processes leges. 1 Open by permission of the instructor to stu- Examination of basic issues and research in dents who have taken 101. human information processing, including top- ics from attention and pattern recognition; Miss Zimmerman memory and conceptual processes; judg- ment, reasoning, and problem-solving. 301 (2) Seminar. Child Development and Prerequisite: 101. Social Policy

1 Not offered in 1979-80. Topic for 1979-80: An examination of the relevance of psychological theories and research in forming social policy, with par- 218 (2) Sensation and Perception ticular emphasis on policies affecting 1 children. Consideration of the applicability of Survey of theoretical and experimental ap- developmental research to policy issues such proaches to selected topics in sensation and as the content of federal regulations and the perception, including sensory receptor construction of social programs serving processes; auditory and visual perceptual children and adolescents. Topics include the phenomena; perceptual learning and adapta- effects of televised advertising and violence, tion; influence of the social and personal educational television, day care, juvenile variables. delinquency, and physical and sexual abuse Prerequisite: 101. of children. The adequacy of existing strategies for synthesizing psychological Not offered in 1979-80. research in order to increase its policy relevance will be considered. Open by permission of the instructor to 219(1) Learning juniors and seniors who have taken two 1 Grade 11 units, including 207, and by permis- Conditioning, verbal learning, and memory will sion of the instructor to other qualified be discussed. There will be an emphasis on students. in-class exercises demonstrating principles of Ms. Pillemer learning and a consideration of their relevance to everyday learning situations. Implications of Prerequisie: 101. 303 (2) The Psychological Being Female Ms. Furumoto 1 Consideration of some of the changing pat- 220R (1) Research {Methods in terns in the behavior of women, including Experimental Psychology literature in the area of sex differences. 1 Some of the following topics will be exam- An introduction to research methods em- ined: theoretical formulations of the psychol- ployed in experimental psychology including ogy of women; female sexuality; men's libera- the fields of learning, information processing, tion; results of research on sex differences in animal behavior, and cognition. Group and humans and animals; social determinants of individual projects. Opportunity for student sex-stereotyped behavior. proj- selection of an appropriate independent Open to juniors and seniors who have taken ect. Laboratory. two Grade I! units and by permission of the Prerequisite: 101 and 205 or [201] (205 may instructor to other qualified students. be taken concurrently); and 213 or 215 or 216 or 217 or 218 or 219 or [245].

Ms. Furumoto 142 Psychology

306 (1) Special Topics in Personality 311 (2) Seminar. Social Psychology

1 1 Topic for 1979-80: States of consciousness. Psychological study of family interaction. Ap- An examination of various conceptual and plication of social psychological variables and empirical issues in consciousness study. Top- small group theories to the study of the inter- ics considered will include sleep and dreams, nal processes of family interaction. Topics hypnosis and the induction of dissociated will include power, decision-making, coalition states, biofeedback, childhood states of con- formation, conflict resolution, and privacy. sciousness, the unconscious, psychotic and The approach will consider both marital inter- hallucinogenic states, drug-induced states, action and processes involving the family as and cross-cultural and psychotherapeutic a unit. Some consideration given to the re- concerns. search methods used to study family inter- Open to juniors and seniors who have taken action.

two Grade II units and by permission of the Open by permission of the instructor to instructor to other qualified students. juniors and seniors who have taken two

Grade II units, including 210. Mr. Schwartz Mr. Schiavo 307 (2) Adolescence 1 312(2) Seminar Consideration of physical, cognitive, social, 1 and personality development during adoles- Topic for 1979-80: Psychology of death. An cence. Emphasis will be on recent research. examination of the psychological meaning of Prerequisite: same as for 303. death to the individual. Topics to be covered will include acquisition of the concept of death, antecedents and correlates of individ- ual differences in concern about death, psy- 309 (1) (2) Abnormal Psychology chological processes in dying persons and 1 their relatives, and the psychology of grief Consideration of major theories of neurosis and mourning. and psychosis. Illustrative case materials. Open by permission of the instructor to ju- Selected issues in prevention and treatment niors and seniors who have taken two Grade of emotional problems. II units. Open to juniors and seniors who have taken two Grade II units, including 212. Mr. Dickstein

313(2) Seminar 310(2) Seminar 1 Group psychology. Studies everyday interac- 1 tion of individuals in groups. Introduction to The acquisition of schizophrenic behavior. A practical-theoretical problems of leadership, definition of "schizophrenia" will be attemp- group formation and organization, participa- ted through consideration of theoretical tion and intervention. Readings, demonstra- models, case studies, and autobiographical tions, and instruction in systematic observa- reports. Different approaches to explaining tion of behavior, interpretation of motivation, the acquisition of schizophrenia, as well as and conceptualization of individual personali- strategies for the change of schizophrenic ties and group dynamics. behavior, will be considered. Open by permission of the instructor to ju- Open by permission of the instructor to niors and seniors who have taken two Grade juniors and seniors who have taken two II units, including 210. Grade I! units, including 212. Not offered in 1979-80. Ms. Rierdan Psychology 143

317 (1) Seminar. Psychological Develop- 328 (1) Seminar ment in Adults 1

1 Topic for 1978-79: The family and family ther- Exploration of age-related crises and dilem- apy —focus on learning how to observe and mas from late adolescence to mid-life in the analyze interpersonal and intrapsychic data context of contemporary psychological theory from a family system's point of view. and research. Changing conceptions of truth Each seminar member will be part of a and moral value; identity, intimacy, and the "simulated" family that will meet on a weekly evolution of commitment. The role of work basis. Differences between family and in- and play in adult life. Sex differences in dividual treatment approaches will be development. Primary focus on models discussed. extending Piagetian cognitive-structural Prerequisite: same as for 310. theory to adult development (e.g., Kohlberg, Not offered in 1979-80. Perry) and on recent revisions of these models. Open by permission of the instructor to juniors and seniors who have taken two 330 (1) Seminar

Grade II units and by permission of the in- 1 structor to other qualified students. Topic for 1979-80: Environmental psychology. This seminar will examine the influence that Mrs. Clinchy setting has on behavior. Important concepts in environmental psychology such as 318 (1) Seminar. Brain and Behavior crowding, privacy, territoriality, and personal 1 space will be examined in detail. Sections of Selected topics in brain-behavior relation- the course will focus on specific settings ships. Emphasis will be on the neural basis of (e.g., hospitals, offices, classrooms), and at- the higher-order behaviors. Topics will include tention will be paid to investigating the urban language, perception, learning, memory, hem- environment. The application of psychological ispheric specialization, and sex differences in variables in architectural planning and design lateralization. will also be considered. Open by permission of the instructor to ju- Open by permission of the instructor to niors and seniors who have taken two Grade juniors and seniors who have taken two II units, including one of 213, 215, 216, 217, Grade II units and by permission of the in- 218, 219, or [245]. structor to other qualified students. Mrs. Koff Ms. Solomon

325 (1) History of Psychology 335 (2) Seminar. Experimental 1 Psychology The history of selected topics and issues in 1 psychology with an emphasis on the analysis Topic for 1978-79: New experimental ap- of primary sources. The field of psychology proaches to old psychological problems. An will be analyzed as a developing science. examination of recently developed theories There will also be discussion of current is- and techniques from the field of experimental sues in the historiography of psychology. psychology currently being applied to the Open to juniors and seniors who have taken problem of self-control and the management 101. of depression and addictions. Each student

Not offered in 1979-80. will have the opportunity to design and carry out a behavioral self-control project. Prerequisite: same as for 312.

327 (2) Seminar. Child Development Not offered in 1979-80. 1 Topic for 1978-79: Infancy. An examination of the infant's cognitive and social development from the perspectives of contemporary the- ory, research, and longitudinal experience with infants. Open by permission of the instructor to ju- niors and seniors who have taken two Grade

II units, including 207.

Not offered in 1979-80. 144 Psychology

340 (1) Seminar. Applied Psychology Directions for Election 1 Application of psychological research and principles to understanding occupations, A major in psychology must include 101; one work, and unennployment. Various work en- of the following: 207, 210, 212; one of the fol- vironments will be studied in terms of their lowing: 213, 215, 216, 217, 218, 219, [245]; consequences for psychological stress and and 205. health. Mechanisms for coping with The department offers four research courses: psychological stress in the work situation wil 207R, 210R, 212R, 220R. A major in psychol- be explored. ogy must include at least one of these. How- Prerequisite: same as for 317. ever, no more than one of 207R, 210R, 212R

Not offered in 1979-80. may be elected. It is possible to elect 220R in addition to one of the other R courses.

The department recommends that students

345 (1) Seminar plan a program in which 205, the research

1 course, and preferably all Grade II require- Topic for 1979-80: The psychological inter- ments are completed as early in the program view. Consideration of the psychological inter- as possible and no later than the end of the view as a conceptual and methodological ap- junior year. proach to small-scale, intensive research. Students interested in an interdepartmental Focusing on the interview situation as a con- major in psychobiology are referred to the text in which to observe and analyze dyadic section of the Catalogue where the program processes, verbal and nonverbal communica- is described. They should consult with the tion processes, and individual psychodynamic directors of the psychobiology program. processes, the seminar will examine and test principles of psychological interviewing. Will include group laboratory work with videotape and individual student projects on selected developmental topics. Prerequisite: Open to juniors and seniors who have taken 101 and two Grade II units in psychology.

Mrs. Daniels

349 (1) Children and Media 1 Exploration of children's "productions" in and understanding of a variety of media: e.g., art, music, television, books. We will ask whether children's general symbolic ability is reflected similarly in all media or whether the particular medium affects what children can do and un- derstand. These issues will be related to general developmental theories. Prerequisite: same as for 317.

Not offered in 1979-80.

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. Prerequisite: 207R, 210R, 212R, or 220R. Religion and Biblical Studies 145

Religion and 108 (1) (2) Introduction to Asian Religions 1 An introduction to the major religions of India, Biblical Studies Tibet, China, and Japan with particular atten- tion to universal questions such as how to overcome the human predicament, how to perceive the ultimate reality, and what is the Professor: meaning of death and the end of the world. Johnson (Chairman) Materials taken from Islam, Hinduism, Bud- dhism, Confucianism, Taoism, and Shinto. Assistant Professor: Comparisons made, when appropriate, with Kodera, Levenson, Marini3, Elkins^, Hanson, Hebrew and Christian Scriptures. Course is Reynolds also taught at MIT second semester. Open to all students.

Lecturer: Mr Kodera, Ms. Reynolds Santmire

109 (1-2) Elementary Hebrew 2 A systematic introduction to the grammar of the Hebrew language, with attention to oral and written expression. Preparation for the 104 (1) (2) Introduction to the Hebrew reading of religious texts from all periods No Bible previous acquaintance with Hebrew assumed. 1 Open to all students. A critical study of the Hebrew Bible (Old Testament) from a variety of perspec- Mr. Levenson tives — as a cultural expression of the ancient Near East, as a source for the history of 201 (1)* Jesus of Nazareth Israel, and as the record of the evolving 1 religious tradition of the Israelites. Attention The life and teachings of Jesus within the to this tradition as the matrix of Christianity context of Roman Judaea. Includes a and Judaism. Emphasis upon the world views theological analysis of the varieties of faith in and literary craft of the authors. Jesus as expressed by the synoptic gospels. in alternate only. Open to all students. Offered years Open to all students, except those who Mr. Levenson, Mr. Hanson elected 105 before 1978-79.

Mr. Hanson 105 (1) (2) Introduction to the New Testament 1 202 (2)* Biblical Archaeology An exploration of the writings of the New 1 Testament as diverse expressions of early An archaeological approach to the life historical Christianity. Close reading of the texts, with reconstruction of daily and particular emphasis upon the Gospels and events in the eras of the Hebrew Bible and the the letters of Paul. Treatment of the literary, New Testament, with emphasis upon theological, and historical dimensions of the period from 1000 B.C. to A.D. 300. Among cities of Jerusalem, Christian scriptures, as well as of methods of topics covered are the interpretation, both ancient and modern. Samaria, and Ephesus; the Dead Sea Com- munity, an early Gnostic community in Egypt, Open to all students. and the interrelationship of text and material Mr. Hanson remains: synagogues and the earliest evidence for church structures. 107 (2) Crises of Belief in Modern (1) Open to all students. Religion offered in 1979-80. 1 Not Religious and antireligious thinkers from the Mr. Hanson Enlightenment to the present. An examination of the impact of the natural sciences, social theory, psychology, and historical method on traditional religion. Readings in Hume, Dar- win, Teilhard de Chardin, Marx, Reinhold Niebuhr, Freud, Tillich, and others.

Open to all students.

Mr. Johnson, Mr. Santmire 146 Religion and Biblical Studies

203 (2)* The Ancient Near East: An 208 (1) Ethics Introduction 1 1 An inquiry into the nature of values and the A discussion of the earliest civilizations which methods of moral decision-making. Examina- are basic to Western thought, focusing on the tion of selected ethical issues including pro- cultural history and especially the literature of fessional morality, violence and oppression, Egypt, Mesopotamia, Syria, and Canaan. sexism, social justice and revolution, and per- Readings include Enuma Elish, Gilgamesh, sonal freedom. Introduction to case study the Code of Hammurabi, the Baal cycle, the and ethical theory as tools for determining Keret and Aqhat epics, and various hymns, moral choices. omens, letters, treaties, chronicles, and royal Open to all students. inscriptions. Closes v^^ith a discussion of the Mr. Marini relationship of Israel to its environment. Offered in alternation with 214. 209 (1-2) Intermediate Hebrew Open to all students. 2 Not offered in 1979-80. A rigorous review of Hebrew grammar with readings in biblical and rabbinic texts and Mr. Levenson modern religious literature. Practice in the development of oral competence. 204 (2)* Paul: The Controversies of an Prerequisite: 109 or permission of the Apostle instructor. 1 A study of the emergence of the Christian Mr. Levenson movement with special emphasis upon those experiences and convictions which deter- 210 (2) Psychology of Religion mined its distinctive character. Intensive anal- 1 ysis of Paul's thought and the significance of An examination of psychological studies of his work in making the transition of Christian- religion from a variety of theoretical perspec- ity from a Jewish to a Gentile environment. tives. Readings in authors such as William Offered in alternate years only. James, Sigmund Freud, C. G. Jung, Erich Open to all students. Fromm, and Erik Erikson. Open to all students. Mr. Hanson Mr. Johnson 205 (2)* The Prophetic Institution in Biblical Israel 211 (2) Religion and the Human Life 1 Cycle

A study of the institution of prophecy in its lit- 1 erary, historical, sociological, and theological A cross-cultural study of the role of religion in settings. A discussion of ecstatic experience the major stages of the life cycle: birth, and spirit-possession in general and in the an- puberty, marriage, death. Attention given to cient Near East, followed by a careful reading the rituals that mark these critical episodes of all the prophetic anthologies in the Hebrew and the religious questions they raise. Bible in an effort to understand the world- Readings from autobiography, literature, an- views of the prophets and their function thropology, psychology, and ritual texts of the within Israelite society. Offered in alternation major traditions. Opportunity to do fieldwork. with 306. Open to all students. Prerequisite: 104. Ms. Reynolds Mr. Levenson 212 (2) Sociology of Religion 207 (2) New Testament Greek 1 1 For description and prerequisite see Special features of Koine Greek. Readings Sociology 212. from New Testament authors. Prerequisite: Greek 102.

Mr. Hanson Religion and Biblical Studies 147

214(2)* Judaism 219 (1)* Religion and Politics in America

1 1 An Introduction to the central ideas and in- A study of religious beliefs, institutions, and stitutions ot the Jewish tradition In historical symbols in the political culture of the United perspectives. Emphasis upon three areas; the States. Case studies and theoretical readings self-understanding of Israel in the biblical In selected topics, including religion and the period; the theological universe and legal Constitution, the Ideological functions of dialectic of the Talmudic era; and the varying religion, politics and symbolic drama, attempts to restate, reformulate, or redirect religious identity and the electoral process, the tradition since the Enlightenment. Offered religious radicalism and political dissent, and in alternation with 203. civil religion. Offered in alternate years only. Open to all students. Open to all students. fvlr. Levenson Mr. fvlarini

215(1) Pilgrimage. The Search for 220 (2)* Religious Themes in American Meaning Fiction

1 1 A study of various journeys, historical and Human nature and destiny, good and evil, contemporary, autobiographical and literary. love and hate, loyalty and betrayal, salvation Readings include Augustine's Confessions. and damnation, God and fate as depicted in The Autobiography of f^alcolm X, Hesse's the novels of Hawthorne, Melville, James, Siddhartha. Bernanons' The Diary of a Coun- Twain, Hemingway, Faulkner, and others. try Priest, Teresa's Autobiography, Black Elk Reading and discussion of these texts as ex- Speaks, and Lagerkvist's The Sibyl. pressions of religious thought and culture In Open to all students. 19th- and 20th-century America. Offered in alternate years only. Ms. Elkins Open to all students.

216 (1)* Classical Christian Theology Mr, Marini

1 Basic ideas and fundamental controversies in 221 (2)* Catholic Studies

Christian thought from its origins in the 1 Greco-Roman world through its culmination In Contemporary issues in the Roman Catholic 13th-century scholasticism. Writings of in- Church, with particular attention to the fluential thinkers, especially Augustine, American situation. Topics include sexual Anselm, and Thomas Aquinas, addressing morality, social ethics, spirituality, and central questions, such as the nature and modern theology. Readings represent a spec- purpose of Christ; the relationship between trum of positions and include works by humans and the divine; ideas of good and Thomas Merton, Simone Weil, Karl Rahner, evil, reason and revelation, and orthodoxy Hans Kung, and Second Vatican Council.

and heresy. Offered in alternate years only. Open to all students. • Open to all students. Ms. Elkins Not offered in 1979-80. 222(1) Issues in Modern Religious Ms. Elkins Thought

1 218 (1)* Religion In America Personal growth, community formation, and 1 moral development examined from differing A study of major ideas, institutions, and religious perspectives. Readings in 18th- and events in American religions from the colonial 19th-century authors, such as Edwards, period to the present. Introduction to the prin- Rousseau, Kant, Schleiermacher, Coleridge, cipal ways Americans have interpreted Kierkegaard, Bushnell, and Emerson. religious reality and the historical impact of Open to all students. these ideas on society and culture. Readings in central thinkers including the Puritans, Mr, Johnson Jonathan Edwards, Ralph Waldo Emerson, and Mary Baker Eddy as well as primary sources from Native American, Black, Cath- olic, Jewish, and Pentecostal traditions.

Open to all students.

Not offered in 1979-80.

Mr. Marini 148 Religion and Biblical Studies

224 (1) Female and Male in Contem- 250 (1) Primitive Religions porary Christian Thought 1

1 An exploration of the religious life of An analysis of the feminist critique of tradi- preliterate and archaic societies: animism, tional Christian theology, beginning with Mary magic, totemism, taboo, the shaman, rites of Daly's Beyond God the Father, read in com- passage, myth and ritual, ancestor worship. parison with modern expressions of the tradi- Consideration given to theories of the origins tion, such as Karl Barth's The Humanity of of religion and the religious life of specific God. Discussion of contested contemporary societies, especially the American Indian. questions such as male and female in Open to all students.

Genesis 1 and 2, Paul's view of men and Ms. Reynolds women, misogyny in the Church Fathers, masculine and feminine images of God, the 251 (1) The Hindu Tradition lordship of Christ, the role of Mary, the 1 Church as hierarchy, women as priests, sub- An exploration of the major sacred texts, mission in marriage, and sexual morality. systems of thought, paths to liberation, in- Open to all students. stitutions, and artistic expressions of the Hin- Mr. Santmire du tradition from 2500 B.C. Emphasis on classical forms with some attention to con- 233 (1) The Civilization of the temporary expressions. Topics include: yoga Renaissance in Italy and meditation, devotion to personal gods,

1 temple worship, sacrifice, life-cycle rites, For description and prerequisite see History caste system, the ideal of womanhood and 233. the ideal of kingship. Open to all students. 234 (2) Reform or Revolution? The Crisis Ms. Reynolds of the Fifteenth and Sixteenth Centuries

1 252 (2) The Islamic Tradition Individuals and institutions in a time of 1 religious, economic, and social upheaval. An exploration of Islam from its 7th-century Protestants and Jesuits, intellectuals and beginnings in Arabia to its impact on the con- peasants, mystics and witches, the old world temporary world. Emphasis on the religious and the new, examined through literature, dimensions of Islamic life. Topics include: life theology, letters, trial records, practical of the Prophet, Qur'an, five pillars, communi- guidebooks, and propaganda. Interdisciplinary ty, state, Sufism, revitalization movements, approach emphasizing contrasting interpreta- and Islam in the U.S. tions of the period. Open to all students. Open to all students. Ms. Reynolds Ms. Elkins, Mr. Edwards

253 (1)* Buddhist Thought and Practice 242 (2) Christianity in the Arts 1 1 A study of Buddhist views of the human pre- The Christian tradition as expressed through dicament and its solution, using different doc- the arts. Painting, architecture, and liturgy trines and forms of practice from India, Thai- viewed in their theological and historical con- land, Tibet, China, and Japan. Topics includ- texts. Examples include the Catacombs, ing Buddha's sermons, Buddhist psychology Byzantine Ravenna, Medieval monasteries and cosmology, meditation, bodhisattva ca- and cathedrals. Renaissance Rome and reer, Tibetan Tantricism, Pure Land, Zen, in- Florence, and Protestant London and New fluence on Western thinkers (e.g., Eliot, England. Hesse), and adaptation to the West. Offered Open to all students. in alternation with 257.

Not offered in 1979-80. Open to all students.

Ms. Elkins Not offered in 1979-80.

Mr. Kodera Religion and Biblical Studies 149

254 (2)* Chinese Thought and Religion 306 (1)* Seminar in Biblical Hebrew 1 Literature in Translation

Continuity and diversity in the history of Chi- 1 nese thought and religion from the ancient A concentrated investigation of the Book of sage-kings of the third milleniunn B.C. to Mao. Psalms, from a variety of perspectives, in- Topics including Confucianism, Taoism, Chi- cluding form-criticism, tradition-history, and nese Buddhism, folk religion and their further theology, in an effort to ascertain the original developments and interaction. Materials settings of the psalms, the various types of drawn from philosophical and religious v^^orks poems included in the book, and the religious as well as from their cultural manifestations. ideas and imagery most prominent therein. Offered in alternation with 255. Offered in alternation with 205. Open to all students. Prerequisite: 104.

Not offered in 1979-80. Not offered in 1979-80.

Mr. Kodera Mr. Levenson

255 (2)* Japanese Religion and Culture 307 (2)* Seminar. The New Testament 1 1

Constancy and change in the history of A study of the Christian movement, its life Japanese religious thought and its cultural and problems, in the post-Pauline period with and literary expressions. A consideration of special emphasis on the Gospel according to Japanese indebtedness to, and independence John and its interpretive insights for an from, China, assimilation of the West and understanding of the person and work of preservation of indigenous tradition. Topics Jesus and of the Christian tradition. including Shinto, Japanese Buddhism and its Prerequisite: 105 or permission of the arts, Neo-Confucianism and nationalism. instructor. Christian impact and failure, and modern Not offered in 1979-80. Japanese thought. Offered in alternation with 254. Mr. Hanson

Open to all students. 314 (2)* Seminar. Christian Theology Mr. Kodera 1 Topic for 1979-80: Three models of contem- 257 (1)* Contemplation and Action porary theology: as world-construct, inter- 1 pretation of biblical narrative, or reflection on An exploration of the relationship between personal experience. Offered in alternation two dimensions of religious life. Materials with 317. drawn from religious and cultural traditions. Prerequisite: one course in Western religious East and West. Topics include: self-cultivation thought. and responsibility (Confucius), liberation and nonviolence (Mahatma Gandhi), salvation and Mr, Johnson justice (Martin Luther King). Offered in alter- nation with 253. 316(2)* Ethics

Open to all students. 1 An intensive study of an ethical issue or a set Mr. Kodera of related issues with readings in relevant source materials. 305 (2) Seminar in Asian Religions Prerequisite: 208. 1 Topic for 1979-80: Religion and Asian Not offered in 1979-80. literature. A discussion of literature from Mr. Marini India, China, and Japan as reflecting the religions, social and cultural concerns of the people. Topic for 1980-81: Zen Buddhism. Open by permission of the instructor.

Mr. Kodera 150 Religion and Biblical Studies

317 (2)* Religion and the Social Sciences Directions for Election 1 An exploration of the use of social scientific nnethods (psychology, sociology, and anthro- The total program of the major shall be pre- pology) in the study of religion. Readings pared in consultation with the advisor so as demonstrating the application of such to provide for an appropriate balance be- methods to specific religious communities tween specialization and diversity. and/or individuals. Offered in alternation with Specialization shall include a sequence of 314. courses in at least one particular field of Prerequisite: 210, or 211, or Anthropology study. Diversity is fulfilled by electing some 104, or Sociology 102. work within the department outside the field Not offered in 1979-80. of specialization.

Mr. Johnson Freshmen and sophomores considering a major are encouraged to elect introductory 318 (2)* Seminar in American Religions courses appropriate to their special field of

1 interest; information is available in the depart- Selected topics in History of Religion in ment office. Students planning to pursue America. studies in the Twelve College Exchange Pro- Prerequisite; 218, 219, History 250, or per- gram as part of their major should consult mission of the instructor. with their department advisor. Several of the Twelve College religion departments offer Not offered in 1979-80. courses which could supplement and enrich a Mr. Marini Wellesley major in religion and biblical studies.

Studies in the original language are particu- 320 (1) Black Institutions larly valuable for students specializing in He- 1 brew Bible or New Testament; see Religion For description and prerequisite see Black 109 and 209 (Hebrew) and Greek 102 (Begin- Studies 320. ning Greek) and Religion 207 (New Testament Greek). 339 (1) Seminar. American Jewish History. 1 For description and prerequisite see History 339.

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

370(1-2) Thesis 2 to 4 Open only to honors candidates. Russian 151

205 (2)* Intermediate Conversational Russian Russian 1

Practice in conversation and writing to in- crease fluency and accuracy in the use of Professor: idiomatic Russian. A variety of materials such Lynch, Bones (Chairman) as newspapers, periodicals, tapes, and films will be used in the course. Regular use of Visiting Professor: language laboratory. TracyS Prerequisite or corequisite: 200 or permission of the instructor. Instructor: Mrs. Bones Forman3

249 (1)* Language 1 General laws of phonology, syntax, and grammatical categories. History, theory, and logic of language and their application to 100 (1-2) Elementary Russian Russian and the problems of English-Russian 2 translation. Grannmar: oral and written exercises; reading Prerequisite or corequisite: 200 or permission of short stories; special emphasis on oral ex- of the instructor. pression; weekly language laboratory assign-

ments. Four periods. Not offered in 1979-80. Open to all students. Offered in 1980-81. The Staff

292 (1) Gogol/Dostoevsky (in English) 200 (1-2) Intermediate Russian 1 2 A study of their major works, with special at- Conversation, composition, reading, review of tention to their treatment of inner and outer grammar. Three periods. reality; to their theory of the grotesque and

Prerequisite: 100 or the equivalent. its role in art; to their exploration of the rela- tionship between psychological crisis and the The Staff traditional idea of sin; and to their use of speaking voice as a narrative technique. 201 (1) Russian Literature in Translation I Open to all students. 1

Russian literature from its beginnings to the Mr. Tracy middle of the 19th century. The focus of the

course is on the major prose of the first half 293 (1) Seminar. Russian Poetry and the of the 19th century. The authors to be consid- Revolution of the Word (in English) ered include Pushkin, Lermontov, Gogol, Gon- 1 charov, Turgenev, and Dostoevsky. Mandelstam, Akhmatova, Gumilev: their revolt Open to all students. against the imprecision and "other worldly" concerns of Blok and other symbolist poets; Mrs. Bones their emphasis on the word as the basis of the poem; and their commitment to classical 202 (2) Russian Literature in Translation II and neo-classical Western culture. A look at 1 parallels with such Western contemporaries Russian literature from the second part of the as Yeats and Eliot, and at Mayakovsky and 19th century to the present with emphasis on Khiebnikov, who developed strikingly different the works of Tolstoy, Chekhov, Sologub, and theories about poetic language and cultural such Soviet writers as Babel, Olesha, Bulga- tradition. kov, and Solzhenitsyn. Open to all students. Open to all students. Mr. Tracy Mrs. Bones 152 Russian

300 (1-2) Advanced Russian Directions for Election 1 or 2 The structure of modern Russian. Extensive reading of literary and historical works. Weekly Course 100 is counted toward the degree but written and oral reports on selected topics. Two not toward the major. Courses 201 and 202 periods and weekly laboratory assignments. are counted toward the distribution require- Prerequisite: 200. ments in Group A and are strongly recom- mended to students who intend to major in Mrs. Lynch Russian. However, only one of them may count toward the major. A major in Russian is 311 (1)* Russian Literature from Its expected to elect 249 or 205 in conjunction Beginnings up to Pushltin with 200, as well as three Grade III courses 1 beyond Russian 300. Byzantine, Western, and folk influences in the chronicles and epics of the Kievan and Mos- Students majoring in Russian should consult covite periods. Reading of the Igor Tale, the chairman of the department early in the selections from Primary Chronicle, Zadonsh- college career, as should students interested china; and works of Ivan IV, Avvacum, Lo- in an individual major which includes Russian. Derzhavin, Radishchev. monosov, History 246 and 247 are recommended as Prerequisite or corequisite; 300. related work.

Not offered in 1980-81. The study of at least one other modern

and/or classical language is strongly 317 (2)* Russian Writers Today: Emigre recommended for those wishing to do and Soviet graduate work in Slavic languages and 1 literatures. Prose and poetry of such writers as Bunin, Aldanov, Nabokov, Morshen and Pasternak, Panova, Sinyavsky, Solzhenitsyn. Prerequisite or corequisite: 300.

Not offered in 1979-80. Mrs. Lynch ^ ^ Offered in 1980-81. 5 - 320 (2)* Seminar ^1 5 ^'^ Wh« ^'^ 1 j^ y^ Topic for 1979-80: A. S. Pushkin: Evgenij ^ Onegin, Boris Godunov, Lyric Poetry. a & ^ ^ Prerequisite or corequisite: 300.

Mrs. Lynch

349 (2)* The Writer in a Censored Society: His Literary and Nonliterary Roles 1 Selected works of 19th- and 20th-century : c writers with an emphasis on works by ^ ^ ^ c Mayakovsky, Esenin, Mandel'shtam, Axmatova, and Evtushenko. Prerequisite or corequisite: 300.

Not offered in 1979-80.

Mrs. Lynch 2 2 \ : ! 350 (1) (2) Research or Individual Study 1 or 2 Open by permission to qualified students.

370 (1-2) Thesis 2 to 4 Open only to honors candidates. Sociology 153

120 (1) Urban Sociology Sociology 1 Analysis of the urban area in contemporary US, society. Topics include: the development of cities, urban social policy, and the fiscal Professor: crisis of the cities.

Berger (Chairman) Open to all students.

Mr. Barlow Assistant Professor: Dimieri. Anderson-Khleif*^, Siibey3, Barlow 129 (2) Sociology of Work and Occupations Lecturer: 1 Elliott3 Study of representative work and occupa- tional experiences ranging from blue-collar jobs to the professions. The nature of work in traditional and in contemporary societies. Socialization to work roles; the process of professionalization; 102 (1) (2) Sociological Perspective work careers, and other 1 topics. Basic concepts, examples of sociological re- Open to all students. search, and some major theories in the field. Mr. Dimieri Also examines representative uses of socio- logical analysis. May include elementary 138(2) Deviance training in computer exercise. 1 to all students. Open Defining non-normative conduct in society. The Staff The theory of labeling. Focus on juvenile de- linquency, mental illness in cross-cultural and in historical 103 (2) American Society contexts. 1 Open to all students. Distinctive characteristics of society in the Mr. Dimieri United States. How the experience of being

"American" has changed during the past 201 (1) Social Research century. Readings in local community studies 1 (e.g., Middletown, Yankee City and others) Nature of social research, problem specifica- and in social reports from fVlartineau and tion, research design, techniques of data col- deTocqueville to the present. lection including field work, survey research, Open to all students. interviews and content analysis. Significance Not offered 1979-80, of values, ethics, and politics for research enterprise. One laboratory period required. Normally followed by 202. 111 (1) Family Sociology

I unit 1 Prerequisite: one Grade or permission of instructor. Analysis of the family in current social con- the text with emphasis on the impact of class Mr. Dimieri and race on the internal structure of the fami- ly, the age cycle of the family and relation- 202 Analysis of Social Data ship of the family to the educational and oc- (2) cupational structures. Other topics include: 1 Techniques for the analysis of quantitative the family and law, the family and social data; creation and access of computer data policy, the family in the Third World, and the files; descriptive and inductive statistics in- ifamily in socialist societies. cluding measures of distribution, tests for sig- Open to all students. nificance, and measures for association. One Mr, Barlow laboratory period required. Prerequisite: 201.

Mr. Dimieri

207 (2) Human Societies 1 Prerequisite: 102 or Anthropology 104.

Not offered in 1979-80. 154 Sociology

208 (1) Population and Society 215 (1) Mass Media and Communication 1 1 Study of social phenomena focusing on Sociological forms and consequences of demographic rather than institutional charac- communication with special attention to the teristics. Special attention given to world press, motion pictures, television, and other population growth and trends and to implica- mass media. tions for social planning and policies. Prerequisite: same as for 201. Prerequisite: same as for 201. Not offered in 1979-80. Not offered in 1979-80.

224 (2)* Political Sociology Social Stratification 209 (1) 1 1 Analysis of the social basis of power in the class structure and dynamics Analysis of modern societies. Special attention given to with comparative reference to of U.S. society questions concerning the nature of social contemporary South feudal Europe and power, authority and influence as these are Cuba. Topics include: the Africa, China, and exercised among the major institutions of between class and politics, race, relationship society. The role of protest and violence in and education. sex, technology, social change. 201. Prerequisite: same as for Prerequisite: same as for 201.

Mr. Barlow Mrs. Silbey

210 (1) Racial and Ethnic Minorities 229 (1) Organizations and Organizational 1 Behavior For description and prerequisite see Anthro- 1 pology 210. Various perspectives and methodologies used in the investigation of organizations. Examina- 212 Religion, Society, and the Social (2) tion of the nature of work. Emphasis on size, of Moral Norms Functions complexity, and formalization of structure and 1 on power, communication, and decision-mak- Sociological views of contemporary religion. ing processes. Roles and adaptation of indi- Differences in organization and functions of viduals in organizations; the significance of religion in primitive, traditional, and advanced social and cultural environments. societies. Problems of organized contemporary Prerequisite: same as for 201. Not open to religion in secular, pluralistic, and urban- students who have taken [219]. industrial society. Prerequisite: same as for 201. Not offered in 1979-80.

Not offered in 1979-80. 231 (2) Society and Self

1 213 (1) Law and Society a century ago, Auguste Comte, general- 1 Over with the christening of sociology Analysis of sociological jurisprudence; exami- ly credited field of study, asked the ques- nation of the empirical studies of various as a separate the individual be at once cause components of the justice system — legal pro- tion: How can of society'^ Not only is the fession, jury system, courts, police, and pris- and consequence but s/he is also ons; special attention to topics of social person a social product, in turn helps shape and change, social class, and the law. clearly unique, and is concerned with Prerequisite: same as for 207. modify society. This course the relationship between the individual and Mrs. Silbey society, and the behavior of persons in groups. Ways in which groups and institutions 214 (2) Medical Sociology aid or inhibit individual experience will be 1 discussed. Social factors associated with the incidence Prerequisite: same as for 201. and treatment of health disorders. Differential availability of health care services. Social or- Not offered in 1979-80. ganization of hospitals; role behavior of pa- tients, professional staff and others; attitudes in hospital setting toward terminal patients and death. Prerequisite: same as for 207.

Mr. Barlow Sociology 155

233 (1) Women and Developing Societies 329 (2) Internship Seminar in 1 Organizations

Women's participation in development and Its 1

Impact on their status in society. Focus on An internship seminar in organizational theory Asia and Latin America, with opportunities for and analysis. Required internship assignment students to pursue topics in Africa and the In organizations concerned with health, cor- Middle East. After examination of theoretical rections, housing, planning, media, other literature on social change and women's public or private services, government, or

roles, the course examines how urbanization, business and industry. The internship Is util- commercialization of agriculture, industrializa- ized for participant observation on some tion, and other facets of modernization affect aspect of organizational behavior, structure, women's economic and political roles. or process. Seminar sessions are focused on Discussion of development planning, with selected topics in organizational research case study of the People's Republic of China. and on Issues in participant observation. Prerequisite: at least one unit of relevant Limited to 12 students. Elected on credit/non- work In sociology, anthropology, economics, credit basis only. Open to juniors and seniors. history, political science. Prerequisite: same as for 300; or 229 and

one other Grade 11 course in sociology, or fvls. Elliott permission of the instructor.

300 (1) Classical Sociological Thought Mrs. Anderson-Khleif

1 Development of major sociological themes 338(1) Seminar. Deviance and theoretical positions from Montesquieu to 1 the present. Social factors associated with the incidence

Prerequisite: 102 and two Grade I! units, or and treatment of crime. Focus on the rela- permission of the instructor. tionship between the criminal justice institu- tions (police, courts, and prisons) and the Mrs. Berger Incidence of crime. Prerequisite: same as for 300. Not open to 311 (2) Seminar. Family Studies students who have taken [323]. 1 Topic for 1979-80: Family support systems Mr. Dimierl and social policy.

Prerequisite: same as for 300: or 111 and at 350 (1) (2) Research or Individual Study

least one Grade II course, or permission of 1 or 2 the instructor. Open by permission to juniors and seniors.

Mrs. Anderson-Khleif 370 (1-2) Thesis 2 to 4 320 (2) Seminar. Urban Social Studies Open only to honors candidates. 1 Sociological and systems analysis of selected federal, city, and community attempts to re- spond to urban problems. Extensive field work in urban programs in and projects Directions for Election Boston. Prerequisite: 102, [220], and one additional

Grade II unit. Majors in sociology are required to include In Mr. Barlow their programs 102, 201, 202, and 300. In ad- dition to the "core" of required courses,

324 (2) Seminar. Social Change students may continue to develop a general 1 major to consist of at least four additional Examination of strategies of change available courses of their choice or to construct a to "relatively powerless" groups. Relationship more specialized program in an area of con- of protest strategies to electoral politics. Re- centration, beginning in 1978-79 with one of cent examples Include strategies by students, the following: Family Studies and Role women, and ethnic minorities. Behavior, Urban Studies, or Deviance, Prerequisite: same as for 300, and 224 is Sociology of Law, Corrections, and Organiza- recommended but not required. Not open to tion and Organizational Behavior starting with students who have taken [349]. an appropriate exploratory course in each case. These are, respectively, 111, 120, 129, Mrs. Berger and 138, any of which may be taken without prerequisite. 156 Spanish

103 (1-2) Intensive Spanish Spanish 3 First semester: Concentrated introduction to spoken Spanish. Constant oral-aural practice, in class and in the language laboratory, builds Professor: an active facility with linguistic structures. In- Lovett (Chairman) tensive vocabulary building through visual presentations, dramatizations, and short Associate Professor: readings. Second semester: Increased em- Gascon-Vera*'' phasis on writing and on the reading of literary texts. Continued use of the audio- Assistant Professor: lingual method develops accuracy and fluen- Ben-Ur, Lusky cy with the spoken language. Five periods per week. Instructor: Open by permission of the instructor to Levy3, Renjilian-Burgy, Villanueva^ students who do not present Spanish for ad- mission.

Ms. Lusky Courses of the department are normally con- ducted in Spanish; oral expression is stressed. 199 (1) Advanced Language Skills The department reserves the right to place 1 new students in the courses for which they A review, at the advanced level, of selected the seem best prepared regardless of number problems in Spanish grammar; enrichment of of units they have offered for admission. vocabulary through oral and written practice context of literary analysis. Qualified students may be recommended to in the Open to students presenting three admission spend the junior year in a Spanish-speaking units in Spanish. country. See p. 39. Mr. Villanueva

200 (1) Contemporary Language and Literature 1 100 (1-2) Elementary Spanish A course to serve as a transition between 2 language study and literary analysis; writing Introduction to spoken Spanish through and speaking coordinated with study of con- directed conversation; stress on audio-lingual temporary Hispanic figures. Emphasis on approach. Intensive language laboratory exer- literary, philosophical and artistic movements

cises. Three periods. in Spain and Spanish America. Neruda, Aleix- Open to students who do not present Spanish andre, Vallejo, Bunuel, Dali, Picasso. for admission. Prerequisite: 102 or three admission units or The Staff permission of the instructor.

Not offered in 1979-80. 102 (1-2) Intermediate Spanish Gascon-Vera 2 Ms. Intensive review of grammar and language 201 (2) Oral and Written skills through practice in the classroom and (1) with language laboratory exercises. Readings Communication by contemporary Spanish and Spanish 1 Practice in conversation and writing to in- American writers. Emphasis on vocabulary fluency and accuracy in the use of building and oral and written expression. crease Development of skills for Three periods. idiomatic Spanish. the use of Spanish in practical situations. Not Prerequisite: two admission units in Spanish students have taken 230. or 100. open to who Prerequisite: 102 or 199 or 200 or four admis- The Staff sion units or permission of the instructor.

The Staff Spanish 157

202 (2)* The Spanish American Short 206 (1) Landmarks of Spanish Literature I Narrative 1 1 intensive study of masterpieces and authors The evolution of the short story in Spanish chosen from the Middle Ages to the Baroque: America from the 19th-century cuadro de Poema del Cid, La Celestina. Lazarillo de Tor- costumbres to the modern masterpieces of rnes; Garcilaso, Fray Luis de Leon, Cervan- Quiroga, Borges, Cortazar, Rulfo, and Garcia tes, Lope de Vega, Calderon. Marquez. Special attention will be given to Prerequisite: same as for 202. the influence of Poe and Hawthorne, and to Ms. Lusky the changing formal properties of the genre. Offered in alternation with 205. 207 (2) Landmarks of Spanish Prerequisite: 200 or 201 or permission of the Literature II instructor. 1 Not in offered 1979-80. From the Enlightenment through the Roman- tic revolution fvls. Lusky to 19th-century Realism. The evolution from neoclassicism to the realistic 203 (2)* Modern Spanish Literature novel: Morati'n, Larra, Espronceda, Becquer, 1 and Perez Galdos. Prerequisite: From La Generacion del '98 to the Spanish same as for 202. Civil War. Dominant themes and innovations Mr. Lovett in such authors as Unamuno, Valle Inclan, Baroja, A. Machado, Garcia Lorca, Guillen, 210 (2)* Chlcano Literature and Salinas. Offered in alternation with 204. 1 Prerequisite: same as for 202. A study of the major works of Chicano litera- ture in the Not offered in 1979-80. context of the Hispanic and Ameri- can literary traditions. A critical analysis of Ms. Gascon-Vera the themes and styles from 19th-century Romanticism to the genre of the contempo- 204 (1)* Post-Civil War Spanish rary Renaissance in the light of each author's Literature social ethics and literary values: Luis Valdez, 1 Alberto Urista, Tomas Rivera, and Miguel From post-civil war literature to today. The Mendez. struggle for self-expression in Franco's Spain. Prerequisite: same as for 202. A study of the literary styles and accomplish- Not offered in 1979-80. ments of contemporary authors: Cela, Goyti- solo, Miguel Hernandez, Gabriel, Celaya, Mar- 211 (2) Caribbean Literature and Culture tfn Santos, and Bias de Otero. Offered in alternation with 203. 1 An introduction to the important Prerequisite: same as for 202. literary, historical and artistic traditions of the Carib- Mr. Villanueva bean. Discussions will focus on the major Spanish speaking island countries: Cuba, 205 (1)* l\1asterpieces of Spanish Puerto Rico and the Dominican Republic. The American Literature course will also utilize supplementary 1 audiovisual resources such as videotapes, An introduction to Spanish American litera- filmstrips, slides, tapes and films. Authors will ture. Selections from the Chronicles, the include Zeno Gandia, Pales Matos, Rene Mar- Baroque Age, the Romantic period, and the quez, Pedro Juan Soto, Alejo Carpentier, 20th century. Works by such outstanding Lydia Cabrera, Nicolas Guillen, Severo Sar- essayists, poets, and playwrights as El Inca duy, Juan Bosch, Cabrera Infante. Garcilaso, Sor Juana Ines de la Cruz, Ruben Prerequisite: same as for 202. Darib, Leopoldo Lugones, Pablo Neruda. Of- Ms. Renjilian-Burgy fered in alternation with 202. Prerequisite: same as for 202. Ms. Ben-Ur 158 Spanish

212 (2) Popular Literature and the Revival 261 (1)* History of Spain of the Novel 1 1 For description and prerequisite see History An examination of the ways contemporary 261. Spanish and Spanish American novels of Cor- tazar, Puig, Vargas Llosa, Marse, and others 301 (2)* Drama of the Seventeenth have been fertilized by popular genres—detec- Century tive stories, newspaper articles, Hollywood 1 movies, and radio drama. The characteristics of the Spanish drama of Prerequisite: same as for 202. the Golden Age. Analysis of ideals of this period as revealed in the drama. Representa- Ms. Lusky tive masterpieces of Lope de Vega, Guillen de Castro and Ruiz de Alarcon, Tirso de 215(2) Spanish Practicum Molina, Calderon. Offered in alternation with 1 302. Student9»are placed with various Hispanic Open to juniors and seniors who have taken organizations in the Boston area to increase two Grade II units including one unit in litera- their fluency in Spanish through personal and ture. continued contact with the language. Classroom seminars, Hispanic guest lec- Mr. Lovett turers, and films in Spanish complement the students' internship experiences. Readings by 302 (2)* Cervantes Oscar Lewis, Babin, Maldonado Denis, and 1 others. A close reading of the Ouijote with particular Prerequisite: personal interview with the emphasis on its significance in modern instructor to establish adequate language literature: the hero versus the anti-hero; the skill, 211 helpful. development of plot; levels of reality and fan- tasy in the novel; history versus fiction. Of- Ms. Levy fered in alternation with 301. Prerequisite: same as for 301. 228 (2)* Latin American Literature: Fantasy and Revolution Not offered in 1979-80. 1 Ms. Gascon-Vera For description and prerequisite see Extra- departmental 228. 306 (1) Arts and Letters of Contemporary Mexico for the Bilingual 230 (1) Spanish 1 1 Study of the fiction, poetry and essay in Mex- com- This course is comparable to freshman ico within the context of the interrelationship in it a basis position in English that provides of the arts from the Revolution of 1910 to the for the bi- for oral and written competence present. Emphasis will be placed on the per- background. lingual American of Hispanic vading influence of myths originating in pre- Emphasis on the behavior of parts of speech Cortesian cultures and the Colonial period English. as they relate to Conversational which appear as recurrent themes in litera- practice stressing the building of verbal skills ture and painting. Authors read to include for discussion of academic and intellectual Vasconcelos, Rulfo, Fuentes, Paz, Usigli, topics. Readings from selected short stories, Revueltas, Gorostiza, Villaurrutia, Carbaliido, newspapers, and magazines for discussion Garro, Sainz. and imitation. Not open to students who have Prerequisite: same as for 301. taken 201. Prerequisite: a bilingual background and per- Ms. Ben-Ur mission of the instructor.

Not offered in 1979-80.

260 (1)* History of Spanish America

1 For description and prerequisite see History 260. Spanish 159

307 (1) The New Novel of Latin America Directions for Election 1

Analysis and discussion of major Latin Course 100 is counted toward the degree but American novels from the 1960s and 1970s. not toward the major. Special topics will be social conflict in tfie Students who begin with 100 in college and novel, estfieticism vs. engagement, literature who wish to major should consult the chair- as a critique of values and a searchi for iden- man in the second semester of their fresh- tity. Works by Onetti, Cortazar, Fuentes, man year. Rulfo, Carpentier, Donoso, Garcia Marquez. Prerequisite; same as for 301. Students may choose to major either in Peninsular or Latin American literature. The Not offered in 1979-80. Peninsular major should ordinarily include Ms. Ben-Ur 201, 203, and/or 204, 206, 207, 301, 302, either 205 or 307, and at least one additional

310 (1)* Seminar. Women in the Novels unit of Grade III literature in Spanish. The of Perez Galdos Latin American major should ordinarily in- 1 clude 201, 202, and/or 212, 205, 210 or 211, Some of the best draw/n characters of the 306, 307, 206 or 302, and at least one addi- great master of the 19th-century Spanish tional unit of Grade III literature in Spanish. novel, Benito Perez Galdos, are women. Bet- History 260 is recommended for the Latin ter than anybody else, he shows us how American major; History 261 is recommend- Spanish women coped with the stresses and ed for the Peninsular major. Extradepart- strains which 19th-century Spanish society mental 330 and 331 are recommended for imposed upon them. The seminar will study both majors. masterpieces like Fortunata y Jacinta, La Individually planned majors in Latin American desheredada, La de Bringas. and others, studies, which combine language and litera- whose main characters are women. ture courses with a program of history, Prerequisite: same as for 301. anthropology, political science, and Mr. Lovett economics courses, are encouraged.

350 (1) (2) Research or Individual Study 1 or 2 Open by permission, or to seniors who have taken two Grade III units in the department.

370 (1-2) Thesis 2 to 4 Open only to honors candidates. 160 Theatre Studies

208 (1)* Contemporary Theatre Theatre Studies 1 Mid-20th century dramatists and production styles; plays, producers, designers, and ac- tors significant in the development of con- Professor: temporary theatre. Barstow* Prerequisite: 203 or permission of the intruc- tor. Open to juniors and seniors without Lecturer: prerequisite. Levenson3 (Acting Chairman), Biggs^ Not offered in 1979-80.

Mr. Barstow

Offered in 1980-81.

209 (1)* Seminar. The Design of Lighting and 203 (2) Plays, Production, for Theatrical Production Performance 1 1 Theory and technique of the lighting of perfor- considered as originally The produced play mance as a major artistic component of thea- of the drannatist but brought to the creation trical production. Emphasis is on developing through the completion in performance the analytical, organizational and technical collaboration of producers, directors, creative skills necessary to the lighting designer. Of- designers, and actors. fered in alternation with 206. Open to all students. Prerequisite: same as for 205.

Mr. Biggs Mr. Levenson

205 (1)* Scene Study 210 (1-2)* History of the Theatre 1 1 or 2 the basic Study of the performed scene as Study of theatre structures, crafts, and prac- director, and ac- building-block of playwright, tices with emphasis on acting and production scenes tor. Scenes from significant plays and styles as these relate to major developments for the course regularly rehearsed written in dramatic literature. One unit of credit may criticism. and performed for class be given for either semester by permission of the Prerequisite: 203 or permission of the instructor. instructor. Prerequisite: same as for 205. Mr. Biggs Not offered in 1979-80.

Mr. Barstow 206 (1)* Design for the Theatre

1 Offered in 1980-81. Study of the designer's function in the pro- duction process through development of 215 (1)* Shakespeare in the Theatre for scale models of theatrical environments 1 specific plays. The models are evaluated in a Study of production of Shakespeare's plays in series of juried critiques focusing on perfor- the theatre; particular attention to Elizabethan mance as a realization of the analytical inter- stagecraft and to contemporary production pretation of each play. Offered in alternation styles; emphasis on acting and directing. with 209. Reports, and scenes performed for class Prerequisite: same as for 205. criticism. Prerequisite: 203, and English 112, [215], or Not offered in 1979-80. [305], [306], or 323, or 324. Mr. Levenson Not offered in 1979-80. Offered in 1980-81. Mr. Barstow Theatre studies 161

235(1) Looking at Ballet 1 A history of ballet from the Romantic ballet of the 1830s to the present. Analysis of ballets by such choreographers as Petipa, Balan- chine, and Ashton. There will be filmed and taped materials each week, along with lec- ture and discussion. When possible, lectures will be supplemented by field trips to dance performances in the Boston area. Open to all students.

Mrs. Temin

236 (1) Looking at Modern Dance 1 An analysis of modern dance focusing on what makes it "modern" and how it differs from ballet. Modern dance choreographers from Isadora Duncan and Ruth St. Denis to Martha Graham, Doris Humphrey, Paul Taylor, Merce Cunningham, and Twyla Tharp will be discussed. Frequent films and video- tapes of modern dance will be supplemented when possible by field trips to dance perfor- mances in the Boston area.

Open to all students.

Not offered in 1979-80.

Mrs. Temin

Offered in 1980-81.

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 emphasize dramatic literature in English and foreign languages together with the history and philosophy of art and music.

A student who is interested in an individual major in theatre studies should see Interde- partmental Majors. 162 Extradepartmental

Extradepartmental Cambridge Humanities Seminar

The Cambridge Humanities Seminar is a col- The following section includes several laborative effort by universities in the Boston- separate courses of interest to students in Cambridge area to enrich and diversify their various disciplines. interdisciplinary offerings in the humanities at an advanced level. The program is centered at the Massachusetts Institute of Technology and offers subjects to students in the Course nnay be elected to fulfill in part the humanities at participating institutions during distribution requirement in Group A the last two years of undergraduate and the first two years of graduate work, in an area of scholarship periodically determined by its

Course may be elected to fulfill in part the membership. The program currently involves distribution requirement in Group B faculty in literature, history, philosophy, and fine arts. Its current subject is the idea of the

past as it plays a role in the study of various cultural activities. All subjects have limited Course may be elected to fulfill in part the enrollment. distribution requirement in Group C

Semester 1 1979-80

Painters and Philosophical Issues in Modernism Twelve major painters of the last 100 years, from Manet to Olitski, studied. Equal em- phasis given to their stylistic development through a close study of individual paintings and to the critical issues raised by their work, especially as these issues relate to the history of Modernist thought. Readings in- clude writings of the artists themselves, as well as relevant critical and philosophical texts. Same course as Philosophy 328.

Not offered in 1979-80.

Mrs. Stadler, Mr. Ablow (Boston University)

Darwinism and Culture Acquaints the student with some of the ante- cedents and consequents of Darwinian theory in biological, social, moral and religious speculation. Aims to show how the distinction between the history of science and the history of other forms of thought is in this case an artificial one. Readings in Malthus, Paley, Linnaeus, Lamarck, Auguste Comte, Darwin, Spencer, Huxley, Karl Marx.

Development of ideas of progress, organism, evolution, environment. Philosophical and cul- tural writings influenced by and critical of Darwinism. Significance of Darwinism in modern anthropology, biology, social and genetic theory.

Mr. Kibel (MIT) Extradepartmental 163

Issues in Literary Interpretation Semester I1 1979-80 Examination of the ways in which issues aris- ing in the interpretation of dreanns, folk tales, Ideas and Society in Modern Europe II sacred texts, works of visual art, and Continues the approach of Ideas and Society primitive cultures have influenced the prac- in Modern Europe I for the period since about tice of interpreting literary and narrative 1900. Central concern is the way in which texts. Readings include Freud, T.S. Eliot, intellectuals have conceived the relationship Empson, Levi-Strauss, Derrida, Barthes, Gom- between knowledge and the social process. brich, Panofsky, Walter Benjamin. The course will cover the novel in France from Balzac to Zola; European socialism from fvlr. Kibel (IVIIT) 1880s to 1920s; the French fin de siecle; the German fin de siecle; Nietzsche; Freud; Ideas and Society in Modern Europe I Durkheim and the origins of modern Conceptions of social life examined in their sociology; Tdnnies and Simmel; Max Weber; social and historical context: institutions of in- interwar France; interwar Germany; Thomas tellectual life. While philosophy and literature Mann; from Lukacs to the Frankfurt School; receive some attention, emphasis is on im- Sartre. Required readings: Flaubert, Sen- ages of the social and political process. The timental Education: Hughes, Consciousness Enlightenment and early 19th century are and Society (parts); Ringer, Decline of the treated as background for a more intensive German Mandarins (parts); Nietzsche, Birth of analysis of the period between about 1870 Tragedy and Genealogy of Morals: Freud, On and 1920. The course will cover the intellec- Dreams: Freud, Civilization and Its tuals and society in 18th-century Europe; the Discontents: Durkheim, Suicide: Gay, Weimar Enlightenment; Diderot, Rousseau, Con- Culture: Mann, Buddenbrooks: Mann, The dorcet; foundations of 19th-century in- Magic Mountain. dividualism, English utilitarianism and Mr. Ringer (Boston University) liberalism; the German literary and philosophical revival —ca. 1770-1830; from On Quality in Art Kant to Hegel; varieties of Romanticism; An exploration of recent and older attempts some Utopian socialists; IVIarx and the origins at formalizing critical and comparative of Marxism; the intellectual and society in the judgments of works of visual art, tracing the t^arxism age of Darwin; the transformation of subject back to its roots in the isolation dur- during the latter 19th century. Required ing the 16th century of a distinct aesthetic readings: Torrey, Norman, ed., Les realm, in order to investigate the extent to Philosophes: Rousseau, The Social Contract; which objectivity of such judgment can be ar- Mill, of On Liberty: Randall, J.H., The Career rived at. Readings will be coordinated with Philosophy, Vol. II: Halsted, John, ed.. Roman- analysis of art works to which they refer. ticism: Manuel, Frank E., The Prophets of Authors include selections from Vasari, Win- Paris: Marx, Early Writings: Williams, Ray- ckelmann, Baudelaire, Burkhardt, Hildebrand, mond, Culture and Society: Darwin, Charles, Meier-Graefe, Berenson, Roger Fry, Origin of Species (abridged); Lichtheim, Apollinaire, Breton, Focillon, Panofsky, Gom- George, Marxism. brich, Jacob Rosenberg, Rhys Carpenter, Mr. Ringer (Boston University) James Ackerman. Mrs. Martin (Boston University) 164 Extradepartmental

Ideas of Progress Extradepartmental Courses Attempt to clarify the measure of agreement between different answers to the questions,

what is progress? and how is it to be assess- 100 (2) Tutorial in Expository Writing ed? The rise of the idea of progress from the 1 17th century to its position as the universal An individual tutorial in writing, taught by religion of the modern world. Topics and juniors and seniors from a variety of readings include: Renaissance idea of artistic academic departments. Requirements for the and scientific progress (Bacon); battle be- course include completion of weekly tween ancients and moderns (Fontenelle); assignments in writing and revising; occa- perfection through universal progress of sional reading assignments; weekly con- mankind (Condorcet, Kant, Hegel); progress ferences with a student tutor; occasional con- through revolution (Marx); progress through ferences with faculty advisor. Mandatory the formation of scientific elites (Comte); Dar- credit/noncredit. win and the origins of cultural history; the Open by permission of the class dean. idea of progress in contemporary views of Mrs. Stubbs science and art (Woifflin, T.S. Eliot, Popper, Kuhn, Northrop Frye). Same course as 104(1)** Classical Mythology Philosophy 327. 1 Not offered in 1979-80. For description and prerequisite see Greek 104. Mrs. Stadler, Mr. Kibel (MIT)

106 Introduction to Chinese Culture Culture and Criticism (2) 1 A study of the major literary and cultural An inquiry into the patterns and themes of critics of the 19th century: Coleridge, Carlyle, China's culture by examining its history, Ruskin, and Arnold among others. Selected philosophy, religion, literature, art and poems and novels considered as imaginative science. Particular themes will be explored exercises in the "criticism of life": Matthew through a series of historical topics. The pat- Arnold's definition of the essential function of terns we will look for should help us answer literature. Some of the themes to be con- questions such as: why did the Chinese Em- sidered are the advent of mechanical civiliza- pire continue to exist for four millenia? why tion, the new authority of science, the did Chinese philosophy develop in the direc- weakening of religious authority, and the tion of Maoist ideology? Classes in English. claim for (High) Culture and poetry as a Open to all students without prerequisite. spiritualizing force. Texts include: Carlyle's Sartor Resartus. Ruskin's "Nature of the Mr. W. Liu Gothic," Arnold's Culture and Anarchy,

Dickens' Hard Times. 110 (1) (2) Introduction to Computer Programming Mr. Goodheart (Boston University) 1 The use of computers for practical applica- tions. Emphasis on gaining experience in pro- Experimental Courses gramming and running of numeric and non- numeric problems. Open to all students.

According to College legislation, the student- Mr. Wolitzer faculty Committee on Educational Research and Development has the authority to recom- mend experimental courses and programs to the Dean of the College. Faculty members and students are invited to submit their ideas to the Committee. There are three criteria for an experimental course or program: a) it should address a defined problem in educa- tion at Wellesley; b) it should test a set of conscious assumptions about learning (and the results of the test should be com-

municated openly); c) it should not fit easily into conventional departmental contexts. Extradepartmental 165

112 (2)**** Evolution: Change through 141 (2) China on Film Time 1

1 West looks East through the camera's eye. Study of the concepts of evolution In the Charlie Chan in Shanghai, Shirley MacLaine physical and biological world and their impact at the Great Wall, Pearl Buck on the Good on man's view of himself, his place In nature, Earth: a cinematic exploration of Western and his expectations for future change. conception of 20th-century China. A broad Evidence for origins and change in the selection of films, primarily documentary, will universe, the earth, and life forms. Considera- be analyzed in their historical context, sup- tion of the historical development of evolu- plemented by readings on both background tionary concepts will provide the opportunity material and film criticism. Focus on major to examine the manner In which scientific shift of dominant Western opinion toward concepts are formulated, revised, and China. Films by Felix Greene, Antonioni, Rene restated; what it means to be "objective" in Burri, Shirley MacLaine, Edgar Snow to be in- science; and the degree to which precon- cluded among others. Course conducted in ceived ideas affect what we observe, record, English. Discussion following each film show- and accept In science. Two periods for lec- ing. Short paper assignments through the ture and a 3-perlod demonstration section course. weekly. Meets the Group C distribution Open to all students. requirement as a nonlaboratory unit but does Ms. Hinton not count toward the minimum major in any Group C department. 150 (2)*** Women in Antiquity Open to freshmen and sophomores; to juniors 1 by permission. For description and prerequisite see Greek

(yliss Webster, Miss Widmayer 150.

114 (1)*** Introduction to Linguistics 201 (1)** Russian Literature in

1 Translation I Designed to familiarize the student with some 1 of the essential concepts of language For description and prerequisite see Russian description. Suitable problem sets in English 201. and in other languages will provide oppor- tunities to study the basic systems of 202 (2)** Russian Literature in language organization. Changes in linguistic Translation II methodology over the last century will also be 1 discussed. For description and prerequisite see Russian Open to all students. 202.

Ms. Levitt 203 (2)** Greek Drama in Translation 1 119 (2)* History of Science: Scientific For description and prerequisite see Greek Ideas and World Views 203. 1 The evolution of ideas about order, cause and 211(1-2) Dante (in English) chance and their role in Western man's 2 changing views of himself, his world and his An introduction to Dante and his culture. This universe. Films from Jacob Bronowski's As- course presumes no special background and cent of Man series will provide a perspective attempts to create a context in which Dante's for examining the contributions of such scien- poetry can be carefully explored, it concen- tists as Newton, Darwin, and Einstein to the trates on the Divine Comedy and Dante's use science of their time as well as to our own. of his literary and philosophical sources. The Critical evaluation of the portrayal of scien- centrality and encyclopedic nature of the tific ideas and their impact in historical ac- comedy make it a paradigmatic work for counts, biography and film. (There will be film students of the Middle Ages. Since Dante has showings outside of class hours.) profoundly influenced some key figures of the Open to all students. 19th and 20th centuries, students will find Not offered in 1979-80. that he illuminates modern literature as well. First semester may be elected independently, Miss Webster second semester may be elected independ- ently by permission of the instructor. Open to all students. Ms. Jacoff 166 Extradepartmental

212 (2) Literature of the Italian Renaissance (in English) 1 For description and prerequisite see Italian 212.

214 (2) Machiavelli (in English) 1 For description and prerequisite see Italian 214.

216(2) Mathematics for the Physical Sciences

1 Some basic techniques in applied mathennatics are introduced via specific problems in natural sciences: random processes and statistics; harmonic analysis; dimensional analysis and scaling; variational calculus; potential theory; elementary group theory; in- troductory tensor calculus. No laboratory. Discussion meetings in alternate weeks. Prerequisite: Mathematics 205 or [201] or [215].

Mr. Roberts

220 (1) The Modern French Novel 1 Psychology and aesthetics in v^orks by Flaubert, Gide, Sartre, Beckett, and Robbe- Grillet, with emphasis on Proust's Remem- brance of Things Past. Lectures, papers, and class discussion in English. Students may read the texts in French or in English translation. Open to all students except those who have taken two or more Grade II courses in French literature.

Not offered in 1979-80.

Mr. Stambolian

Offered in 1980-81.

^^l^ t ^TK" ^^ Extradepartmental 167

*• 235 (1) Looking at Ballet 242 (1)* Chinese Fiction in 1 Translation For description and prerequisite see Theatre 1 Studies 235. A survey of Chinese narrative literature from the medieval period to the present. Readings 236 (1) Looking at Modern Dance include short stories from the T'ang Dynasty 1 to the end of the Ming, selections from the For description and prerequisite see Theatre great classic novels of the Ming and Ching Studies 236. Dynasties, and prose fiction by 20th century authors. Discussions will focus on the dif- 237 (2)* History and Structure of the ferent stylistic developments of high- and low- Romance Languages culture literature, the social significance of 1 this literature, and the writer's perceptions of Open to students of French, Italian, Spanish, the customs, institutions, and conflict of and Latin, this course deals with the develop- his/her historical environment. Classes in nnent of the modern Ronnance languages English. from Vulgar Latin. Primary emphasis will be Open to all students without prerequisite. placed on examining this development from a Not offered in 1979-80. linguistic point of view, stressing general prin- ciples of historical change. Some reading and 243(1)* *** Ancient Law comparison of early texts in each of the 1 languages will also be included. Offered in Crime and punishment in Athens and Rome. alternation with 238. The reflection of society's values in law. Prerequisite: Extradepartmental 114 or by Emphasis on criminal procedure, rules of permission of the instructor. evidence, principles of jurisprudence. Read-

Not offered in 1979-80. ing in primary sources from Demosthenes to Justinian. Ms. Levitt Open to all students.

238 (2)* Linguistic Analysis of Social and Not offered in 1979-80. Literary Expression 1 245 (2) Films and the Novel in Italy An interdisciplinary course designed for 1 students in the humanities and social An introduction to historical, political, and sciences based on the application of social aspects of post-war Italy; exploration of linguistics to the analysis of language in its the interrelationship between Italian cinema written and spoken forms. Emphasis on the and fiction in the development of both social ways literary styles are created, and levels of realism and experimental modes of poetic ex- social expression are conveyed, by variations pression. Emphasis on novels by authors in the structural and semantic organization of such as Pavese, Calvino, Moravia, and Levi language. Offered in alternation with 237. and analysis of films directed by Visconti, Prerequisite: Extradepartmental 114 or by Rossellini, De Sica, Fellini, and Pasolini. permission of the instructor. Given in English. Students doing the reading Ms. Levitt and paper writing in Italian may count this course toward the major in Italian. ** 241 (1)* Chinese Poetry and Drama in Open to sophomores, juniors, and seniors. Translation Not offered in 1979-80. 1 A survey of Chinese literature of classical Mrs. Ellerman antiquity, with emphasis on works of lyrical nature. Readings include selections from Book of Songs, elegiac poetry of Ch'u Yuan and works by the great poets of the T'ang and Sung periods. The course concludes with the introduction to poetic drama of the Yuan Dynasty. Comparative analysis with other literature will be encouraged. Classes in English. Open to all students without prerequisite.

Mr. Van Zoeren 168 Extradepartmental

246(2)*** Ancient Medicine 276 (1) Language and Cognition 1 1 A survey of medical practice in the Near Examines ways in which the use of language East, Greece, and Rome focusing on the sheds light on cognitive processes and cogni- development of rational medicine under Hip- tion affects language. Emphasis on the pocrates and the medical achievements of representation of knowledge in memory, the the Hellenistic era. Also, theories of physical deployment of attention during recall, and the and mental diseases and their consequences interaction of these factors with verbalization for later Western medical practice, doctor- as it unfolds in time. Illustrative material will patient relations, malpractice suits, the cult of be drawn primarily from spontaneous and the healing god Asklepios, and miracle cures. traditional oral narratives, but differences be- Open to all students. tween oral and written language will also be considered. Mr. Engels Prerequisite: an introductory course in linguis- tics, or psychology, or philosophy, or anthro- 247 (2) Arthurian Legends pology, or permission of instructor. 1 A survey of legends connected with King Ar- Mr. Chafe thur from the 6th century through the 15th with some attention to the new interpretations 277 (2) Linguistics and Literature in the Renaissance, the 19th, and the 20th 1 centuries. Special lectures by members of This course will study literary works of art the medieval/renaissance studies program. ranging from short poems to the episodic

Open to sophomores, juniors, and seniors. novel including the Odyssey, it will develop a theory of meter in some detail and will relate Miss Lever it to some recent work on the theory of music by Jackendoff. Nonmetrical property of 248 (1)* Ancient Comedy in Translation literary works will also be studied and their 1 implications for literary theory discussed. In- For description and prerequisite see Greek cluded among the authors to be studied 248. will be (for metrical theory) Chaucer, Shakespeare, Milton, and (for higher-order 249 (2) History of Italian Culture (in properties) Wallace Stevens, Homer, Nashe, English) Defoe, and Doctorow. (This list is subject to 1 change.) This course is designed to supply an Open to all students. historical context in which certain major cultural movements and works of individual Mr. Keyser authors may be best studied. It follows a chronological order going from the 13th cen- 278(1) Spatio-temporal Aspects of tury up to the modern period, with particular Thought and Language attention to the historical periods of greatest 1 cultural importance, such as the age of the A series of invited speakers will discuss city-state, the Renaissance, the Enlighten- various aspects of thought and its expression ment, the Unification of Italy, Fascism and in language. Emphasis will be on temporal the Resistance. The readings will include aspects of thought flow (the "stream of con- analysis both of historical and literary texts. sciousness") and ways in which the mind The course serves to integrate the curriculum deals with space. The speakers will come of study offered by the Italian department but from various disciplines, including should also be useful to students in other psychology, linguistics, artificial intelligence, fields. philosophy, and the arts.

Open to all students. Open to juniors and seniors without pre- requisite. Not offered in 1979-80. Mr. Chafe Mrs. Mattii

292 (1) Gogol/Dostoevsky (in English) 1 For description and prerequisite see Russian 292. Extradepartmental 169

293 (1) Seminar. Russian Poetry and the 331 (2) Seminar. The Theatre since 1945 Revolution of the Word (in English) 1 1 Comparative study of the major innovative For description and prerequisite see Russian forms of contemporary drama from the works 293. of Beckett, Brecht, and Artaud to the most recent theatrical experiments in Europe and 308 (1-2) Seminar for fVlaterials Research America. New critical approaches and play- In Archaeology and Ethnology wrighting encouraged. 2 Open by permission of the instructor to Each year the Boston area interinstitutional juniors and seniors. Center for Materials Research in Archaeology Not offered in 1979-80. and Ethnology sponsors a graduate seminar on the analysis of materials frequently en- Mr. Stambolian countered in field work: metals, floral and Offered in 1980-81. faunal remains, lithics, and ceramics. This year the seminar will concentrate on metals, 333 (2) Comparative Literature will include topics on ore formation and and 1 extraction, principles of smelting refining and Topic for 1979-80: Confessional literature. A slags, alloys, of manipulating and techniques comparative approach to the tradition of metal into desired forms. Examples of ancient literary confession, from the central religious ethnographically or reported metal production prototype. Saint Augustine's Confessions, to will related to the social setting in and use be Lolita. Other texts to be discussed include activities which these occurred. autobiographical and fictional confessions by Open only to juniors and seniors who present Petrarch, Montaigne, Rousseau, Goethe, two years of a laboratory science by permis- Sterne, Rilke, Camus, and Lessing. Principal sion of the instructor. topics: desire, guilt, justification and the com- Ms. Lechtman (MIT), Mr. Kohl pulsion to confess; true and false confession; the power of memory and language to struc-

309 (1-2) Mathematics and Computers in ture the narrative of the self; conversion, ex- Archaeological Data Analysis ile, liberation and the persistence of an alter- 2 nate self; solipsism, sincerity and the nar- For description and prerequisite see An- rative gaps between persona and author, con- thropology 309. fessant and audience; shifts in the reader's role as witness, confessor, judge, accomplice. Open to all students who have taken at least 330 (1) Comparative Literature unit of foreign col- 1 one language beyond the Topic for 1979-80: The medieval lyric. The lege requirement and one Grade III course in literature. medieval lyric is the well-spring for modern vernacular lyric poetry in the West. This Mr. Lydgate course will examine late medieval songs of Fran- "wandering scholars," troubadors, and 335 (2) Seminar. American History ciscans writing in Latin, Provencal, Italian, 1 and English. The course will try to define Topic for 1979-80: America as the promised what is distinctive about the lyrics in each land. An examination of selected texts drawn language, and will also attempt to see what from various disciplines and historical eras the separate traditions share. The seminar which attempt to define the promise of the will consider in particular how the lyrics American experience and analyze the fulfill- define their speakers, how they use the ment or failure of that promise. natural world, how they describe women, and Open to qualified juniors and seniors by per- how they approach God. mission of the instructor. Prerequisite: knowledge of Latin or Italian or Ms. Jacobs French and one Grade II course in literature.

Mr. Stehling 170 Interdepartmental Majors

349 (2) Studies in Culture and Criticism 1 Interdepartmental Topic for 1979-80: 1913 and all that. A look at a year of beginnings and endings, of many and Majors varied -isms, but above all of intense creative

activity in France. 1913 was in a sense the

year the 20th century began; it saw the publi-

cation of Apollinaire's Alcools, Proust's The College offers six established inter- Du Cote de chez Swann, the arrival of departmental major programs: classical modern art in New York at the Armory Show civilization, classical and Near Eastern and the creation of the Sacre du printemps of archaeology, East Asian studies, Stravinsky in Paris. Readings will include medieval/renaissance studies, molecular novels, poetry, and theater, and will lead up biology, and psychobiology. In addition, a stu- to a study of the collaborative work. Parade. dent may design an individual major. All in- Open by permission of the instructor to terdepartmental and individual majors must juniors and seniors from all departments. include at least four units of work in one de-

Mr. Carlson partment above the Grade I level, and at least two Grade III units. Some representative individual majors and courses available for them are included in this section.

Classical Civilization Director: Geffcken

Students who wish a classical civilization ma- jor can plan with the Departments of Greek and Latin an appropriate sequence of courses, which should include work in art, history, philosophy, and literature. Such a program should always contain at least four units in the original language. Basic

knowledge of French or German is recom- mended.

The selections listed below are available for majors in classical civilization.

Greek: All courses in the original. Latin: All courses in the original.

Art 100 (1-2) Introductory Course

Art 200 (1)* Classical Art

Art 334 (2)* Seminar, f^roblems in Archaeological Method and Theory

Extradepartmental 243(1)* Ancient Law

Extradepartmental 246 (2) Ancient Medicine

Greek 104(1) Classical Mythology Interdepartmental Majors 171

Greek 150(2) thropology programs at MIT. Certain courses Women in Antiquity in statistical methods, geology, and chemistry are also useful. The introductory course in

Greek 203 (2) archaeology (Anthropology 106) or its equiv- Greek Drama in Translation alent is required for all archaeology majors.

Students who concentrate in classical Greek 328 (2)* archaeology must normally have at least an Problems in Ancient History and elementary knov^/ledge of both Greek and Historiography Latin. Students who concentrate on the an- cient Near East must have knowledge of one History 222 (1) ancient Near Eastern language and have Classical and Early Medieval Intellectual taken Anthropology 344 which details the History emergence of early urban societies, and Religion 203 which traces their later history. History 229 (2)* Alexander the Great and the Hellenistic World Students should plan for at least one summer of excavation and travel. Scholarship aid for History 230(1)* this travel is available from the Stecher Fund Greek History from the Bronze Age to the for qualified students. See p. 39.

Death of Philip II of Macedon

History 360 (1)* Seminar. Roman History

Philosophy 101 (1) (2) East Asian Studies Plato's Dialogues as an Introduction to Directors: Cohen, Lin Philosophy

Philosophy 311 (1) Plato Students interested in graduate work and a career in Chinese studies should take exten- Religion and Biblical Studies 104 (1) (2) sive Chinese language work; students in- Introduction to the Hebrew Bible terested in a broader range of courses on Asia may take a minimum of Chinese Religion and Biblical Studies 105 (1) (2) language work or none. Introduction to the New Testament The following courses are available for ma- jors in East Asian studies: Religion and Biblical Studies 201 (1)* Jesus of Nazareth Art 120(1) Themes and Meaning in Asian Art Religion and Biblical Studies 204 (2)* Paul: The Controversies of an Apostle Art 248 (1) Chinese Art Religion and Biblical Studies 207 (2) New Testament Greek Art 249 (2) Far Eastern Art

Classical and Near Eastern Art 337 (2)* Seminar. Chinese Art Archaeology Director: Marvin Chinese 101 (1-2) Elementary Spoken Chinese

The purpose of a major in classical and Near Chinese 102 (1-2) acquaint the stu- Eastern archaeology is to Basic Chinese Reading and Writing dent with the complex societies of the Old World in antiquity. Chinese 151 (2) The program for each student will be planned Advanced Elementary Chinese individually from courses in the Departments of Anthropology, Art, Greek, History, Latin, Chinese 201 (1-2) Philosophy, and Religion and Biblical Studies Intermediate Chinese Reading as well as from the architecture and an- 172 Interdepartmental Majors

Chinese 202 (1-2) Political Science 300 (2) Intermediate Conversational Chinese Politics of East Asia

Chinese 252 (1) Religion and Biblical Studies 108 (1) (2) Readings in Modern Style Writings Introduction to Asian Religions

Chinese 300 (2) Religion and Biblical Studies 253 (1)* Readings in Contemporary Chinese Literature Buddhist Thought and Practice

Chinese 301 (2) Religion and Biblical Studies 254 (2)* Readings in Expository Writings of People's Chinese Thought and Religion Republic of China Religion and Biblical Studies 255 (2)* Chinese 310 (1) Japanese Religion and Culture Introduction to Literary Chinese Religion and Biblical Studies 305 (2) Chinese 311 (2) Seminar in Asian Religions Readings in Elementary Classical Chinese

Chinese 316 (1) Seminar. Chinese Literature in the Twentieth Century Medieval Renaissance Studies Directors: Fergusson, Cox

Chinese 349 (1) Seminar. Topics in Literary Chinese

Extradepartmental 106 (2) The major in medieval/renaissance studies Introduction to Chinese Culture enables students to explore the infinite richness and variety of Western civilization

Extradepartmental 141 (2) from later Greco-Roman times to the Age of China on Film the Renaissance and Reformation, as reflected in art, history, music, literature, and Extradepartmental 241 (1)* language. Chinese Poetry and Drama in Translation Numerous opportunities for study abroad ex- ist for those who wish to broaden their ex- Extradepartmental 242 (1)* perience and supplement research skills Chinese Fiction in Translation through direct contact with European and Mediterranean culture. Majors who are con- History 150 (1)b templating postgraduate academic or profes- China in Outside Perspective sional careers should consult faculty ad- visors, who will assist them in planning a se- History 271 (1) quence of courses that will provide them with Japanese History a sound background in the linguistic and critical techniques essential to further work in History 272 (1) their chosen fields. Individual interests and Traditional and Early Modern Japanese needs can be accommodated through History independent study projects carried out under the supervision of one or more faculty History 273 (2) members and designed to supplement, or Society and Economy in Modern Japan substitute for, advanced seminar-level work. Extradepartmental 330 and Art 330 are the History 275 (1) seminars recommended for majors in Premodern Chinese History medieval/renaissance studies in 1979-80. Among the courses available for majors and History 276 (1) prospective majors are: Modern Chinese History

History 345 (1) Art 100 (1-2)

Seminar. Chinese History I Introductory Course

History 346 (2) Art 202 (1)

Seminar. Chinese History II Medieval Art Interdepartmental Majors 173

Art 203 (2) Extradepartmental 211 (1-2) Cathedrals and Castles of the High Middle Dante (m English) Ages Extradepartmental 247 (2) Art 215(1) Arthurian Legends European Art to the Renaissance Extradepartmental 330 (1) Art 250 (1)* Comparative Literature From Giotto to the Art of the Courts French 212 (2)

Art 251 (2) Medieval French Literature I Italian Renaissance Art French 300(1)* Art 254 (2)* French Literature of the Renaissance Art of the City: Medieval, Renaissance, and Baroque French 312 (2)

Medieval French Literature II Art 304 (2)* Problenns in Italian Sculpture Greek 328 (2)* Problems in Ancient History and Art 309 (1)* Historiography Renaissance and Baroque Architecture History 100(1) (2) Art 311 (1)* Medieval and Early Modern European History Northern European Painting and Printnnaking History 230 (1)*

Art 330 (1) Greek History from the Bronze Age to the

Seminar. Italian Art Death of Philip II of Macedon

Art 332 (2)* History 231 (1)* Seminar. Medieval Art History of Rome

English 112(1) (2) History 232 (1) Shakespeare Medieval Civilization, 1000 to 1300

English 211 (1)* History 233(1) Medieval Literature The Civilization of the Renaissance in Italy

English 213(1) History 235 (2) Chaucer Medieval and Early Modern European Intellec- tual History

English 222 (2) Renaissance Literature History 238 (1) English History: 1066 and All That English 282 (1)* Tragedy History 239 (2) English History: Tudors and Stuarts English 313 (2)* Advanced Studies in Chaucer History 330(2) Seminar. Medieval/Early Modern Europe

English 323 (1)

Advanced Studies in Shakespeare I Italian 207 (1) Significant Moments of the Italian Literature the Renaissance English 324 (2) of the Middle Ages and

Advanced Studies in Shakespeare II Italian 301 (1-2)

English 381 (1) Dante The English Language Latin 207 (2) Medieval Latin English 387 (2) Seminar. Old English Poetry 174 Interdepartmental Majors

Music 251 (2)* Psychobiology Music in the Middle Ages Directors: Koff, Eichenbaunn

Music 252 (2)* Music in tine Renaissance The Departments of Psychology and Music 303(1) Biological Sciences offer an interdepartmen- The Middle Ages and the Renaissance tal major in psychobiology which provides op- portunity for interdisciplinary study of the

Political Science 240 (1) biological bases of behavior. Classical and Medieval Political Theory A major in psychobiology must include Psychology 101 and 205 [201], Biology 110 Religion and Biblical Studies 216 (1)* [101] and 111 [100], and Psychobiology 213 Classical Christian Theology and 214. In addition, majors must elect at

least one Grade II course from each depart- Religion and Biblical Studies 242 (2) ment, and two Grade III courses from either Christianity in the Arts department, or the equivalent.

Spanish 206 (1) It is recommended that students plan a pro- in the core (first six Landmarks of Spanish Literature I gram which sequence courses) be completed as early in the pro- Spanish 302 (2)* gram as possible, and no later than the end Cervantes of the junior year.

Individual Majors Molecular Biology Director: Allen

Students who are interested in inter- disciplinary work may design an individual The Departments of Biological Sciences and major, in consultation with two faculty ad- Chemistry offer an interdepartmental major in visors. The program for the individual major is molecular biology which gives opportunity for subject to the approval of the Committee on advanced study of the chemistry of biological Curriculum and Instruction. In setting up systems. guidelines for the individual major, the com- mittee hopes to extend the possibility for a In addition to two units of biochemistry (221 major which crosses traditional departmental and 326), the area of concentration consists lines to those students who could most of four units of chemistry (either 105, 106 or benefit from such a major and to assure 107 or [100], [103], or [108]; 1 10 or 111 or suitable guidance to the student in selecting [104]; 211; and 231); or three units of appropriate courses for the major. The pro- chemistry with 120; five units of biology (110 gram for the individual major should include or [101]; 111 or [100]; 205, 200 or 206, and four units in one department above the Grade one Grade III unit with a scheduled laboratory I level, and two Grade III units. taken at Wellesley, excluding 350 or 370); courses listed Physics 104, 105 or 1 10; and Mathematics The majors and suggested below are representative of the more 1 16 [1 1 1] or the equivalent. Students should be sure to satisfy the prerequisites for the established programs.

Grade III biology course. Interdepartmental Majors 175

American Studies Education 212(1) Director: Preyer History of American Education

English 150 (2) d Literary Boston American studies is a highly flexible, interdis-

ciplinary program designed to illuminate English 261 (1)

varieties of the American experience. A wide American Literature I selection of courses in different departments within the College may be taken for credit in English 262 (2)

the major. This flexibility enables students to American Literature II develop individual programs of study.

Students are encouraged to integrate diverse English 263 (1) (2)

elements of American experience by working American Literature III closely with their advisors and by taking

courses which focus on what is enduring and History 250 (1) characteristic in American culture. The First Frontier

There are no required courses. Among the History 251 (2) courses which have been designed to assist The United States in the Eighteenth Century students in developing their own ideas about characteristic themes in American culture is History 252 Extradepartmental 335, America as the Pro- (1) The United States in the Nineteenth Century mised Land.

The following is a partial list of other courses History 253 (2) available that may be included in an The United States in the Twentieth Century American studies major: History 355(1-2) Anthropology 210 (1) Intellectual History of the United States Racial and Ethnic tyiinorities Music 104 (2)* Art 226 (1) American Music History of Afro-American Art Philosophy 222 (2)* Art 231 (1) American Philosophy The Art and Architecture of the English Col- onies and the United States to the Civil War Political Science 210 (2) Voters, Parties, and Elections Art 232 (2)

The Art and Architecture of the United States Political Science 310 (2) from the Civil War to World War II Political Decision-flaking in the United States

Black Studies 206 (1-2) Political Science 332 (1) Afro-American History The Supreme Court in American Politics

Black Studies 230 (2) Political Science 340 (1)* The Black Woman American Political Thought

Black Studies 264 (1-2) Religion and Biblical Studies 218 (1)* Black Literature in America Religion in America

(2)* Black Studies 320 (1) Religion and Biblical Studies 220 Black Institutions Religious Themes in American Fiction

Economics 204 (1)* Sociology 324 (2) American Economic History Seminar. Social Change

Economics 230 (1) Labor Economics

Economics 305 (1) Industrial Organization 176 Interdepartmental Majors

Italian Culture History 249 (1) Director: Jacoff Modern Italy

Italian 202 (1)

Intermediate Italian I The major in Italian culture offers students

the opportunity of becoming proficient in the Italian 203 (2)

language and of acquiring knowledge and Intermediate Italian II understanding of Italy through the study of its art, history, literature, music, and thought. Italian 207 (1) Significant Moments of the Italian Literature The program for each student will be planned of the Middle Ages and the Renaissance. on an individual basis and is subject to the approval of the director. At least four units in Italian 208 (2) Italian above the Grade I level, one of which Italian Romanticism shall be of Grade ill level, must be included in the program. Italian 301 (1-2) The following courses are available for ma- Dante jors in Italian culture; Italian 302 (1)* Art 220 (1) The Theatre in Italy Painting and Sculpture of the Later Sixteenth and Seventeenth Centuries in Southern Italian 303 (1)* Europe The Short Story in Italy through the Ages

(1)* Art 250 Italian 308 (2) From Giotto to the Art of the Courts The Contemporary Novel

Art 251 (2) Italian 349 (2) Italian Renaissance Art Seminar. Literature and Society

Art 254 (2)* Music 208 (2)* Art of the City: Medieval, Renaissance, and The Baroque Era Baroque Music 252 (2)* Art 304 (2)* Music in the Renaissance Problems in Italian Sculpture

Music 303 (1) Art 309 (1)* The Middle Ages and the Renaissance Renaissance and Baroque Architecture Music 307 (1)* Art 330 (1) The Opera Seminar. Italian Art

Extradepartmental 211 (1-2) Dante (in English)

Extradepartmental 212 (2) Language Studies Literature of the Italian Renaissance (in English)

Extradepartmental 214 (2) The following courses are available in Machiavelli (in English) language studies:

Extradepartmental 245 (2) English 381 (1) Films and the Novel in Italy The English Language

Extradepartmental 249 (2) Extradepartmental 114(1) History of Italian Culture (in English) Introduction to Linguistics

History 233 (1) The Civilization of the Renaissance in Italy Interdepartmental Majors 177

Extradepartmental 237 (2)* discipline either with the National Theater In- History and Structure of the Romance stitute at the Eugene O'Neill Theater Center

Languages in Waterford, Connecticut, or at another in- stitution in the Twelve College Exchange Pro- Extradepartmental 238 (2)* gram, to supplement and enrich their work at Linguistic Analysis of Social and Literary Wellesley. Expression Since developments in the theatre arts are the results of stage experiments, and French 308 (1) because the theatre performance is an ex- Advanced Studies in Language I pression of theatre scholarship, it is expected that theatre studies majors will elect to com- French 309 (2) plement formal study of theatre history and Advanced Studies in Language II theory with practical experience in the co- curricular production program of the Philosophy 204 (1) Wellesley College Theatre. Philosophy of Language In addition to the offerings of the Theatre Psychology 216 (2) Studies Department, the following courses Psycholinguistics are specifically relevant to the individual ma- jor in theatre studies: Russian 249 (1)* Language English 112(1) (2) Shakespeare

English 127 (1) (2) f\/lodern Drama

Theatre Studies English 150(1) b Director: Levenson Time and Tragedy

English 282 (1)* Tragedy The individual major in theatre studies offers opportunity for study of the theatre through English 323 (1) its history, literature, criticism, and related Advanced Studies in Shakespeare I arts and through the disciplines of its practi- tioners: playwrights, directors, designers, ac- English 324 (2) tors, and producers. Advanced Studies in Shakespeare II

The student's program in the major may be Extradepartmental 331 (2) adapted to individual interests. Focus may be Seminar. The Theatre since 1945 on the theatre and a national dramatic litera- ture, on the theatre and related arts, or, within French 213(1) the general demands of the curriculum, a (2) French Drama in the Twentieth Century variety of emphases may be evolved, including work in such areas as philosophy, history, French 217(1) psychology, sociology, and religion. French Drama through the Centuries Theatre Studies 203 and both semesters of

Theatre Studies 210 are required for the ma- French 301 (1) jor. At least four units above Grade I normally The French Classical Theatre should be elected in a literature department

(English, French, German, Greek and Latin, German 210 (2) Italian, Russian, or Spanish), with emphasis Theatre in Germany on dramatic literature. At least two units above Grade I normally should be elected in Greek 203 (2) art or music. Two of the six units thus Greek Drama in Translation specified (or their equivalents) must be Grade III. Greek 302 (2)* Aeschylus and Sophocles Students electing to design a major in theatre studies normally will take at least one resi- Greek 304 (2)* dent semester of concentrated work in the Euripides 178 Interdepartmental Majors

History 236 (1)* Urban Studies The Emergence of Modern European Culture; Director: Case The Seventeenth and Eighteenth Centuries

Italian 302 (1)* The Theatre in Italy An individual major in urban studies may be designed by students in consultation with two Music 200 (1-2) faculty advisors, each representing different Design in Music departments. These programs are subject to the approval of the Committee on Curriculum Music 307 (1)* and Instruction. The Opera The program should include four units in one

department above the Grade I level. Moreover, Philosophy 203 (2) at least two units must be at the advanced Philosophy of Art (Grade III) level. This concentration is to pro- vide majors with a sound disciplinary back- Theatre Studies 235 (1) ground and to equip them for further academic Looking at Ballet or professional work. Such concentration usually occurs within the Departments of An- Theatre Studies 236 (1) thropology, Art, Black Studies, Economics, Looking at Modern Dance History, Political Science, Psychology, or Sociology. The following courses are specifically rele- vant to the individual design major in theatre The interdisciplinary approach, based on par- studies: ticular student interests, may emphasize ur- ban problem-solving and public administra- Art 100 (1-2) tion, urban design, urban education, or the ur- Introductory Course ban environment. An understanding of the processes which create and sustain urban Art 105 (1) (2) systems should be at the core of an urban

Drawing I studies major.

Students should note carefully the course Art 108(1) (2) prerequisites set by each department. It is

Photography I also strongly recommended that majors elect basic methodology courses in their field of Art 209 (1-2) concentration (e.g., Political Science 249; Basic Design Sociology 201, 202 sequence, etc.). This focus will provide techniques and tools of Art 210(1) analysis pertinent to a disciplined perspective Color on urban processes and/or policy.

Majors taking Design for the Theatre (206) Students are also encouraged to apply for ex- are encouraged to take Art 100 and one or perientially based programs such as the Ur- more of the following, before taking 206: Art ban Politics Summer Internship, programs 105, 108, 209, 210. sponsored by the Career Services Office, and to elect Political Science 318 (Field Research Seminar in Public Policy) and Sociology 329 (Internship Seminar in Organizations). Addi- tional opportunities for courses and field work are available through MIT cross-registration.

The following courses are available for ma- jors in urban studies;

Anthropology 210 (1) Racial and Ethnic Minorities

Anthropology 234 (2)* Urban Poverty

Anthropology 242 (2)* The Emergence of Early Urban Societies Interdepartmental Majors 179

Anthropology 345 (2) Sociology 120(1) Seminar in Urban Anthropology Urban Sociology

Art 254 (2)* Sociology 209 (1) Art ot the City: Medieval, Renaissance, and Social Stratification Baroque Sociology 320 (2) Biological Sciences 307 (1) Seminar. Urban Social Studies Topics in Ecology Sociology 329 (2) Black Studies 105(1) Internship Seminar in Organizations Introduction to the Black Experience

Black Studies 206 (1-2) Atro-American History

Black Studies 212(1) Women's Studies Introduction to Afro-American Politics

Black Studies 213(2) Political Development in the Black Community The following courses are available in women's studies. Other courses are available Black Studies 214 (2) each semester through cross-registration with Blacks and the United States Supreme Court MIT.

Black Studies 315(1) Black Studies 230 (2) Urban Black Politics in the South The Black Woman

Economics 225 (1) Education 206 (1) Urban Economics Women, Education, and Work

Economics 239 (2) French 319 (1) Seminar. Economics of the Environment Women and Literary Expression

Education 216 (2) History 150(1) d Education, Society, and Social Policy Henry VIII: Wives and Policy

English 150 (2) d History 257 (1) Literary Boston Women in American History

History 252 (1) History 332 (1) The United States in the Nineteenth Century Seminar. The "Woman Question" in Victorian England

History 253 (2) The United States in the Twentieth Century Psychology 301 (2) Seminar. Child Development and Social

History 254 (2) Policy United States Urban History Psychology 303 (2) Political Science 212 (1) The Psychological Implications of Being Urban Politics Female

Political Science 315(2) Religion and Biblical Studies 224 (1) Public Policy and the Bureaucracy Female and Male in Contemporary Christian Thought Political Science 318 (1) Field Research Seminar in Public Policy Sociology 233 (1) Women and Developing Societies Psychology 313 (2) Seminar. Group Psychology

Psychology 340 (1) Seminar. Applied Psychology

181

Board of Trustees

Nelson J. Darling, Jr. LL B Anne Cohen Heller M D. Chairman of the Board New York, New York Swampscott, Massachusetts Walter Hunnewell MBA Betty Freyhof Johnson MA Wellesley, Massachusetts Vice Chairman Cincinnati. Ohio David O. Ives MBA Lincoln, Massachusetts Horace Nichols B S Treasurer Barbara Loomis Jackson Ed D Weston. Massachusetts Atlanta, Georgia

William M. Boyd II Ph D Howard Wesley Johnson MA Concord, Massachusetts Cambridge, Massachusetts

Mary Dooley Bragg B A Mary Gardiner Jones LL B Wellesley Hills, Massachusetts Washington, DC.

Frances Clausen Chapman B A Hilda Rosenbaum Kahne Ph D St. Louis, Missouri Lexington, Massachusetts

Harriet Segal Cohn B A Mildred Lane Kemper B A Brookline. Massachusetts Kansas City, Missouri

Dorothy Dann Collins B A George Howell Kidder LL B Dallas, Texas Concord, Massachusetts

Alison Stacey Cowles B A Robert A. Lawrence B A. Spokane. Washington Westwood, Massachusetts

Phyllis Ann Douglass B A Suzanne Carreau Mueller B A Chicago. Illinois New York, New York

Camilla Chandler Frost B A Samuel H. Proger M.D. Pasadena, California Brookline, Massachusetts

Luella Gross Goldberg B A George Putnam MBA Minneapolis, Minnesota Manchester, Massachusetts

Harvey H. Guthrie, Jr. Th D William L. Saltonstall MBA. Cambridge, Massachusetts Manchester, Massachusetts

William E. Hartmann B Arch Mary Ann Dilley Staub B A Chicago, Illinois Winnetka, Illinois

Barbara Barnes Hauptfuhrer B A David B. Stone LL D Huntingdon Valley, Pennsylvania Marion, Massachusetts

Nancy Angell Streeter B A New York, New York 182 Board of Trustees

Margaret Westheimer Tishman MA Beatrice Strand MacDonald B A ex officio New York, New York President of the Wellesley College Alunnnae Association Leah Rose Werthan B A Lexington, Massachusetts Nashville, Tennessee

Carol Johnson Johns M D , ex officio Clerk of the Board of Trustees Acting President of Wellesley College Doris E. Drescher B S Wellesley, Massachusetts Needham, Massachusetts

Trustees Emeriti

Eleanor Wallace Allen '25 John R. Quarles Boston, Massachusetts Wellesley, Massachusetts

O. Kelley Anderson Rose Clymer Rumford '34 Boston, Massachusetts Baltimore, Maryland

Sirarpie Der Nersessian John K. Spring Pans, France Concord, Massachusetts

Byron Kauffman Elliott Robert Gregg Stone Boston, Massachusetts Dedham, Massachusetts

Alexander Cochrane Forbes Edward A. Weeks, Jr. South Dartmouth. Massachusetts Boston, Massachusetts

Mary Cooper Gaiser '23 Mary Sime West '26 Spokane, Washington Katonah, New York

Elisabeth Luce Moore '24 Henry Austin Wood New York, New York Newport, Rhode Island

Katharine Timberman Wright '18 Columbus, Ohio Presidents 183 ^Y^ t^W 185

Faculty

F. John Adams Andrew L. Barlow A.B., A.M., Ph.D., Harvard University B.A., Oberlin College; A.M., Ph.D., Harvard University Assistant Professor of Music Assistant Professor of Sociology Mary Mennes Allen

B.S., M.S , University of Wisconsin; Evelyn Claire Barry Ph.D., University of California (Berkeley) A.B., A.M., Radclitfe College

Associate Professor of Biological Sciences Associate Professor of Music

Teresa Louise Amott Paul Rogers Barstow* B.A., Snnith College B.A., Williams College; MP. A., Yale University instructor in Economics Professor of Theatre Studies Susan Anderson-Khleif*^ Director, Wellesley College Theatre B.A., University of Minnesota; A.M., Ph.D., Harvard University Ann Streeter Batchelder B.A., Wheaton College; Assistant Professor of Sociology M.Ed., Framingham State College; Ed.D., Boston University Harold E. Andrews III B.A., College of Wooster; Associate Professor of Physical Education M.A., University of Missouri; and Athletics Ph.D., Harvard University

Associate Professor of Geology Sandra R. Baum Director, Science Center B.A., Bryn Mawr College; M.A., Columbia University Lilian Armstrong Instructor in Economics B.A., Wellesley College; A.M., Radclif'e College; Connie Lynn Bauman Ph.D., Columbia University B.S., Illinois State University;

Professor of Art M.S., Arizona State University

Instructor in Physical Education and Athletics Louis W. Arnold^ Athletic Trainer

Instructor in Guitar James F. Beaton

Jerold S. Auerbach B,A , Boston College; M.A., Ph.D., Rutgers University B A , Oberlin College;

M.A., Ph.D., Columbia University Assistant Professor of English

Professor of History Donna Lee Beers Jane R. Baier^ B.A., M.S., Ph.D., University of Connecticut

B A , Mount Holyoke College; Assistant Professor of Mathematics M.A., Ph.D., University of Wisconsin Bell Assistant Professor of French Carolyn Shaw B.A., Mount Holyoke College; Joan Bamberger^ Ph.D., London University B.A., Smith College; Katharine Coman Professor of Economics A.M., Radclitfe College; Ph.D., Harvard University Priscilla Benson^

Associate Professor of Anthropology B.A , Smith College; M.S., Massachusetts Institute of Technology

Legend for superscripts is on page 43. Laboratory Instructor in Physics 186 Faculty

Lorraine Elena Ben-Ur Judith Claire Brown B.A., B.A , Mount Holyoke; Rice University; A.M., Ph.D., Harvard University Ph.D., University of California (Berkeley)

Assistant Professor of Spanish Professor of Physics

Brigitte Berger Barry Leonard Bull M.A., Ph.D., The New School of Social B.A., Yale College; Research M.A., University of Virginia; MAT., University of Idaho; Professor of Sociology Ph.D., Cornell University

James R. Besancon* Assistant Professor of Education B.S., Yale University; Ph.D., Massachusetts Institute of Caroline Cabot^

Technology B.A , Smith College; M.A., Wellesley College Assistant Professor of Geology Instructor in Art Frank Bidart* B.A., University of California (Riverside); William E. Cain

A.M., Harvard University B.A , Tufts University; M.A., Ph.D., Johns Hopkins University Associate Professor of English Assistant Professor of English Murray Biggs^ M.A., Oxford University Stanford Calderwood^ B.A., University of Colorado Lecturer in Theatre Studies Visiting Professor of Economics D. Scott Birney B.S., Yale College; Molly S. Campbell^ M.A., Ph.D., Georgetown University B.A., Wellesley College; A.M., Harvard University Professor of Astronomy Lecturer in Mathematics Deborah Dickmann Boedeker Class Dean B.A., Wellesley College; M.A., Ph.D., St. Louis University William Robert Carlson B.A., Trinity College; Assistant Professor of Greek and Latin M.Phil., Ph.D., Yale University

Ella P. Bones Assistant Professor of French B A., Cornell University; A.M., Radcliffe College; Margaret Deutsch Carroll* Ph.D., Harvard University B A., Barnard College; A.M., Ph.D., Harvard University Professor of Russian Assistant Professor of Art Barbara Miriam Brenzel B.A., University of Toronto; Karl E. Case

Ed.M., Ed.,D., Harvard University A.B , Miami University; A.M., Ph.D., Harvard University Assistant Professor of Education Assistant Professor of Economics Renata Hofmann Briggs^ Wallace L Chafe3 Lecturer in German B.A., M.A., Ph.D., Yale University

Martin Alan Brody Henry R. Luce Visiting Professor of

B.A , Amherst College; Anthropology MM., M.M.A., Yale University Kenneth L. Chambers Instructor in Music B.S., Bowling Green University; M.A., Atlanta University

fnstructor in Black Studies Faculty 187

Maud H. Chaplin Ann Congelton

B A , Wellesley College; B A , Wellesley College;

MA, Ph D , Brandeis University M.A., Ph.D., Yale University

Professor of Philosophy Professor of Philosophy Dean of the College Christine D. Cooper John M. Charles B.A,, M.A., Wellesley College Teachers Certificate, University of Oxford; Laboratory Instructor in Biological M.S., Henderson State College; Sciences Ed.D., University of Oregon

Assistant Professor of Physical Education and Helen Storm Corsa Athletics B.A., Mount Holyoke College; M.A., Ph.D., Bryn Mawr College Nancy Cirillo^ Martha Hale Shackford Professor of Instructor in Violin English Director of Chamber Music Eugene Lionel Cox Anne de Coursey Clapp* B.A., College of Wooster; B.A., Smith College; Ph.D., Johns Hopkins University M.F.A., Yale University; Professor of History A.M., Ph D., Harvard University

Associate Professor of Art Mary D. Coyne A.B., Emmanuel College; Suzanne Cleverdon^ M.A., Wellesley College; Ph.D., University of Virginia Instructor in Harpsicord and Organ Associate Professor of Biological BIythe McVicker Clinchy Sciences B.A., Smith College; M.A., New School for Social Research; Martha Alden Craig Ph.D., Harvard University B.A., Oberlin College; M.A., Ph.D., Yale University Associate Professor of Psychology Director, Child Study Center Professor of English

Barbara J. Cochran Jean V. Crawford*

B.S , M.Ed., Pennsylvania State University; B.A., Mount Holyoke College; Ed.D., Boston University M.A., Oberlin College; Ph.D., University of Illinois Assistant Professor of Physical Education and Athletics Charlotte Fitch Roberts Professor of Chemistry Paul A. Cohen B.A., University of Chicago; Jacqueline Penez Criscenti^ A.M., Ph.D., Harvard University A.B., Regis College; Sc.M., Brown University; Edith Stix Wasserman Professor of Asian Ph.D., University of Minnesota Studies Assistant Professor of Mathematics Judith Mae Cole B.A., Wellesley College; Pamela Daniels^ Ph.D., Brown University B.A., Wellesley College; A.M., Harvard University Assistant Professor of Greek and Latin Lecturer in Psychology Phyllis B. Cole3 B.A., Oberlin College; Marsha J. Darling A.M., Ph.D., Harvard University A.A., CUNY; B.A., Vassar College; Assistant Professor of English M.A., Duke University

Instructor in Black Studies 188 Faculty

Jeanne A. Darlington Mei-Mei Akwai Ellerman B.A., Knox College; Lie, University of Geneva; M.A., Wellesley College M.A., Boston University; Ph.D.. Harvard University Laboratory Instructor in Chemistry Assistant Professor of Italian Gerald Dean^ Carolyn M. Elliott Instructor in Physical Education and Athletics B.A., Wellesley College; A.M., Radcliffe College; Margaret A. Dermody Ph.D., Harvard University A.B., Emmanuel College; M.A., Wellesley College Lecturer in Sociology Director of Wellesley College Center for Laboratory Instructor in Biological Research on Women Sciences Donald Engels Louis S. Dickstein B.A., University of Florida; B.A., Brooklyn College; M.A., University of Texas; M.S., Ph.D., Yale University Ph.D., University of Pennsylvania Professor of Psychology Assistant Professor of History and of Greek and Latin Thomas J. Dimieri

A.B , Fordham University; Alona E. Evans M.A., Ph.D., Brown University B.A., Ph.D., Duke University Assistant Professor of Sociology Elizabeth Kimball Kendall Professor of Political Science Richard Regis Drake St, Michael's College; B.A., Doris Holmes Eyges^ M.A., Brown University; B A., University of Michigan; Ph D., University of California A.M., Radcliffe College (Los Angeles) Lecturer in English Assistant Professor of History Peter Fergusson Theodore William Ducas B.A., Michigan State University; B.A., Yale University; A.M., Ph.D., Harvard University Ph.D., Massachusetts Institute of Technology Professor of Art

Assistant Professor of Physics David Ferry* B.A., Amherst College; Mark U. Edwards, Jr. A.M., Ph.D., Harvard University B.A., M.A., Ph.D., Stanford University Sophie Chantal Hart Professor of English Assistant Professor of History Peter Fiekowsky^ Howard Brook Eichenbaum

B S , Massachusetts Institute of B.S., Ph.D., University of Michigan Technology Assistant Professor of Biological Laboratory Instructor in Physics Sciences

Lorenz J. Finison^ Dorothy Z. Eister

A,B , Wesleyan University; BA, Hood College; Ph.D., Columbia University M.A., Mount Holyoke College Assistant Professor of Psychology Research Assistant in Psychology Charles Fisk^ Sharon K. Elkins^ A B., Harvard College; B.A., Stetson University; M.M.A., Yale School of Music

M.T.S , Harvard Divinity School; Ph.D., Harvard University Lecturer in Music Instructor in Piano Assistant Professor of Religion and Biblical Studies Faculty 189

Owen J. Flanagan, Jr. Rene Galand B,A,. Fordham University: Lic.-es-Lettres, University of Rennes; M.A., Ph.D.. Boston University Ph.D., Yale University

Assistant Professor of Philosophy Professor of French

Phyllis J. Fleming Robert Garis B.A,, Hanover College; B.A., Muhlenberg College; M.S., Ph.D., University of Wisconsin A.M., Ph.D., Harvard University

Sarah Frances Whiting Professor of Katharine Lee Bates Professor of English Physics Elena Gascon-Vera*^ Betty Y. Forman3 Lie, University of Madrid; B.A., University of Pennsylvania; M.Phil., Ph.D., Yale University f^.A., Yale University; Associate Professor of Spanish A.M., Harvard University

Instructor in Russian K. Celeste Gaspari B.A., Manhattanville College; Carlo Roger Fran9ois»2 M.A., University of Wisconsin Lie. en Philosophie et Lettres, Agrege, Instructor in Economics University of Liege; A.M., Ph.D., Harvard University Geraldine F. Gauthier* Professor of French B.S., M.S., Massachusetts College of Pharmacy; Nan Burks Freeman A.M., Ph.D., Radcliffe College B.A., Smith College; Professor of Biological Sciences M.A., University of Pennsylvania; Ph.D., Massachusetts Institute of Katherine Allston Geffcken Technology B.A., Agnes Scott College; Assistant Professor of Art M.A., Ph.D., Bryn Mawr College

Professor of Greek and Latin Alice T. Friedman B.A., Radcliffe College; Meg Gertmenian* M.Phil, University of London B.A., Wellesley College;

Instructor in Art A.M., Ph.D., Harvard University

Associate Professor of English Joanna H. Frodin* B.A., Bryn Mawr College; Marilyn Jean Gibbs M.A., University of Chicago; B.S., East Stroudsburg State College; Ph.D., University of Connecticut M.A., University of Iowa

Assistant Professor of Economics Assistant Professor of Physical Education and Athletics Robert Dean Frye Athletic Director A.B., M.A., University of Illinois Giffin Instructor in French Emily Buchholtz B.A., College of Wooster; Laurel Furumoto M.S., University of Wisconsin; University B.A., University of Illinois; Ph.D., George Washington M.A., Ohio State University; Assistant Professor of Geology Ph.D., Harvard University

Associate Professor of Psychology Ann T. Gillain Lie, Sorbonne; Ann Gabhart M.A., Tufts University; B.A., Wellesley College; Ph.D., Harvard University A.M., Harvard University Assistant Professor of French

Lecturer in Art Director, Wellesley College Museum 190 Faculty

Arthur Ralph Gold Daniel P. Gunn^

B,A., Princeton University; B.A . College of the Holy Cross; A.M., Ph.D., Harvard University Lecturer in English Professor of English Vachik Hacopian Marshall Irwin Goldman B.A., University of California; B.S., Wharton School, University of M.S., University of Massachusetts Pennsylvania; Laboratory Instructor in Biological Sciences A.M., Ph.D., Harvard University

Class of 1919 Professor of Economics Wendy Hagen B.A., Mount Holyoke College; Barbara Goodman^ M.S., Ph.D., University of Hawaii

Instructor in Physical Education and Athletics Assistant Professor of Astronomy

Maja J. Goth Ellen M. Hall Mittellehrerdipl., Oberlehrerdipl.; A.B., Smith College Ph.D., University of Basel Laboratory Instructor in Biological Sciences Professor of German Jyoti LaPeer Hansa^ Robert A. Gough, Jr.3 Instructor in Physical Education and Athletics A.B., Bates College; A.M., Ph.D., Duke University Kenneth Walter Hansen Visiting Lecturer in Economics A.B., M.P.A., Harvard University; M.A., Yale University James Howard Grant Instructor in Economics B.S., Grand Valley State College; Michigan State University MA, Thomas S. Hansen

Instructor in Economics B.A., M.A., Tufts University; Ph.D., Harvard University Michel Grimaud* Assistant Professor of German B A., MA, University of Aix-en Provence; M.A., Ph.D., University of Wisconsin John S. Hanson Assistant Professor of French A.B., University of California (Berkeley); B.D., Luther Theological Seminary; Merilee Serrill Grindle Ph.D. Harvard University B.A., Wellesley College; Assistant Professor of Religion and M.A., Brown University; Biblical Studies Ph.D. Massachusetts Institute of Technology Barbara Leah Harman Assistant Professor of Political Science B.A., Tufts University; M.A., Ph.D., Brandeis University Michael C. Grossberg Assistant Professor of English B.A., University of California (Santa Barbara); Gary C. Harris Ph.D., Brandeis University B.S., Bates College; Assistant Professor of History M.S., Ph.D., University of Massachusetts

Assistant Professor of Biological Arlene Grossman^ Sciences B.F.A., M.F.A., Boston University School of Fine Arts Nadine C. Harris^ B.A., University of Minnesota; Instructor in Art M.Ed., University of Paris, Sorbonne

Edward Vose Gulick Instructor in French B.A., M.A., Ph.D., Yale University

Elisabeth Hodder Professor of History Faculty 191

Adrienne Hartzel|3 Ann Chandler Howell of Conservatory , University B Mus , New England B A,, MA, Ph D Temple Music Assistant Professor of Black Studies Instructor in Viola da Gannba Susan Hughes Bunny Harvey* B S.. Northeastern University B.F.A., M.F.A., Rhode Island School of Design Instructor in Physical Education and Athletics Assistant Professor of Art Virginia Thorndike Hules* Michael J. Hearn B.A., Wellesley College;

B.A , Rutgers College; AM., Ph.D., Harvard University M.S., M.Phil., Ph.D., Yale University Assistant Professor of French Assistant Professor of Chemistry MeiShen Hwa Judith E. Hedges B.A., Wellesley College B.A., University of Pennsylvania; Teaching Assistant in Chinese M.S., University of Delaware

Instructor in Physical Education and Athletics Farrukh Iqbal A.B., Harvard University; David A. Hendricks M.A., M.Phil., Yale University B.S,, University of Toledo; Instructor in Economics M.A., Bowling Green State University

Instructor in Biological Sciences Weldon Jackson B,A., Morehouse College; William A. Herrmann* Ph.D., Harvard University B.A.. M.A., Ph.D., Columbia University Assistant Professor of Black Studies Professor of Music Director of the Choir Roberta Tansman Jacobs B.A., Douglass College of Rutgers Sonja E. Hicks University; B.S., University of Maine; M.A., Columbia University; Ph.D., Indiana University Ph.D., Cornell University

Associate Professor of Chemistry Assistant Professor of History

Malcolm David Hill Rachel Jacoff B.S., Massachusetts Institute of B.A., Cornell University; Technology; A.M., M.Phil., Harvard University; Ph.D., University of California Ph.D., Yale University (Santa Cruz) Assistant Professor of Italian Assistant Professor of Geology Owen Hughes Jander Carmelita Hinton^ B.A., University of Virginia B.A., University of Pennsylvania A.M., Ph.D., Harvard University

Lecturer in Chinese Catherine Mills Davis Professor of Music

Ann Mary Hirsch Linda Gardiner Janik B.S., Marquette University; B.A., University of Sussex; California Ph.D., University of M.A., PhD , Brandeis University (Berkeley) Assistant Professor of Philosophy Assistant Professor of Biological Sciences Eugenia Parry Janis Philip Steven Hirschhorn B.A.. University of Michigan;

B.S., Brooklyn College of CUNY; AM., Ph D , Harvard University Ph.D., Massachusetts Institute of Associate Professor of Art Technology

Assistant Professor of Mathematics 192 Faculty

Nancy M. Jannarone T. James Kodera B.S. Pennsylvania State University B.A., Carleton College; M.A., M Phil., Ph.D., Columbia University Instructor in Physical Education and Athletics Assistant Professor of Religion and Roger A. Johnson Biblical Studies B.A., Northwestern University; B.D., Yale University; Elissa Koff Th.D., Harvard University B.S., Queens College, CUNY; MS., Ph.D., Tufts University Professor of Religion and Biblical Studies Assistant Professor of Psychology Jacqueline Jones* B.A., University of Delaware; Philip L. Kohl M.A., Ph.D., University of Wisconsin B A., Columbia University; AM, Ph.D., Harvard University Assistant Professor of History Assistant Professor of Anthropology Marion R. Just B.A., Barnard College; Nancy Harrison Kolodny M.A., Johns Hopkins University; B.A., Wellesley College; Ph.D., Columbia University Ph.D., Massachusetts Institute of Technology Associate Professor of Political Science Associate Professor of Chemistry Stephen B. Kahl B.S., Duke University; Joel Krieger

PhD . Indiana University B A, Yale College

Assistant Professor of Chennistry Instructor in Political Science

Thomas R. Kanza^ Christopher Krueger3 Licence Sciences Psychologiques et B Music. New England Conservatory Pedagogniques, Univ. of Louvain (Belgium); Instructor in Flute Diplome des Hautes Etudes Internationales, College of Europe, Bruges (Belgium); James Leslie Ladewig M.Phil., S.O.A.S., Univ. of London, England B.M., Northwestern University; Visiting Professor of Political Science M.A., Ph.D., University of California (Berkeley)

Laurie Katz^ Assistant Professor of Music

Instructor in Physical Education and Athletics Yuan-Chu Ruby Lam A.B., A.M., Ph.D. Harvard University Samuel J. Keyser^ B A., George Washington University; Assistant Professor of Chinese B.A., M.A., Oxford University M.A., Ph.D., Yale University Beverly Joseph Layman B.A., Roanoke College; Henry R Luce Visiting Professor M.A., University of Virginia;

A.M., PhD , Harvard University Vivian Susan Klein Professor of English B A , Cornell University; M.S., Ph.D., University of Washington Carl Scotius Ledbetter, Jr. Assistant Professor of Mathematics B S., University of Redlands; M.A., Brandeis University; Jonathan B. Knudsen* Ph.D., Clark University

B A , Michigan State University; Ph.D., University of California (Berkeley) Assistant Professor of Mathematics

Assistant Professor of History Mary Rosenthal Lefkowitz* B A., Wellesley College; A.M., Ph.D., Radcliffe College

Andrew W Mellon Professor in the Humanities Director of Educational Research and Development Faculty 193

Eric Levenson3 Irene R. Little-Marenin*

A.B . Harvard College: B.A., Vassar College, M.F.A., Brandeis University M.A., Ph.D., Indiana University

Lecturer in Theatre Studies Assistant Professor of Astronomy Design Director, Wellesley College Theatre William W. Liu Jon D. Levenson Nankai University: A.B., Ph.D., Harvard University B.A., University of Tennessee

Assistant Professor of Religion and Visiting Assistant Professor of Chinese Biblical Studies Yen-lung Liu^ Katherine Lever B.A., M.A., University of Massachusetts B.A., Swarthmore College: (Boston) M.A., Ph.D., Bryn Mawr College Lecturer in Chinese Professor of English James Herbert Loehlin Andrea Gayle Levitt B.A., College of Wooster: B.A., Wellesley College: Ph.D., Massachusetts Institute of Technology fyi.A., M.Phil., Ph.D., Yale University Professor of Chemistry Assistant Professor of Linguistics and of French Cynthia Longfellow^ Class Dean B.A., Sarah Lawrence College: M.Ed., Harvard University Judith T. Levy

A.B., Goucher College: Instructor in Psychology Ph.D., Johns Hopkins University Gabriel H. Lovett Assistant Professor of Chemistry B.A., M.A., Ph.D., New York University

Nancy Ruth Levy3 Professor of Spanish B.A., M.A., Annerican University Margaret Thompson Lundeen instructor in Spanish A.B., Smith College: M.A., Ph.D., Harvard University Elizabeth C. Lieberman^ B.A., Wellesley College: Assistant Professor of Geology MA., Brandeis University Mary H. Lusky Laboratory Instructor in Chennistry B.A., Wellesley College; M.A., Ph.D., Columbia University Helen T. Lin B.S., National Taiwan University Assistant Professor of Spanish

William R. Kenan Professor of Chinese Barry Lydgate B.A., M.Phil., Ph.D., Yale University Eva Linfield^ Assistant Professor of French Instructor in Recorder and Krummhorn

Irina Borisova-Morosova Lynch Bonnie Susan Lipschutz^ A.M., Ph D., Radcliffe College B.A., State University of New York: Diploma, University of Oxford: Professor of Russian lyi.Phil, Yale University Wendy MacNeil^ Instructor in Anthropology A.B., Smith College: MAT, Harvard University Stephen J. Little* B.A., M.A., University of Kansas Assistant Professor of Art (Lawrence): Ph.D., University of California Martin Andrew Magid (Los Angeles) B.A., Brown University: M.S., Yale University: Assistant Professor of Astronomy Ph.D., Brown University

Assistant Professor of Mathematics 194 Faculty

Sukie Magraw James McMichael A.B., Radcliffe A.B., University of California (Santa Barbara); Instructor in Physical Education and Athletics Ph.D., Stanford University

Helen C. Mann Visiting Professor of English A.B., Fresno State College; M.A., Wellesley College Ifeanyi A. MenkitI B.A., Pomona College; Laboratory Instructor in Chennistry M.S., Columbia University; M.A., New York University; Stephen Anthony Marini^ Ph.D., Harvard University A.B., Dickinson College; Ph.D., Harvard University Assistant Professor of Philosophy

Assistant Professor of Religion and Sally Engle Merry Biblical Studies B.A., Wellesley College; M.A., Yale University; Tony Martin* Ph.D., Brandeis University Barrister-at-Law, Gray's Inn; B.Sc, University of Hull; Assistant Professor of Anthropology M.A., Ph.D., Michigan State University John Messina^ Associate Professor of Black Studies B.A., Louisiana State University; M.Arch., Massachusetts Institute of Miranda Constant Marvin Technology B.A., Bryn Mawr College; Ph.D., Harvard University Assistant Professor of Art

Associate Professor of Art and of Linda B. Miller Greek and Latin A.B., Radcliffe College; M.A., Ph.D., Columbia University Antonio C. Mastrobuono^ B.A., Providence College; Professor of Political Science M.A., Catholic University; Ph.D., Harvard University Vicki E. Mistacco B.A., New York University; Assistant Professor of Italian M.A., Middlebury College; M.Phil., Ph.D., Yale University Sylvle Mathe Licence de Lettres Modernes, Associate Professor of French Licence d'Anglais, Maitrise d'Anglais, Universite de Paris-Sorbonne Joel Moersche|3

Assistant Professor of French Instructor in Cello

Julie Ann Matthaei Bernard G. Moran^ B.A., University of Michigan; Instructor in French Horn M.A., M.Phil, Ph.D., Yale University

Assistant Professor of Economics Rodney Morrison*

B S , MA, Boston College; Cecilia Matti|3 M.S., Ph.D., University of Wisconsin Dott in Lett., University of Florence Professor of Economics

Instructor in Italian Rose Moss3 Florence McCulloch B.A., University of the Witwatersrand; B.A., Vassar College; B.A., (Hons) University of Natal M.A., Ph.D., University of North Carolina Lecturer in English Professor of French Frank Muhly, Jr.3 Aya Louisa McDonald A.B., Brown University B.A,, Ph.D., Stanford University MA, Assistant Professor of Art Assistant Professor of Art Faculty 195

Barbara F. Muise Peggy Pearson^

B A . Bates College; Instructor in Oboe M.A.. Smith College Timothy Walter Hopkins Peltason Laboratory Instructor in Biological A.B., Harvard Sciences College, M.A., Ph.D., Yale University

Barbara W. Newell* Assistant Professor of English B A., Vassar College;

M.A., PhD , University of Wisconsin; Brian Perlman^

Honorary Degrees: L H D . Trinity College; B A., State University of New York; LL.D.. Central Michigan University. M.A., Ph.D., University of New Hampshire Williams College; D.Lit.. Northeastern Assistant Professor of Psychology University

Professor of Economics David Burrell Pillemer President of Wellesley College B.A., University of Chicago

Instructor in Psychology Nan Nutt3

Instructor in Physical Education and Athletics Robert Pinsky*2 B A., Rutgers University; Patricia Mary Alice O'Brien M.A., Ph.D., Stanford University B.A., Wellesley College Professor of English Teaching Assistant in Psychology Nancy Kline Piore Hazel F. 0'Donnel|3 B.A., Barnard College;

B.tVlus . M.Mus.. Boston University M.A., Columbia University; Ph.D., Tufts University Instructor in Voice Assistant Professor of French James F. O'Gorman B.Arch.. Washington University; Isabelle C. Plaster^ MArch,. University of Illinois (Urbana); B.A., Wellesley College; A.M., Ph.D.. Harvard University M.Mus., New England Conservatory of Music

Grace Slack McNeil Professor of Instructor in Bassoon American Art Charlotte Carroll Prather* Robert L. Paarlberg B.A., Barnard College; B.A., Carleton College; M.A., M.Phil., Ph.D., Yale University Ph.D., Harvard University Assistant Professor of German Assistant Professor of Political Science Elinor Preble^ Helen Ann Padykula* B.Mus., New England Conservatory of Music B.S., University of Massachusetts; Instructor in Flute M.A., Mount Holyoke College; Director of Performance Workshop Ph.D., Radcliffe College

Professor of Biological Sciences Kathryn Conway Preyer B.A., Goucher College; Diann Painter* M.A., Ph.D., University of Wisconsin A.B., Antioch College; Professor of History A.M., Ph.D., Indiana University

Associate Professor of Economics Arlene Zailman Proctor* Diploma, Juilliard School of Music; Georgia Papaefthymiou^ M.A., University of Pennsylvania B.A., Barnard College; Assistant Professor of Music M.A., Ph.D., Columbia University

Assistant Professor of Physics Ruth Anna Putnam B.S., Ph.D., University of California (Los Louise Came Pappoutsakis^ Angeles)

Instructor in Harp Professor of Philosophy 196 Faculty

Patrick F. Quinn* William W. Robinson^ B.A., M.A., University of Wisconsin; B.A., Johns Hopkins University Ph.D., Colunnbia University Instructor in Art Professor of English Elizabeth Jane Rock Carlene A. Raper^ B.S., College of Mount St. Vincent; B.S., M.S., University of Chicago; M.A., Smith College; Ph.D., Harvard University Ph.D., Pennsylvania State University

Assistant Professor of Biological Studies Arthur J. and Nellie Z. Cohen Professor of Chemistry Carol Ann Rappoli B.S., Northeastern University Stuart Michael Rosenfeld B.A., Colby College; Instructor in Physical Education and Athletics Ph.D., Brown University

Jonathan B. Ratner Assistant Professor of Chemistry A.B., Harvard University; M.A., M.Phil., Ph.D., Yale University Debora Gilbert Ryan B.A. Wellesley College; Assistant Professor of Economics M.F.A., Columbia University

James Wilson Rayen Instructor in Art B.A., B.F.A., M.F.A., Yale University

Professor of Art Ellas N. Saad B.A., M.A., American University of Beirut

John D. Reid3 Instructor in History B. Music, Boston University

Instructor in Trumpet Margery Sabin A.B., Radcliffe College; Joy Renjilian-Burgy A.M., Ph.D. Harvard University A.B., Mount Holyoke College; Associate Professor of English A.M., Harvard University

Instructor in Spanish Debby Lynn Samelson^ B.A., City College of the City University of Michele Respaut New York

Faculte des Lettres, Universite de Instructor in Physical Education and Athletics Montpellier; M.A., Assumption College; Ph.D., Brown University Martin Sanchez-Jankowski B.A., Western Michigan University; Assistant Professor of French M.A., Dalhousie University

Holly Baker Reynolds Instructor in Political Science B.A., Rockford College; M.A., Ph.D., University of Wisconsin Gary R. Sanford B.A., University of California (Berkeley); Assistant Professor of Religion and Biblical M.A., Chico State College; Studies Ph.D., University of California (Davis)

Jill Rierdan Assistant Professor of Biological Sciences B.A., M.A., Ph.D., Clark University H. Paul Santmire Assistant Professor of Psychology A.B., Harvard College; B.D., The Lutheran Theological Seminary; Dana L. Roberts Th.D., Harvard University B.S., Massachusetts Institute of Technology Lecturer in Religion and Biblical Studies Instructor in Physics Chaplain Alice Birmingham Robinson B.A., Wellesley College; A.M., Ph.D., Radcliffe College

Professor of History Faculty 197

Alice T. Schafer Heddi Vaughan Siebel

B.A., University of Richmond; B.F A , Rhode Island School of Design; S.M., Ph.D., University of Chicago; M.F.A., Yale University Honorary Degree: D.Sc, University of Assistant Professor of Art Richmond

Helen Day Gould Professor of Mathematics Susan S. Silbey^ B.A., Brooklyn College; Alan Henry Schechter M.A., Ph.D., University of Chicago B.A., Amherst College; Assistant Professor of Sociology Ph.D., Columbia University

Professor of Political Science Martin E. Sleeper^ B.A., Williams College; R. Steven Schiavo M.A.T., Ed.D., Harvard University B.A., Lehigh University; Lecturer in Education Ph.D., Columbia University

Associate Professor of Psychology Elaine L Smith^ B.A., MA., Wellesley College Wynn Randy Schwartz Laboratory Instructor in Chemistry B.S., Duke University; M.A., Ph.D., University of Colorado Susan K. Solomon Assistant Professor of Psychology B.A., State University of New York

Instructor in Psychology Mary Shaffer Ecole d'Humanite, Goldern, Switzerland; Alexia Henderson Sontag Kokoschka School of Painting, Austria; B.A., Pacific Lutheran University; B.F.A., Rhode Island School of Design M.A., Ph.D., University of Minnesota Visiting Lecturer in Art Assistant Professor of Mathematics

Anne Dhu Shapiro^ Ingrid Stadler* B.A., University of Colorado; B.A., Vassar College; A.M., Ph.D., Harvard University A.M., Ph.D., Radcliffe College Assistant Professor of Music Professor of Philosophy

Lois Shapiro^ George Stambolian* B. of Peabody Institute of Music; Music, B.A., Dartmouth College; M. of Music, Yale University School of Music; M.A., Ph.D., University of Wisconsin D. of Music, Indiana University School of Music Associate Professor of French Instructor in Piano Sue Standing^ Burton David Sheppard^ A.B., Oberlin College; B.A., Johns Hopkins University; M.A., Boston University D.Phil., Oxford University Lecturer in English Assistant Professor of Political Science Raymond James Starr A. Shimony Annemarie A.B., University of Michigan; B.A., Northwestern University; M.A., Ph.D., Princeton University Ph.D., Yale University Assistant Professor of Greek and Latin Professor of Anthropology Ria Stavrides^ Alan Shuchat* Ph.D., Columbia University B.S., Massachusetts Institute of Technology; Visiting Professor of Philosophy M.S., Ph.D., University of Michigan

Associate Professor of Mathematics Thomas Stehling B.A., Georgetown University; Frederic W. Shultz* M.A., Ph.D., University of California B.S., California Institute of Technology; (Berkeley) Ph.D., University of Wisconsin Assistant Professor of English Associate Professor of Mathematics 198 Faculty

Ann Kathryn Stehney Robert Tracy3 A.B., Bryn Mawr College; B.A., Boston College; M.A., Ph.D., State University of New York A.M., Ph.D., Harvard University (Stony Brook) Kathryn W. Davis Professor of Russian Associate Professor of Mathematics William D. Travis Edward A. Stettner B.F.A., Philadelphia College of Art; B.A., Brown University; MP. A., Temple University M.A., Ph.D., Princeton University Assistant Professor of Art Associate Professor of Political Science Associate Dean of the College M. Jeanne Trubek^ A.B., Bryn Mawr College; Irene Pierce Stiver^ M.S., Northeastern University B.A., Brooklyn College; M.A., Ph.D., Cornell University Lecturer in Mathematics

Lecturer in Psychology Nina Tumarkin B.A., University of Rochester; Todd Thomas Straus A.M., Ph.D., Harvard University B.A., M.A., University of Iowa Assistant Professor of History Instructor in French

Luther Terrell Tyler, Jr. Marcia Stubbs^ B.A., Southwestern University at Memphis; B.A., M.A., University of Michigan M.A., M.Phil., Ph.D., Yale University Lecturer in English Assistant Professor of English Director of Expository Writing Chana Ullman^ Lawrence Sullivan B.A., M.A., Hebrew University; BS, University of Missouri; Ph.D., Boston University M.A., Ph.D., University of Michigan Assistant Professor of Psychology Assistant Professor of Political Science Robert Scott Umans^ Kathleen C. Swallow A.B., Columbia University; B.S., Westhampton College, University of M.S., Ph.D., Yale University Richmond; Assistant Professor of Chemistry Ph.D., Massachusetts Institute of Technology

Assistant Professor of Chemistry Joyce Van Dyke B.A., Stanford University; Frank Cochran Taylor l|3 M.A., Brandeis University B.A., Yale University Instructor in English Instructor in Organ Stephen Van Zoeren^ Christine Temin^ B.A., University of Michigan; A.B., Bryn Mawr; M.A., Harvard University M.F.A., University of North Carolina Instructor in Chinese Assistant Professor of Physical Education and Athletics Linda Kent Vaughan*

B S , M.A., Russell Sage College; Lyn Tolkoff3 Ph.D., Ohio Stale University

B A , Wellesley College; Associate Professor of Physical Education Ph.D., Yale University and Athletics Lecturer in Music Tino Villanueva^ Donald Town^ B.A., Southwest Texas State University; University of York Instructor in Physical Education and Athletics M.A., State New

Instructor in Spanish Faculty 199

Richard William Wallace Kenneth P. Winkler B.A., Williams College; Trinity B A , College M.F.A., Ph.D., Princeton University Ph.D., University of Texas at Austin

Professor of Art Assistant Professor of Philosophy

Glen Albert Walant^ Donald Lewis Wolitzer B.S., State University of Instructor in Music New York (Stonybrook); Helen Wang M.S., Ph.D., Northeastern University B.A., University of Wisconsin; Assistant Professor of Mathematics A.M., Ph.D., Harvard University R. Bin Wong3 Assistant Professor of Mathematics B A., University of Michigan; M.A., Harvard University Margaret Ellen Ward B.A., Wilson College; Instructor in History M.A., Ph.D., Indiana University Theresa C-H Yao Associate Professor of German B.A., Taiwan Normal University

Andrew C. Webb Lecturer in Chinese B.Sc, Ph.D., University of Southampton Michael Zaretsky^ Assistant Professor of Biological Sciences

Instructor in Viola Eleanor Rudd Webster B.A., Wellesley College; Claire Zimmerman M.A., Mount Holyoke College; B.A., Wellesley College; A.M., Ph.D., Radcliffe College Ph.D., Radcliffe College

Professor of Chemistry Professor of Psychology

Rona Stephanie Weiss B.A., City College of the City University of New York; M.A., University of Massachusetts (Amherst)

Instructor in Economics

Nigel West B.Sc, University of Bristol; Ph.D., University of British Columbia

Assistant Professor of Biological Sciences

Dorothea J. Widmayer B.A., M.A., Wellesley College; Ph.D., Indiana University

Professor of Biological Sciences

Howard J. Wilcox B.A., Hamilton College; Ph.D., University of Rochester

Professor of Mathematics

Ernest H. Williams, Jr. B.S., Trinity College; M.A., Ph.D., Princeton University

Assistant Professor of Biological Sciences 200 Faculty

Professors Emeriti

Ruth Elvira Clark Litt D Grace Ethel Hawk B.Litt (Oxon.) Professor of French Professor of English

Mary Bosworth Treudley Ph D Elizabeth Beall Ph D Professor of Sociology Associate Professor of Physical Education

Grace Elizabeth Howard Pfi D Lucy Winsor Killough Ph D Associate Professor of Botany Professor of Economics

Louise Pettibone Smith Ph D Magdalene Schindelin Ph D Professor of Biblical History Associate Professor of German

Lucy Wilson Ph D Dorothy Mae Robathan Ph D Professor of Physics and Dean of Students Professor of Latin

Edna Heidbreder Ph D Agnes Anne Abbot Professor of Psychology Professor of Art

Ada May Coe MA Eva Elizabeth Jones Ph D Professor of Spanish Professor of Zoology

Evelyn Kendrick Wells MA Edith Brandt Mallory Ph D Professor of English Professor of Psychology

Louise Overacker Ph D Evelyn Faye Wilson Ph D Professor of Political Science Professor of History

Jorge Guillen Catedratico de Universidad Teresa Grace Frisch Ph D Professor of Spanish Professor of Art and Dean of Students

Waclaw Jedrzejewicz Dorothy Heyworth Ph D Associate Professor of Russian Professor of Physics

Katharine Canby Balderston Ph D Margaret Elizabeth Taylor Ph D Professor of English Professor of Latin

Marion Elizabeth Stark Ph D Concha Breton Doctora en Letras Professor of Mathematics Associate Professor of Spanish

Helen Thayer Jones Ph D Barbara Salditt Ph D Professor of Chennistry Associate Professor of German

Harriet Cutler Waterman Ph D Louise Wilson Roquemore Ph D Professor of Zoology Professor of Biology

Ella Keats Whiting Ph D Eleanor Milton Tenney B A Professor of English and Dean Director of Residence

Mary Leilah Austin Ph D Walter Edwards Houghton Ph D Professor of Zoology Professor of English Faculty 201

Barbara Philippa McCarthy Ph D Germaine Lafeuille Ph D Professor of Greek Professor of French

Mary Ruth Michael Ph D Justina Ruiz-deConde Ph D. Professor of Engllsfi Professor of Spanish

Ernest Rene Lacheman Ph D Elizabeth Frisch Professor of Religion and Biblical Studies Associate Professor of Art

Sylvia Leah Berkman Ph D Richard Vernon Clemence Ph D. Professor of English Professor of Econonnics

Herbert Morrison Gale Ph D Virginia M. Fiske Ph D Professor of Religion and Biblical Studies Professor of Biological Sciences

Delaphine Grace Rosa Wyckoff Ph D. Owen S. Stratton Ph D Professor of Bacteriology Professor of Political Science

Hannah Dustin French MS Mary E. Bradley Ed D Research Librarian, Special Collections Associate Professor of Education

Virginia Onderdonk B A Ruth Deutsch MA Professor of Philosophy Lecturer in German

Virginia Fleming Prettyman Ph D. Helen Margaret Brown MS Professor of English Librarian

Thelma Gorfinkle Alper Ph D Janet Guernsey Ph D Professor of Psychology Professor of Physics

Hubert Weldon Lamb A B Lucetta Mowry Ph D Professor of Music Professor of Religion and Biblical Studies

Harriet B. Creighton Ph D Grazia Avitabile Ph D Professor of Botany Professor of Italian

Sarah J. Hill Ph D Fred Denbeaux S T M Professor of Astronomy Professor of Religion and Biblical Studies

203

Administration

Office of the President Office of Financial Aid

Carol Johnson Johns M D Amelia Botsaris Nychis MA Acting President Director Associate Professor of Medicine, Johns Hopkins University School of Medicine Kathryn Osmond MA Associate Director Barbara W. Newell Ph D President (on leave) Phyllis Kelley MS Professor of Economics Associate Director

Doris E. Drescher B S Carol Marsh Executive Secretary to the President Assistant Director and Coordinator of Clerk of the Board of Trustees Student Work

Constance Koeneman B S Assistant Director

Office of Admission Sylvia Watkins B S Administrative Assistant Mary Ellen Ames B A Director

Elizabeth M. Chandler B A. Deputy Director Office of College Relations

Margaret O. Rose B A Alia O'Brien B A Deputy Director Vice President, College Relations

Alice M. Palubinskas M Ed Rosemarie Matthees Cummings Associate Director Director, Publications

Sarah G. Conley B A Margaret Galloway Lafferty B A Assistant Director Director, Special Events

Audrey Smith-Whitaker M Ed Carolyn Harmon Scott Assistant Director Manager, Information Bureau Director, Community Relations Director, Press Relations 204 Administration

Office of the Dean of the College Ann Davis Greene IVI S Serials Librarian Maud H. Chaplin Ph D Dean of the College Eleanor Adams Gustafson MS Professor of Philosophy Associate College Librarian

Edward A. Stettner Ph D Judith Kahl MS Associate Dean of the College Technical Services Librarian Associate Professor of Political Science Irene Shulman Laursen MS Mary Lorantos Science Librarian Secretary to the Dean of the College Sally Blumberg Linden MS Ruth Anne Nuwayser MA. Readers Services Librarian Assistant to the Dean of the College, Faculty Appointments Claire Tucker Loranz MS Documents Librarian

Eleanor Louise Nicholes Ph Audiovisual Services D Special Collections Librarian Florence Carlson Wilma RuthSlaight Ph Audiovisual Coordinator D Archivist Supervisor of the Language Laboratory

Joan Spillsburg Stockard MS Readers Services Librarian Computer Center

Gene Ott Ph D Registrar Director

Eleanore R. Silverman M Ed Lorraine H. Keating B A Registrar Software Analyst Bonnie Sherwood MA Eleanor D. Lonske M Ed Coordinator, Management Information System User Services Coordinator

Eleanor Witten Assistant to the Registrar Educational Research

Science Center

Harold E. Andrews III Ph D Director, Science Center Margaret Clapp Library Associate Professor of Geology

Yen-Tsai Feng Ph D Rosamond V. White B S Librarian Manager, Science Center Services

Edith Shapero Alpers MS Senior Cataloger

Elizabeth Simmons Cookson MS Acquisitions Librarian

Mary Wallace Davidson MS Music Librarian

Katherine D. Finkelpearl B L S Art Librarian Administration 205

Office of the Dean of Students Continuing Education

Florence C. Ladd Ph D Betty Lou Nitchie Marple Ph D Dean of Students Director

Rosemary D. Hutcheson B A Class Deans Assistant Director

Molly Campbell MA Mary Ann Bukovich Administrative Assistant and Office Manager Dean of the Class of 1980 Instructor in IVIatfiematics

Andrea Levitt Ph D Exchange Coordinator Dean of the Class of 1981 Assistant Professor of French and Linguistics Dorothy B. Moeller B A

Shirley Quinn B A Dean of the Class of 1982 Harambee House Director of Academic Assistance Programs Wynne Holmes Maxwell B A Karen Whitmore Acting Director Dean of the Class of 1983

College Health Service Career Services

Thomas J. Keighley M D Ed Barbara B. Lazarus D Director, Health Service Director Elizabeth Veeder M D Patricia L. Meaney B A Associate Physician Special Assistant to the Director

Gertrude E. Murray M D Diane L. Redonnet B A Associate Physician Associate Director Ann Stewart-Burton M D Sylvia E. McMullen MA Consulting Gynecologist Career Counselor Charlotte Sanner M D Catherine E. Ed Solmssen M Associate Physician Career Counselor

Lionel Abbott Schwartz M D. Tobin A B Nancy Senior Psychiatrist Resource Center Coordinator Rona Klein M D Staff Psychiatrist Chaplaincy Clevonne Turner M S W The Rev. H. Paul Santmire Th D Counselor Chaplain Lecturer in Religion and Biblical Studies Eve Rassiga M T S Counselor 206 Administration

Residence Office for Financial and Business Affairs Joyce S. Wadlington Ed M Director John W. Hartley MBA Vice President for Financial and Dorothy Duquet Business Affairs Assistant Director Elizabeth K. Bark B A June Murphy-Katz MA Budget Officer Assistant Director William L. Biggart, Jr. Manager, Duplicating Services Schneider College Center Robert A. Bower M B A /C P A. Controller Alice M. Roodkowsky

Albert M. Coffey, Jr. B S Director, Facilities Planning Slater International Center Elizabeth Cornwall B S Sylvia S. Hiestand MA Director, Food Services Director and Foreign Student Advisor Carolynn E. Jones B A Director, Personnel Study Abroad Advisor Lucille M. Knight Ruth G. Rose MA Assistant to the Vice President

John Louis Leiievre Director, Purchasing

Richard L. Lewis B S Bursar

John C. McManus Manager, College Post Office

Barry F. Monahan MA Chief, Cannpus Police

Anthony R. Oteri Assistant Director, Physical Plant

Susan Phillips B A Manager, Accounting

Adel A. Rida B S Director, Physical Plant

Samuel A. Seeds M Ed Manager, Wellesley College Club Administration 207

Office for Resources Center for Research on Women

Peter McE. Buchanan Ed D Carolyn Elliott Ph D Vice President for Resources Director

Phyllis S. Fanger M Ed Laura Lein Ph D Director, Key Gifts Associate Director

Emiko I. Nishino B A Joseph Pleck Ph D. Director, Planned Giving and Program Director Governnnent Programs Rosalind Barnet Ph D Frank A. Pemberton, Jr. A B Research Associate Director, Foundations and Corporations Grace Baruch Ph D. Elsie A. Dorain 8 A Research Associate Director, Class Programs Lois Biener Ph D Jennifer S. Matthews MA Program Associate Director, Geographic Programs Pamela Daniels MA Ann Wadsworth Research Associate Office Manager and Assistant Director Sumru Erkut Ph D Research Associate

Jaqueline P. Fields Ph D Program Associate

Anne Harlan Ph D Research Associate

Sharon Harlan Ph D Research Associate

James R. Levine MA Research Associate

Michelene Malson Ph D Research Associate

Janice Mokros Ph D Program Associate

Brigid O'Farrell Ed M Research Associate

Pamela Perun Ph D. Research Associate

Ann Stueve MA. Research Associate

Kathy Weingarten Ph.D. Research Associate

Carol Weiss Ph D Research Associate

Alumnae Organization 209

Alumnae Organization

Alumnae Office Chairman, Campus

Mrs. Wentworthi D. Shepard Anne Mitchell Morgan B A 11 Wachusett Road Executive Director Wellesley Hills, Massachusetts 02181

Joan Gardner Chairman, Class Officers Assistant to Executive Director Mrs. William R. Freeman, Jr. 456 East Circle Drive Elizabeth Darlington Havens B.A. North Muskegon, Michigan Assistant Director for Clubs 49445

Caroline Canterbury Riem B A Chairman, Class Fund Programs Assistant Director for Classes and Reunions Mrs. Richard Bodine Lantern Hill Road Easton, Connecticut 06612

Chairman, Clubs Alumnae Magazine Mrs. John B. Riddle Phyllis Meras MS 1424 Hamilton Avenue Editor Palo Alto, California 94301

Chairman, Communications

Mrs. Berton V. Phinney, Jr. Alumnae Association 354 Hemlock Circle Board of Directors Lincoln, Massachusetts 01773

President Chairman, Academic Programs Mrs. Judah Folkman Mrs. William I. MacDonald 64 Liberty Avenue 18 Chatham Circle Lexington, Massachusetts 02173 Brookline, Massachusetts 02146

First Vice President Ex Officiis Donna Ecton Anne Mitchell Morgan Executive Director 20 W 64th Street 37F New York, New York 10023 Phyllis Meras Second Vice President Editor, Wellesley, the alumnae magazine

Mrs. Chester E Finn Alumnae Trustees 514 Valewood Lane Dayton, Ohio 45405 Mrs. F. Daniel Frost (1974-1980) Pasadena, California Secretary Mrs. William J. Chapman (1976-1982) Mrs. Paul Christopherson St. Louis, Missouri 2 Cross Gates Short Hills, Jersey New 07078 Mrs Lawrence D Bragg, Jr. (1977-1983) Wellesley Hills, Massachusetts Treasurer

Ms, Claudine B Malone Mrs William H Cowles III (1978-1984) 692 Jerusalem Road Spokane, Washington Cohasset, Massachusetts 02025 Miss Phyllis Ann Douglass (1977-1980) Chicago, Illinois

211

National Development Fund Committee

The National Development Fund Committee sets policy and provides leadership for all efforts to

seek voluntary financial support of the College. Wellesley welcomes all gifts in support of its educational and charitable missions. The generous contributions of alumnae, friends, and parents provide the means by which the College is able to maintain the standards of excellence which are the hallmark of a Wellesley education.

For 1979-80 the members of the National Development Fund Committee are as follows.

Mrs. Carl M. Mueller Mrs. Robert P. Schauss (Suzanne Carreau '46) (Martha Schw/anke '40) Chairman Chairman, Geographic Programs 435 East 52nd Street 633 Park Avenue New York, New York 10022 River Forest, Illinois 60305

Mrs. Richard Bodine Mrs. Alan V. Tishman (Barbara Ann Butterfield '48) (Margaret Westheimer '41) Chairman, Class Fund Programs Co-Chairman, Key Gifts Lantern Hill Road 1095 Park Avenue Easton, Connecticut 06612 New York, New York 10028

Mrs. Arnold G. Fraiman (Genevieve Lam '49) Member-at-Large Ex Officiis 1140 Fifth Avenue New York, New York 10028 Dr. Carol Johnson Johns (Carol Johnson '44)

Mrs. F. Daniel Frost Acting President (Camilla Chandler '47) Co-Chairman, Key Gifts Mr. Nelson J. Darling, Jr. 470 Columbia Circle Chairman, Board of Trustees Pasadena, California 91105 100 Federal Street, Suite 3100 Boston, Massachusetts 021 10 Mrs. Stanley M. Goldberg (Luella Gross '58) Mrs. Morse Johnson Member-at-Large (Betty Freyhof '44) 7019 Tupa Drive Vice Chairman, Board of Trustees Minneapolis, Minnesota 55435 9 Far Hills Drive Cincinnati, Ohio 45208 Mrs. Francis G. Jenkins

(Anne Mather '43) Mrs. William I. MacDonald Chairman, Planned Giving (Beatrice Strand '60) Post Office Box 684 President, Alumnae Association Williamstown, Massachusetts 01267 64 Liberty Avenue Lexington, Massachusetts 02173 Mrs. Stephen Mochary (Mary Kasser '63) Mr. Horace S. Nichols Member-at-Large Treasurer 60 Undercliff Road 75 Federal Street Montclair, New Jersey 07042 Boston, Massachusetts 02110

Mrs. John B. Riddle Mr. Peter McE. Buchanan (Ann Bockwinkel '57) Vice President for Resources Chairman, Clubs 1424 Hamilton Avenue Miss Alia O'Brien '44 Palo Alto, California 94301 Vice President for College Relations

213

Travel Instructions

If you arrive by plane: If you arrive by bus: MBTA (subway) Greyhound Take the shuttle bus (25a;) at the terminal to Get off the bus at the RIVERSIDE terminal (a the Airport MBTA stop, then take an inbound stop prior to Boston). From there, take a taxi

car to Government Center (MBTA Blue Line) to Wellesley College ($6.00). If necessary, call (25c). Go upstairs and change to a car marked Wellesley Community Taxi at 235-1600. "RIVERSIDE-D" on the Green Line. Get off at Trailways & Peter Pan Woodland (the second-to-last stop). Get off at the FRAMINGHAM/NATICK ter- From there you have two options: minal —Speen Street (a stop prior to Boston). 1) Take the bus marked "Framingham via From there, take a taxi to Wellesley College

Wellesley" (it leaves Woodland at 15 ($6.00). If necessary, call Wellesley Communi- minutes past the hour) and ask the driver ty Taxi at 235-1600. to let you off at Wellesley College (25(t). The bus will stop in front of Cazenove Hall, If you drive: a short walk from Green Hall. From the West

2) Take a taxi ($6.00). If necessary, call Take the Massachusetts Turnpike to the Wellesley Community Taxi at 235-1600. Weston Exit. Then go south on Route 128 for one-half mile to the Route 16 Exit. Follow Allow about two hours for the trip to the Col- Route 16 West to the entrance to the Col- lege from the Airport by public transportation. lege, opposite the golf course (you will drive Be sure to have plenty of change! Exact fare through the Town of Wellesley). is required on bus and subway systems. the East Taxi From Take the Massachusetts Turnpike to the West The taxi cost from Logan Airport is $17.60 if Newton Exit. Follow Route 16 West to the en- you call the following number when you arrive trance to the College, opposite the golf to arrange a pick-up. (There is a small addi- course (you will drive through the Town of tional charge when more than three people Wellesley). share a cab) Wellesley Community Taxi Ser- vice/7:00 a.m. -11:00 p.m./235-1600. From the North (Other taxi arrangements will cost substantial- Take Route 128 South to Route 16 West Exit. ly more.) Follow Route 16 West to the entrance to the College, opposite the golf course (you will If you arrive by train: drive through the Town of Wellesley).

Get off at SOUTH STATION. Take the Red From the South Line to Park Street (250;). Change to a car Take Route 128 North to the Route 16 West marked "RIVERSIDE-D" on the Green Line Exit. Follow Route 16 West to the entrance to and get off at Woodland. Follow the above the College, opposite the golf course (you will directions from Woodland to the College. drive through the Town of Wellesley). 214

Index

Academic Choir, 122 calendar, 2 Classical civilization, interdepartmental major, distinctions, 41 170-171 facilities, 9-10 Classical and Near Eastern archaeology, honors in thie nnajor field, 41 interdepartmental major, 171 programs, 33-41 Cocurricular facilities, 10-11 Review Board, 35 College Entrance Examination Board tests, 20 policies and procedures, 35-37 College Government, 16 standards, 35 College health services, 15 Acceleration, 37 College, history of, 5-7 Adding courses, 36 Colloquia, freshman-sophomore, 38, 43 Administration, 203-207 Community involvement, 40 Admission, 19-23 Computer facilities, 9 application for, 19 Confidentiality of student records, 16 campus visit, 19 Continuing education, 26,40 College Entrance Examination Board tests, 20 Correspondence, 3 criteria for, 19 Costs and financial aid, 25-31 deferred entrance, 21 Counseling resources, 14 early admission, 21 Courses of instruction, 43-179 early decision, 21 Credit early evaluation, 21 for advanced placement examination, 35 foreign students, 22 for community involvement, 40 general requirements for freshman applicants, 19 for other academic work, 35 interview, 19 for summer school and independent study, 36 plans, 21 Cross-registration, Massachusetts Institute of regular decision, 21 Technology, 38 transfer students, 22 Curriculum, 33-34 U.S. citizens living abroad, 21 Advanced placement, credit for, 35 Alumnae, 209-211 Degree Association, board of directors, 209 B.A., requirements for, 33-34 National Development Fund Committee, 211 Development, national committee, 211 trustees, 209 Directory information, 16 Alumnae Hall, 10 Distribution requirements, 33-34 American studies, individual major, 175 Dormitories, 13-14 Anthropology courses, 44-47 Dropping courses, 36 Archaeology, classical and Near Eastern, interdepartmental major, 171 21 Art courses, 47-56 Early evaluation, interdepartmental major, Arts center, 9 East Asian studies, Astronomy courses, 56-57 171-172 Auditing courses, 36 Economic internship program, 39 Economics courses, 73-77 Education courses, 77-79 professors, 200-201 Bachelor of Arts degree, requirements for, 33-34 Emeriti student, 17 Beit Shalom, 11 Employment, in, 38 Biblical studies courses, 144-150 Engineering, opportunities Biological sciences courses, 58-62 English courses, 79-84 Black studies courses, 63-66 Enrollment statistics, 20,23 Buildings, see Campus Examinations, 36 advanced placement, 35 exemption, 35 Calendar, 2 Exchange Program, Wellesley-Spelman, 39 College, 38-39 Cambridge Humanities Seminar, 38, 162-164 Exchange Program, Twelve required studies, 35 Campus, description of, 9-11 Exemption from Campus resources, 11 Expenses, general, 25 Career counseling, 17 Experimental courses, 164 162-170 Career Services Office, 17 Extradepartmental courses, Chapel, 10 Chemistry courses, 67-70 Child Study Center, 10 Faculty, 185-199 Chinese courses, 70-72 Federal Income Tax Return, 30 Index 215

Fees and expenses, 25-26 Jewett Arts Center, 9 annual fee, 25 Job notices, 17 continuing education, 26 Job recruiting, 17 general deposit. 25 Junior year abroad, 39 general expenses, 25 parent loan plan, 28 plans of payment, 27-28 La Casa, 11 reservation fee, 25 Language studies, individual major, 176-177 roonn retainer fee, 25 Latin courses. 96-99 special fees and expenses. 26 Leave of absence. 37 student activity fee, 25 Library. 10 Fellowships, Loans, 28 undergraduate and graduate, 17. 30-31 Financial aid, 29-30 application for, 29 IVIajor, 34 Federal Income Tax Return, 30 Massachusetts Institute of Technology, form. 29 cross-registration, 38 jobs, campus and off campus. 30 IVIathematics courses, 113-116 payments. 26 Medical insurance, 26 transfer students. 30 Medical school, 34 Financial information, 25-30 Medieval/Renaissance studies, interdepart- Foreign language requirements, 34 mental major, 172-174 Foreign students Molecular biology, interdepartmental major, 174 admission of. 22 Music courses, 117-122 countries. 23 performing music. 121 Frencti courses, 85-89 performing organizations. 122 Fresfiman admission requirements, 19 Freshman-sophomore colloquia, 38, 43 National Development Fund Committee. 211

Nondiscrimination, policy of, 1

Geographic distribution chart, 23 Geology courses, 89-91 Observatory. 9 German courses, 91-94 Opportunities in engineering, 38 Grading system, 36 Orchestra, 122 Graduate fellowships, 30-31 Graduate school information, 17 Greek and Latin courses, 94-99 Parent loan plan, 28 Greek courses, 94-96 Phi Beta Kappa, 41 Green Hall, 11 Philosophy courses, 122-127 Greenhouses, 9 Physical education and athletics courses, 127-129 Physical education facilities, 10 Physics courses, 129-131 Harambee House, 10-11 Plans of payment, 27-28 Health services, 15 Policies, 16 infirmary, 11 Political science courses, 132-139 medical insurance, 26 Preparation for medical school, 34 History courses, 99-110 Presidents, 183 History of art, 48-54 President's House, 11 Honor Basis, 15-16 Psychobiology, interdepartmental Honors in the major field, 41 major, 174 Psychology courses, 139-144

Individual majors, 174-179 Individual study, 36 Readmission, 37 Infirmary, 11 Recommendations, 17 Inquiries and visits, 3 Refunds, 26 Insurance, medical, 26 Registration for courses, 36 Interdepartmental majors, 170-179 Religion and biblical studies courses, 145-150 Internship information, 17,39 Religious resources, 14-15 Internships, summer, 39 Required studies, Interview, 19 exemption from, 35 Italian courses, 111-113 Requirements Italian culture, individual major, 176 Bachelor of Arts, 33 distribution, 33 exemptions, 35 foreign language, 34 other, 34 216 Index

Research, student, 36 Theatre studies courses, 160-161 Residence halls, 13-14 Theatre studies, individual major, 177-178 Russian courses, 151-152 Transfer students admission, 22 financial aid, 30 Schneider College Center, 10 Trustees, board of, 181 Scholarships, 17, 39, 40 Tuition Scholastic aptitude and achievement tests, 20 payments, 27-28 Science Center, 9 Twelve College Exchange Program, 38-39 Signna Xi, 41 Slater International Center, 11 Slater scholarship, 39, 40 Urban politics summer internship program, 39 Society houses, 11 Urban studies, individual major, 178-179 Sociology courses, 153-155 Spanish courses, 156-159 Special academic programs, 38-40 Visitors, 3 Spelman-Wellesley Exchange Program, 39 Sports facilities, 10 Stecher scholarship, 39, 40 Waddell scholarships, 39, 40 Student government, 15-16 Washington summer internship program, 39 Student life, 13-17 Wellesley College Center for Research Student records, confidentiality of, 16 on Women, 11 Students Wellesley College Club, 11 from other countries, 22 Withdrawal, 37 geographic distribution, 23 Women's research center, 11 summary, 20 Women's studies, individual major, 179 Students' Aid Society, 29 Studio art courses, 54-56 Study abroad junior year, 39 summer, 40 Summer internships, 39 jobs, 30

Design: Sheaff Design, inc. /Chestnut Hill, Massachusetts Printer: Rapid Service Press/Boston, Massachusetts

Septennber 1979 20M Science Center 1979

ty Bulletin of Wellesley College Second Class Wellesley, MA 02181 Postage Paid at Boston, MA