The Bulletin of Wellesley College Catalog for 1980-81 •%^

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. -> Catalog for 1980-81 The Bulletin of Wellesley College

Academic Calendar, 1980-81 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 Acadennic 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 Residence and Resources 13 Courses of Instruction 43 Student Government 15 The Board of Trustees 187 Career Services 17 Presidents 189 Admission 19 The Faculty 191 Criteria for Admission 19 The Administration 209 Admission Plans 21 The Alumnae Organization 215 Foreign and Transfer Students 22 The National Development Fund Committee 217 Costs & Financial Aid 25 Travel Instructions 219 Fees and Expenses 25 Index 220

Volume 70, Number 1

The information contained in this Bulletin is accurate as of August 1980. 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 1980-81

First Semester Inquiries & Visits

Wellesley welcomes inquiries and visits to the College from prospective students, their parents, and other interested individuals. For those who would like more detailed information on many of the programs and opportunities described m this catalog, the College publishes a number of brochures and booklets. These publications, as well as answers to any specific questions, may be obtained by writing to the appropriate office as listed.

For those who would like to visit the College, the administrative offices in Green Hall are open Monday through Friday, 8:30 a.m. to 4:30 p.m., and by appointment on Saturday mornings during term time. Special arrangements for greeting prospective students can also be made during vacation periods. Rooms for alumnae and for parents of students or prospective students are available on the campus in the Wellesley College Club and may be reserved by writing to the club manager.

A prospective student who wishes to arrange an interview with a member of the professional staff of the Board of Admission should make an appointment well in advance.

Student guides provide tours for visitors without previous appointment. Visitors to the College may call the Board of Admission prior to their visit to arrange a mutually convenient time for the tour.

President Bursar General interests of the College College fees

Dean of the College Registrar Academic policies and programs Transcripts of records

Dean of Students Director of Continuing Education Student life Continuing education Advising, counseling Residence Director of Career Services MIT cross-registration Graduate school; employment; Exchange programs general career counseling of International students undergraduates and alumnae Study Abroad Vice President for Financial and Business Class Deans Affairs Individual students Business matters

Director of Admission Vice President for Resources Admission of students Gifts and bequests

Director of Financial Aid Vice President for College Relations Financial aid; student employment; Internal and external public affairs fellowships; student loans Executive Director, Alumnae Association Alumnae interests

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

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» **.-'^. The College

A student's years at Wellesley College are the beginning— not the end — of an education. The liberal arts curriculum and the great opportunities on campus encourage investigation of diverse interests and intensive work in a single field. The rewards are freedom from preconceptions, the capacity to synthesize new information, and the ability to make critical judgments. These are lifetime skills essential in pursuing personal goals and in participating effectively in the larger community.

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

Although Wellesley is more than 100 years academic and professional interests. Poets, old, it continues to reflect the goals of its novelists, artists, musicians, scientists, founder, Henry Fowie Durant. An political and economic analysts, the members impassioned believer in equality for women, of the faculty are scholars dedicated to Durant saw education as the way women teaching and to sharing their experience with 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 policy that ering coeducation, it elected to remain a facilities are administered with the 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 main 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 55 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 combine 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. semester or a year, and enables Wellesley Students also have numerous outlets for students to live and study on another cam- self-expression through involvement in such pus. An exchange between Wellesley and activities as theatre and musical groups, stu- Spelman College, a distinguished Black liberal dent publications, and sports. arts college for women in Atlanta, Georgia, Each week brings lectures, poetry read- was inaugurated in 1974-75. ings, films, exhibitions, and performances in Wellesley also offers opportunities for dance, theatre, and music. Visiting artists and study abroad through the Slater, Waddell, and lecturers frequently offer master classes for Stecher scholarship programs. The Slater interested students; receptions and informal program contributes to the cost of attending dinners provide further occasions for stu- European institutions for a semester or aca- dents to talk with distinguished men and demic year, and it brings Slater Fellows from women. abroad to the Wellesley campus. The Waddell While Wellesley encourages the partici- program provides funds for study in Carib- pation of its students in events and activities bean countries or in Africa. The Stecher pro- designed to heighten their awareness of the gram enables students to study art abroad world around them, a student's inner devel- either during the academic year or in the opment and her search for personal and spir- summer. Wellesley does not have its own itual values are also important parts of a junior year abroad program, but it does help Wellesley education. Over the past few years, students make arrangements for such study there has been an increasing interest in ethi- by direct enrollment in foreign universities or cal and religious issues and activities. The through application to such programs admin- chaplaincy sponsors special seminars and istered by other colleges. programs in which students can explore One advantage of women's colleges is these issues as well as share with one the opportunity for women to assume leader- another the celebration of religious holidays. ship in college organizations and activities. The chaplaincy provides a religious program These options frequently are closed to embracing many faiths and also offers women in coeducational institutions where denominational programs for those who wish extracurricular activities often are dominated to participate. by male students. The development of social responsibility Wellesley students serve on almost all and social responsiveness is an integral and major committees of the Board of Trustees, continuing part of Wellesley's heritage that including the Investment Committee, and on continues to this day. Students are encour- committees of the Academic Council, in- aged to participate in and contribute to the cluding the Board of Admission and the Com- communities of Boston as well as the mittee on Curriculum and Instruction. Wellesley College community. Their activities Students are voting members of most com- range from tutoring with the MIT-Wellesley mittees on which they serve. In academic Upward Bound Program to internships in departments, they are voting members of cur- urban legal studies. riculum and faculty search committees, and As an individual learns and grows, so, they also serve on committees that set policy too, does a community. It explores and seeks for residential life and govern Schneider Col- alternatives and remains open to innovation. lege Center, the focus for much student and The past five years at Wellesley have wit- 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. These and faculty agreement and is the official changes are a continuing process and rest organization of all Wellesley students. on a foundation of sound academic and social values. They come about through the The College 7

efforts of individuals who influence and shape pioneered in all areas of life. Some have been the College environment. 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 try- A significant part of life at Wellesley is ing to make it a better place in which to influenced by the location of the College. The work, study, and grow. It is exploring new 500-acre campus— a rural setting on the 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 One reason for Wellesley's leadership Wellesley education provides women with in- among colleges and universities in this country tellectual and personal growth that continues is the success of its many alumnae who have long after the college years. m 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, which rises 182 feet. From the top, one sees not only the whole Wellesley campus, but the outlines of Boston and Cambridge, an exciting area of which Wellesley is very much a part.

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 for experiments by faculty and students. The greenhouses are open to the public through- The two primary classroom buildings, Found- out the year. ers Hall and Pendleton Hall, are located in the academic quadrangle. The humanities are Observatory taught in Founders and the social sciences in Pendleton East. The Whitin Observatory contains laboratories, classrooms, darkroom, and the library of the Science Center astronomy department. Its research equipment includes a 6-inch, a 12-inch, and a The new Science Center houses the depart- 24-inch telescope. The observatory was a gift ments of astronomy, biological sciences, of Mrs. John C. Whitin, a former trustee of chemistry, geology, mathematics, physics, the College. It was built in 1900, enlarged in psychology, and the laboratories of computer 1962 and 1966, and is considered to be an science and human performance. In the unusually fine facility for undergraduate train- Center are the teaching and research labora- ing in astronomy. tories: an extensive array of sophisticated facilities and equipment. Special equipment Computer Facilities includes two electron microscopes, two NMR spectrometers, and an X-ray diffractometer. Many courses and research projects at There are also environmental rooms, animal Wellesley involve the use of a computer. The quarters, a holograph room and closed College has its own DEC-20 computer, located circuit TV. in the Science Center, and in addition has The Science Center also houses the access on a time-sharing basis to other com- Science Library, comprised of over 66,000 puters in New England. Computer terminals volumes from five separate departmental col- are located in the Public Terminal Room of lections. Group study rooms, carrels, audio- the Margaret Clapp Library, in the Science visual and tutorial rooms, copying equipment Center, and at various locations in academic and microfilm facilities are under the super- buildings. vision of a trained science librarian. Arts Center Greenhouses The Jewett Arts Center, completed in 1958, Classrooms in the biological sciences depart- consists of the Mary Cooper Jewett art wing ment open directly into the Margaret C. and the Margaret Weyerhaeuser Jewett Ferguson Greenhouses, named after a former music and drama wing. Linking the two build- Wellesley professor of botany. The climate in ings is the Wellesley College Museum. the greenhouses ranges from temperate to The Museum is open to the general tropic with many excellent examples of trees public. It includes a fine collection of and flowers which flourish in the respective classical, medieval and renaissance temperatures. There is considerable space sculpture, old master paintings, prints and 10 The Campus

drawings, and twentieth century art. In swimming pool, a practice dance studio, addition to the pernnanent collection, many basketball backboards, volleyball courts, and loan exhibitions are presented throughout the an athletic training facility. Outdoor water academic year. sports center around the boathouse where The art wing contains photography dark- the canoes, sailboats, and crew shells are rooms, classrooms, an extensive library, and kept. Wellesley also maintains a 9-hole golf offices of the art department and museum. course, 24 tennis courts, hockey, soccer and The music and drama wing contains the mu- lacrosse fields, a ski slope, and a swimming sic library, listening rooms, practice studios, beach. and classrooms and offices of the music department. A collection of musical instruments of various periods is available to students. Cocurricular Facilities The Jewett Auditorium, a theatre seating In addition to many academic facilities used persons, was designed for chamber 320 by student organizations, Wellesley provides music performances, and is also used for building space and equipment specifically special events. In addition, there are intended for cocurricular activities. rehearsal rooms and other theatre facilities. Pendleton West, part of the Arts Center, Alumnae Hall contains laboratories, studios, a sculpture foundry, an extension of the Music Library, The largest auditorium on the campus, seat- the choir rehearsal room, and a concert ing 1500 people, is in Alumnae Hall. It also salon. has a large ballroom and houses the Welles- ley College Theatre and the College radio Margaret Clapp Library station, WZLY. Visiting lecturers, concert artists, and professional theatre groups often The third enlargement and complete remodel- appear there. The building was erected in ing of the Margaret Clapp Library was fin- 1923 and is the gift of Wellesley alumnae. ished in 1975. At the center of the modern

is the room and functional building reference Chapel which distinguished the original building erected in 1910. The Houghton Memorial Chapel was presented The library's holdings contain more than to Wellesley in 1897 by the son and daughter 600,000 volumes and an important collection of William S. Houghton, a former trustee of the of public documents. Subscriptions to College. The chapel's stained glass windows periodicals number over 2,600. The Special commemorate the founders and others, while Collections include letters, manuscripts, and a tablet by Daniel Chester French honors rare books of distinction. Alice Freeman Palmer, Wellesley's second The language laboratory and a new president. The chapel, which seats 1000 listening room for the collection of spoken people, is a setting for lectures and com- and dramatic recordings are part of the munity meetings as well as religious services. library. A lecture room is available for meetings. Schneider College Center

The center for cocurricular life at the College Child Study Center is Schneider College Center. Its facilities The Child Study Center in the Anne L. Page provide lounge areas, a snack bar, meeting Memorial Building is a pre-school and labora- rooms, offices for student organizations, and

tory which serves the College and the neigh- a coffee house. It also contains the offices of boring community. Under the direction of the the Center Director, the Director of Residence, Psychology Department, students and faculty and the Chaplain. from any discipline can study, observe, con- Harambee House and Slater Inter- duct approved research, volunteer or assis- national Center are complementary adjuncts tant teach in classes with children ages 2 to to Schneider. 5. In addition to the observation and testing

booths at the Center, there is a Developmen- Harambee House tal Laboratory at the Science Center; modern Harambee House is the cultural and social equipment is available at both locations. center for the Black community at Wellesley. Diverse program offerings, which highlight Physical Education Facilities various aspects of Black culture, are open to Classes for all indoor sports and dance are the College community. Harambee has a conducted in Mary Hemenway Hall and in the growing library of the history and culture of nearby Recreation Building. The latter has African and Afro-American peoples and game rooms, badminton and squash courts, a boasts a record library (classical-jazz by The Campus 11

Black artists), which is housed in the Jewett with the academic and cocurricular facilities, Music Library. The House also contains these resources help make the Wellesley offices for the staff, Ethos (the Black student campus a largely self-contained community organization). Brown Sister (a literary maga- dedicated solely to educational excellence. zine), and for a new peer counseling committee, S.H.E., as well as rooms for seminars, Green Hall meetings, and 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 licensed hospital, Slater Executive Committee, composed of approved by the American Hospital Associa- students and staff, shares with the Center's tion, with an outpatient clinic built in 1942. it staff the responsibility for the policies and 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 Beit Shalom parents.

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. The College does not provide kosher guests, and parents of students for lunch and meals as part of a meal plan. dinner and are also used for many special Society Houses occasions. Overnight accommodations are also available for alumnae and for parents of There are three society houses for special students and prospective students. interest groups. Each house has kitchen and dining facilities, a living room, and other Wellesley College Center for Research on gathering rooms. Members are drawn from all Women four classes, beginning with second semester The Center for Research on Women was freshmen. Shakespeare House is a center for established in the summer of 1974 by a grant students interested in Shakespearean drama; from the Carnegie Corporation and is cur- Tau Zeta Epsilon House is oriented around rently supported by the Ford Foundation, art and music; and Zeta Alpha House pro- Time, Inc., and a variety of private foun- vides a setting for students with an interest in 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 tor both men and women. the College, to health and other student services, and to alumnae affairs. Together

Student Life

Intellectual growth is only part ot the realization of one's talents and abilities. Wellesley College offers many 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 visi- political, and religious interests. Some of ble part of the Wellesley experience, and these organizations are Mezcia, an associa- many musical and theatrical groups have tion of Chicana, Native American, and Puerto been formed. The College Choir, the Rican students; Ethos, an organization of Madrigals, the Tupelos, the Collegium Black students; the Asian Association, com- Musicum, the Chamber Music Society, the posed of Asian and Asian-American students; Chapel Choir, the Ethos Choir, the Carillon- the Wellesley Women's Committee, a group neurs Guild, and the MIT Orchestra all offer interested in feminist issues; the Married experiences for students with interests in Students Union, a group seeking programs music. Those inclined toward the theatre can

serving its special needs; and the Nonresi- choose among the Wellesley College Theatre, dent Council. Religious groups such as the the Experimental Theatre, the Shakespeare Newman Club, the Wellesley Christian Fellow- Society, and the Wellesley College Black ship, and the Wellesley Jewish Students offer Repertory Total Theatrical Experience. many programs throughout the year. Life at Wellesley also includes a number Students are also responsible for a of traditional social events. Fall Weekend, number of publications, among them Sophomore Parents' Weekend, Spring Wellesley News, the weekly student Weekend, and International Week are sup- newspaper; Legenda, the College yearbook; plemented by frequent informal parties. Brown Sister, a student publication for and Schneider Center, which also has a cof- about Third World women; WRagtime and the fee house and conference rooms, is the loca- Galen Stone Review, literary publications. tion for much community activity. Supple- WZLY, the campus radio station, is operated menting the facilities and resources of by an all-student staff. Schneider are Slater International Center,

Sports are a significant part of life at which is the frequent setting for international Wellesley. There are ten intercollegiate events and celebrations, and Harambee teams, and numerous opportunities for com- House, the social and cultural center of the petition in the intramural program. Other Black community at Wellesley. Throughout students pursue physical education just for the year, Harambee sponsors such events as fun, or to stay in shape. Interests range from lectures and dance performances, many in yoga and fencing to dance and scuba diving. conjunction with the Black studies depart- The College has excellent facilities and Lake ment. 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 Residence and Resources Although some students live off campus, most live in one of Wellesley's sixteen 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 and in students' rooms. The diversity of The residence halls are the focus of much Wellesley's students, who bring to the Col- campus life. Each is a community within a lege differing lifestyles and cultural larger Wellesley community, and each has a backgrounds, contributes much to this pro- character of its own. Much of the informal cess. learning at Wellesley takes place in spon- The residence hall system at Wellesley taneous discussions and debates at meals is designed to foster a sense of community. 14 Student Life

with most of the routine administration and supply their own. Students supply blankets, program planning left to the individuals who quilts, and their own curtains, pictures, rugs, live within the community. Within this princi- and posters. They clean their own rooms and ple of student self-government, the halls offer contribute two or three hours a week many opportunities for residents to assume answering the telephones and doing other leadership positions. miscellaneous jobs which are scheduled by The residence experience is also likely the student heads of work. to include lectures, faculty, staff and alumnae Guests in Residence, group discussions, din- Residence hall capacities and locations ners with faculty members, and parties. One Munger tradition, initiated in the early years of the College, is Wednesday Tea— an informal occasion which continues to attract many students. Members of all four classes live in most of the halls. Each residence hall also has a professional head of house, with the exception of Stone, Davis, Simpson East, Home- stead, Crawford, 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 the larger residence halls elect a House Council which administers the day-to-day details of living. The Vice President of Programming and her committee in each hall plan 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 campuswide 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. Most of the residence halls contain 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 student Life 15

Religious Resources are eligible for care. There is no health fee. Appropriate charges are made for inpatient Wellesley seeks to respond sensitively to a care (medical, surgical, or psychiatric). These variety of religious traditions. The College services are usually covered by insurance. encourages independent religious involve- There are no charges for outpatient ment on the part of its students. treatment except laboratory studies, elective The College chaplaincy offers a diverse examinations or procedures, immunizations religious, personal growth, and social action and treatment of pre-existing or ongoing programs and voluntary service opportunities. conditions. A College sponsored student The Chaplain and other members of the insurance plan is available. Boston has long chaplaincy staff are regularly available for been one of the major medical centers in the religious and personal counseling. country, and consultation with specialists in The Chaplain also officiates at regular all medical fields is easily available. Sunday morning worship, an ecumenically Besides the usual care given by College oriented Protestant service in Houghton Health Services, members of the staff estab- Memorial Chapel with guest preachers invited lish programs to expand the use of the health during the year. Attendance at all worship services and arrange special programs in services is voluntary. response to student interests. Catholic masses are offered on campus The confidentiality of the doctor-patient on Sundays and Thursdays, as well as a num- relationship is carefully preserved. College ber of other programs sponsored by the New- medical personnel will not share any medical man Catholic Ministry. Jewish students will information concerning a student with any find a varied schedule, including High Holiday College authorities, or with the parents of services and a koshered kitchen. Many activi- students, without the written consent of the ties are also sponsored by other religious student. It may be necessary to disclose mini- groups on campus. mal information to insurance companies for Students may also major in religion or verification of medical claims. Students are take elective courses in the field. required to enroll in the College Student Health Insurance Plan unless they have College Health Service equivalent coverage. The services of the College physicians, coun- Parents are requested to sign a state- selors, and nurses are available at Simpson ment authorizing the College to proceed with Infirmary which includes a licensed hospital appropriate treatment in the case of serious and an outpatient clinic. Regular full-time illness or emergency in the event they cannot students and part-time Continuing Education be reached by telephone. students who carry three or more courses

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.

Basis Honor ment of academic work, for the use of col-

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

The honor system covers all duly support among all members of the College adopted rules of the College for the govern- community. In addition to upholding the regu- 16 Student Life

lations and spirit of the honor system per- The final regulations for the Act make sonally, each student is responsible for the clear that, in the case of students who are survival and success of the systenn as a dependents of their parents for Internal

whole. This includes guarding against and, if Revenue Service purposes, information from necessary, reporting any inadvertent or inten- the education records of the student may be tional abuses of the honor system by any disclosed to the parents without the student's

member of the community. prior consent. It is the policy of the College to notify both the student and her parents in College Government writing of academic warnings, probationary

status, and dismissal. It will be assumed that Most of the legislation and regulations guiding every student is a dependent of her parents, student life is enacted and administered by as defined by the Internal Revenue Code, the student College Government, of which all unless notification to the contrary with sup- students are members. Responsibilities dele- porting evidence satisfactory to the College is gated by the Board of Trustees to the College filed in writing with the Registrar by October 1 Government include governance of all stu- of each academic year. In communications dent organizations, appointment of students with parents concerning other matters, it is to College committees, allocation of student normally College policy to respect the privacy activities monies, and administration of the of the student and not to disclose information Honor Code and judicial process. Many of from student education records without the these responsibilities are assumed by Senate, prior consent of the student. the elected legislative body of College Copies of the Privacy Act, the Government, which also provides the official regulations thereunder and the "Wellesley representative voice of the student body. College Guidelines on Student Records" are Serious violations of the Honor Code are available on request from the Office of the adjudicated through the student Judicial Dean of Students. Students wishing to in- System. Three separate branches of the spect a record should apply directly to the Judicial System address infractions of resi- office involved. Questions should be directed dence hall violations, violations of academic to the Dean of Students. Complaints principles, and the appeal process. concerning alleged noncompliance by the College with the Privacy Act, which are not Confidentiality of Student Records satisfactorily resolved by the College itself, Maintenance of the confidentiality of individ- may be addressed in writing to the Family ual student educational records has been and Educational Rights and Privacy Act Office, continues to be important at Wellesley, as is Department of Health, Education and Wel- a concern for the accuracy of each record. fare, 330 Independence Avenue, S.W., Under the provisions of the federal Family Washington, D.C. 20201. Educational Rights and Privacy Act of 1974, every Wellesley student is assured the right Directory Information to inspect and review all college records, The Privacy Act gives to Wellesley the right files, and data directly related to her, with to make public at its discretion, without prior certain exceptions such as medical and authorization from the individual student, the psychiatric records, confidential recommen- following personally identifiable information; dations submitted before January 1, 1975, name; class year; home address and tele- records to which the student has waived her phone number; college address and tele- right of access, and financial records of the phone number; major field; date and place of student's parents. The student may also seek birth; dates of attendance at Wellesley Col- a correction or deletion where a record is felt lege; degrees, honors and awards received; to be inaccurate, misleading, or otherwise in weight and height of student athletes; partici-

violation of the privacy or other rights of the pation in officially recognized sports and student. The Privacy Act also protects the activities; previous educational institution privacy of personally identifiable information most recently attended. maintained in student records by prohibiting The Privacy Act also allows individual the release of such information (other than students to place limitations on the release of those facts defined below as "Directory Infor- any of the above information. A student who mation") without the written consent of the wishes to do this must file a special form with

student, except to persons such as officials the Registrar, Green Hall, each year by July 1 or teachers within the College who have a for the following academic year. legitimate educational interest in seeing the In practice, College policies discourage information, officials of other institutions in the indiscriminate release of any information which the student seeks to enroll, the stu- about individual students. College directories dent's parents if the student is a dependent and lists are for use within the College com- for tax purposes, and certain other persons munity itself. and organizations. student Life 17

Career Services

The Office for Careers 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 a.m. 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 Office maintains a file of alumnae who are willing to talk to students about their graduate study and/or career experience.

Counseling as well as career counselors. The Office for Careers provides complete assistance and Individual appointments for advice and dis- materials for application to graduate school, cussion of career goals are arranged through including graduate school and professional the Office for Careers. Many students who school examinations, copies of recom- are unsure of their future plans find that the mendations solicited by the students but counselors aid them in establishing broad maintained on file at the Office, and advice goals. The first appointment is often spent in on completing graduate school applications. establishing a relationship between student and counselor so that the advice and Internships assistance may be tailored to the individual. "Drop in" hours are held four afternoons and The Office for Careers is the center for one morning a week on a first come, first information concerning all internships and served basis for students who wish to share can direct students to the appropriate faculty news or ask brief questions. members for those programs administered by Group counseling sessions are held to college academic departments. All intern- explore areas of common concern about ships require early application and consid- either broad career related topics or specific erable planning; students interested in occupations. Group workshops on such internships should consult a counselor well in topics as career goal setting, resume writing, advance. and interviewing are available, and they take a variety of forms from simple discussion to Scholarships and Fellowships role playing and group critique. A vocational The Office for Careers provides information interest inventory is available to all students. and assistance on a wide variety of scholarships and fellowships, some for very specific Recruiting institutions or fields of interest, and others The Office for Careers arranges interviews with more general application. A full listing with recruiters from over 50 companies. Stu- and description of scholarships and fellow- dents are notified of impending visits by ships is maintained in the Resource 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; all references remain available for students and alumnae and will be forwarded Job Notices to schools and employers upon request. In Job notebooks are maintained by the Office addition to recommendations from faculty, staff and are open to all students and alum- students should consider obtaining refer- nae. Notices of job openings are filed in ences from summer employers, from respon- these notebooks as they are received by the sible individuals with whom the student has Office. A job bulletin Newsletter is sent to worked on internships or special programs, alumnae upon request. and from faculty members at schools she attends on exchange programs. The Office Graduate Schools provides standard recommendation forms acceptable to graduate schools and Students seeking information on the aca- employers unless forms are provided in appli- demic programs at specific graduate and pro- cation materials. fessional schools should speak with their academic advisors and members of the faculty

19 Admission

The Board of Admission chooses students who will benefit from and contribute to the type of education offered at Wellesiey 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, Wellesiey College encourages applications from qualified students who come from a wide variety of cultural, economic, and ethnic backgrounds.

The Board of Admission at Wellesiey 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 Wellesiey would be the right place for her to continue her education.

Criteria for Admission

General Requirements for Freshman will consider an applicant whose educational Applicants background varies from this general description. Wellesiey College does not require a fixed plan of secondary school courses as prepara- The Application tion for its program of studies. However, entering students normally have completed Application forms may be obtained from the four years of strong college preparatory Board of Admission. A nonrefundable fee of studies in secondary school. Adequate $25 must accompany the formal application.

preparation includes training in clear and If the application fee imposes a burden on coherent writing and in interpreting literature, the family's finances, a letter from the appli- training in the principles of mathematics cant's guidance counselor requesting a fee (usually a minimum of three years), waiver should be sent to the Director of competence in at least one foreign language, Admission with the application for admission. ancient or modern (usually achieved through three or four years of study), and experience The Interview in at least one laboratory science and in A personal interview is required of each appli- history. cant. If it is not possible for a candidate to Students planning to concentrate in come to the College for an interview, she mathematics, in premedical studies, or in the should write to the Board of Admission for natural sciences are urged to elect additional the name of an alumna interviewer in the courses in mathematics and science in candidate's local area. A high school junior secondary school. Students planning to con- just beginning to think about colleges may ar- centrate in language or literature are urged range for an informal conversation with an to study a modern foreign language and Latin alumna or member of the Board. The Board or Greek before they enter college. of Admission is closed for interviews from There are often exceptions to the February 15 to April 1; however, tours will preparation suggested here, and the Board still be given by student guides during this time. 20 Admission

Campus Visit United States, western Canada, Australia, Mexico, or the Pacific Islands, to CEEB, Box Students who are seriously considering 1025, Berkeley, California 94701. Weilesiey will have a better understanding of It is necessary to register with CEEB ap- student life at Weilesiey if they can arrange proximately six weeks before the test dates; to spend a day on campus. Candidates are however, limited walk-in registration may be welconne to attend classes, eat in the resi- available at some test centers. dence halls, and talk informally with Weilesiey Either the SAT or three Achievement students. Prospective students who plan to Tests may be taken on any of the following spend some time exploring the College are dates, but it is not possible to take both the urged to notify the Board of Admission in SAT and the Achievement Tests on the same advance so that tours, interviews, meals, and day, so students must select and register tor attendance at classes can be arranged two different test dates. The latest test date before arrival on campus. Overnights in the from which scores can be used for admission residence halls can also be arranged for high in September 1981 is January 24, 1981. school seniors. The CEEB Code Number for Weilesiey College Entrance Examination Board Tests College is 3957,

The Scholastic Aptitude Test and three Dates of CEEB Tests Achievement Tests of the College Entrance

Examination Board (CEEB) are required of all November 1, 1980 applicants for admission. One Achievement December 6, 1980 Test must be the English Composition or January 24, 1981 English Composition with Essay Test. April 4, 1981 (SAT only) Each applicant is responsible for arrang- May 2, 1981 ing to take the tests and for requesting CEEB June 6, 1981 to send to Weilesiey College the results of all In addition, on October 11, 1980 the SAT only tests taken. CEEB sends its publications and is offered in California, Texas, Florida, and the registration forms necessary to apply for New York. The English Composition Test-with- the tests to all American secondary schools essay is offered only on the December 6, and many centers abroad. The applicant may 1980 test date. The state of New York's test obtain the registration form at school, or may dates may vary, but at the time of this print- obtain it by writing directly to CEEB, Box 592, ing are scheduled as above. Princeton, New Jersey 08540; or in western

Summary of Students, 1979-80

Non- Class Resident resident Totals Totals

Candidates for the B.A. Degree 2,147 Seniors 484

Juniors Sophomores Freshmen

Continuing Education Students

Candidates for the M.A. Degree Nondegree Candidates

Special Students Admission 21

Admission Plans

Students may apply to Wellesley under several admission plans. Most applicants use the Regular Decision or Early Evaluation plans, 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 mid-April. Applicants social maturity. These candidates are consid- for regular admission may take Scholastic ered for admission along with other appli- Aptitude Tests and Achievement Tests any cants for the Regular Decision Plan. They are

time through January of the senior year. It is requested to identify themselves as Early preferred, however, that students take these Admission applicants in their correspondence

tests before the January test date to insure with the Board of Admission. It is preferable that scores will arrive well before the Board that these candidates have their interviews at

of Admission begins to review records. the College if distance permits. Early Admis- Results of tests taken after January arrive too sion candidates are not eligible for Early

late for consideration by the Board of Decision or Early Evaluation. In all other 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 by check- Application for admission is made for a stated

ing the appropriate box of the application year; however, it is possible to change the

form, will receive an Early Evaluation of their intended date of entrance if a written request chances of admission. These evaluations will is sent before the Board of Admission takes be sent by the end of February. Candidates formal action on the application. Students will receive the final decision from the Board who complete their applications and are ad- of Admission in mid-April. mitted and who then wish to defer entrance to the freshman class for one year should Early Decision accept the offer of admission by f\/lay 1, and at the same time request a year's deferral. This plan is intended for those students with Students who attend another American col- strong high school records who have selected lege full-time during the year between high Wellesley as their first choice college by the school and their entrance to Wellesley are fall of the senior year. Candidates under this not considered deferred students, but must plan may initiate applications at other reapply for entrance as transfers. colleges, but they agree to make only one

Early Decision application, and if admitted United States Citizens Living Abroad under Early Decision, they must then

withdraw all other applications. For U.S. citizens living in other countries the Candidates who wish Early Decision entrance requirements and procedures for

must submit Part I of the application by making application are the same as for appli-

November 1 and indicate that they want to be cants within the United States. considered under the Early Decision Plan. Although CEEB tests taken through the

November 1, 1980 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 benetited 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 courses offered in the liberal arts curriculum at Wellesley. Candidates accepted for trans- The College welcomes applications from citi- fer will be notified of their credit status at the zens of other countries who have excellent time of admission. Transfer credit for studies secondary school records and are completing completed in foreign countries will be granted the university entrance requirements of their only when the Registrar has given specific own countries. It is possible to receive approval of the courses elected and the insti- advance credit toward the Wellesley degree tutions granting the credit. through successful results in national matric- To receive a Wellesley degree, a ulation examinations. Foreign students must transfer student must complete a minimum of apply by January 1 of the year in which the 16 units of work and two academic years at student plans to enter the College. Admission the College. A Wellesley unit is equivalent to is for September entrance only. There is no four semester hours and some transfer application fee for foreign students living out- students may need to carry more than the side of the United States. Specific usual four courses per semester in order to instructions for foreign students wishing to complete their degree requirements within apply to Wellesley are contained in the bro- four years. Wellesley College has no summer chure, Information for Foreign Students, school and courses done independently which may be obtained by writing to the during the summer may not be counted Board of Admission. Letters of inquiry should toward the 16 units required. Incoming include the student's age, country of citizen- juniors, in particular, should be aware that ship, present school, and academic level. Wellesley requires evidence of proficiency in Admission of Transfer Students one foreign language before the beginning of the senior year. In addition, all transfer Wellesley College accepts transfer students students should note Wellesley's course from accredited four year colleges. and two distribution requirements which must be They must offer an excellent academic fulfilled for graduation. These requirements record at the college level and strong are described on p. 33 of this catalog. recommendations from their deans and Incoming junior transfer students may instructors. Scholastic Aptitude Tests are re- not take part in the Twelve College Exchange quired of Transfer applicants. Incoming Program or Junior Year Abroad. All transfer sophomores and juniors are eligible to apply students may elect to take courses through for entrance in either the first or second the cross-registration program with MIT after semester. Transfers in the middle of the they have completed one semester of study freshman year are discouraged. Students at Wellesley. Candidates who have inter- wishing to transfer into Wellesley should rupted their education for more than five make application by February 1 for entrance years and/or who are older than 25 years of in the fall semester, and before November 15 age may wish to consult the Office of Contin- for entrance in the spring semester, on forms uing Education. which may be obtained from the Board of

Admission. Notification is in mid-April and late December, respectively. The preliminary application forms should be returned with a nonrefundable registration fee of $25, or a fee waiver request authorized by a financial aid officer or college dean; the rest of the application forms will be sent upon receipt of these items. The College will accept for credit only those courses which are comparable to Admission 23

Geographic Distribution of 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 1980-81 is

$8240. In addition, there is a student activity fee of $60. The breakdown is as follows:

Resident Nonresident

Tuition 26 Costs & Financial Aid

Payment for Students on Financial Aid Refund Policy

Except for the reservation fee, grants and Refunds of prepaid tuition, reservation, and loans are usually applied equally by semester other fees, and room and board charges will against all tuition, and room and board be allowed for withdrawal or leave of ab- payments for the year. The remaining finan- sence prior to the midpoint of the semester. cial obligation must be paid in accordance In computing refunds, such prepayment will with one of the approved plans. Students on be prorated on a weekly basis, except that financial aid who have difficulty meeting the $100 will be withheld to cover administrative scheduled payments outlined above should costs in any case. No refunds will be made consult the financial aid office. for withdrawal or leave of absence after the semester mid-point. The date of withdrawal Student Health Program shall be the date on which the student notifies the Registrar of withdrawal in writing, or Information concerning student medical insur- the date on which the College determines ance is sent to all parents by the bursar. that the student has withdrawn, whichever is Because of the high cost of medical care, earlier. Admissions candidates must notify parents are required to subscribe to the the Director of Admission of withdrawal. Wellesley College Student Health Plan or to Refunds will be made within 40 days after provide equivalent coverage, especially since withdrawal and will be prorated among the Wellesley College does not assume financial sources of original prepayment. Wellesley responsibility for injuries incurred in College grants are not subject to refund to instructional, intercollegiate, intramural, or the student. recreational programs under the auspices of the Department of Physical Education and Continuing Education Fees Athletics. Full-time Continuing Education students are also required to have coverage The basic fee for a Continuing Education stu-

if they plan to use the College Health Service. dent is $675 per semester course, payable by

Continuing Education students carrying less August 1 for the fall semester and by January than three courses per semester are not 15 for the spring semester. Continuing eligible for infirmary care or insurance. Education applicants pay the same $25 appli- The insurance is charged at $80 per cation fee as all other students. There is also semester, and provides coverage for the a registration fee of $25, payable when the period September 1 through August 31. Stu- student is accepted. dents subscribing to the Wellesley College A Continuing Education student who

Student Health Program will not be billed for finds it necessary to withdraw from a course services at Simpson Infirmary. is entitled to tuition refunds as follows: a full Students entering Wellesley College at refund of prepaid tuition charges will be the beginning of the second semester — trans- allowed for withdrawal from courses during fers. Twelve College Exchange students —and the first two weeks of classes. Thereafter, students who are ineligible for their parents' refunds will be prorated on a weekly basis insurance due to age requirements are eligi- until the midpoint of the semester. No ble for enrollment for the second half of the refunds will be made for withdrawal after the year. semester midpoint. The date of withdrawal shall be the date on which the student Parent Loan Plan notifies the Director of Continuing Education of withdrawal in writing, or the date on which Wellesley offers a Parent Plan Loan to enable the College determines that the student has parents whose combined income is between withdrawn, whichever is earlier. Refunds will $15,000 and $75,000 annually to extend the be made within 40 days after withdrawal and payment period for college education ex- will be prorated among the sources of penses beyond four years. Wellesley provides original prepayment. Wellesley College grants funds for loans at an interest rate lower than are not subject to refund to the student. is generally available commercially. Monthly payments begin at the time a student enrolls and extend over a period of six to eight years. Details can be obtained from the Office of the Vice President for Financial and Business Affairs. Costs & Financial Aid 27

Payment Plans

It is necessary that 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 minor 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 Amount Amount Due Due Due

Reservation fee

Second semester fee 28 Costs & Financial Aid

Eight-Payment Early Regular Returning Plan* (For full Resident Nonresident Decision Decision Students year only)

Eight equal payments on the first day of each month for entering students Costs & Financial Aid 29

Financial Aid

The Wellesley College program of financial aid opens educational opportunities to able students of diverse backgrounds, regardless of thieir financial resources. 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 determine the amount of aid she will require. Approximately 50%of all Wellesley students receive aid based on need from some source, 45% from the College. An additional 14% of the student body receives federal guaranteed loans.

At Wellesley College financial aid is given Loans solely because of demonstrated need. The next portion of aid, approximately $1,500, Amounts vary in size according to the re- is awarded through low-cost loans. There are sources of the individual and her family, and several kinds of loans available with different may equal or exceed the comprehensive interest rates and repayment schedules. In College fee. Although aid is generally granted most cases a student is required first to apply for one year at a time, the College expects to for a Student Guaranteed Loan from a lend- continue aid as needed throughout the stu- ing institution in her local area; the federal dent's four years provided funds are government allows colleges to be only the available. lender of last resort. Determination of the amount of aid begins with examination of family financial Grants resources. Using a nationally standardized system, the Financial Aid staff establishes the Whatever portion of the student budget the amount the parents can reasonably be ex- remains is awarded in grants, either by or from the pected to contribute. The staff next looks at College from its own resources the amount the student herself — with sum- federal government through the Federal Opportunity mer earnings and a portion of accumulated Supplementary Educational savings and benefits— can contribute. The Grants program. eligible for other total of the parents' and the student's con- Students who are are required to apply; tributions is then subtracted from the federal or state grants not apply, the College student's budget which is comprised of the if the student does would College fees, a $700 book and personal reduces her grant by the amount she pos- allowance, and two low-cost round trips from have received. In addition, whenever grants from local her home state to Massachusetts. The re- sible, students should seek mainder, which equals the "financial need" programs, from educational foundations, and sources. of the student, is awarded as aid. from other private fyiost financial aid packages are a combination of three types of aid: work, Town Scholarships loans, and grants. Wellesley College offers ten Town Scholar- ships to residents of the Town of Wellesley Work who qualify for admission and whose parents

If students The first portion of a student's financial need or guardian live in the town. these is in the form of is met through jobs on and off campus, gen- live at home the scholarship erally as part of federal Work-Study pro- a full tuition grant. If these students choose grams. Students are expected to devote no to live on campus, the amount of financial aid more than six hours a week to their jobs, is based on financial need and is determined earning approximately $600 a year. by the same criteria that apply to all other Over 70% of Wellesley College students financial aid applicants. work on or off campus. The Office of Finan- cial Aid is the clearinghouse for student Financial Aid for Transfers open to all students, employment, a service Financial aid funds are available to assist a whether they are receiving aid or not. Finan- limited number of transfer students. A trans- cial aid students receive priority for on- fer student with demonstrated need will be jobs such as office work in academic campus eligible to receive aid for the number of and administrative departments. Off campus, semesters determined by the Registrar as students have worked in offices, stores, and necessary for degree completion. restaurants. 30 Costs & Financial Aid

Assistance for Families Financial Aid, Wellesley College, by

Not Eligible for Aid November 1 from Early Decision applicants,

February 1 from Regular Decision applicants Wellesley has special concern for the grow- and fall semester transfer applicants, and ing number of middle and upper income fami- November 15 from spring semester transfer lies who find it difficult to finance their applicants. daughters' education through current income. The services of the Office of Financial Aid Financial Aid Form and Planning are designed to assist all families, regardless of the need for aid. This form is available in the secondary For those families not eligible for aid, the schools, or may be obtained by writing to the College will assist in several ways. First, College Scholarship Service, Box 176, Prince- Wellesley will help any student find a job, on ton, New Jersey 08540; or Box 1025, or off campus. Second, the College will fur- Berkeley, California 94701. A copy can also nish information and advice on obtaining a be provided by the Director of Financial Aid if state guaranteed loan: every state in the specifically requested by an applicant. The country has such a program. Third, two new Financial Aid Form and its Supplement should payment programs, the Insured Tuition Pay- be filed with the College Scholarship Service ment Plan, a monthly prepayment plan, and which will then forward a copy for confiden- the Parent Loan Plan, in which the parents, tial use to the college or colleges indicated not the students, obtain loans, are being of- on the form. fered by the College. The Financial Aid Form and its Supple-

ment must be filed by February 1 from

For Further Information Regular Decision applicants; February 1 from

fall semester transfer applicants; and Novem- Detailed information on all the material sum- ber 15 from spring semester transfer appli- marized here is available in a booklet entitled cants. From Early Decision applicants, a Financing a College Education: Financial Aid special financial aid form, the Family Confi- at Wellesley. This booklet is sent to every stu- dential Statement, available from the Finan- dent who requests information about the Col- cial Aid Office must be filed by November 15; lege. Early Decision applicants should also file the 1981-82 Financial Aid Form and Supplement Applying for Financial Aid of the College Scholarship Service by Each registered applicant for admission who February 1. is applying for financial aid must file three forms: the Wellesley College Application for Federal Income Tax Return Financial Aid, the Financial Aid Form and its If a student is admitted and enrolls at Supplement of the College Scholarship Wellesley College, parents are required to Service, and a certified copy of the latest submit a certified copy of their latest federal federal income tax return. income tax return. The certified copy is forwarded directly to the College by the District Application Form IRS Office at the request of the parent on a The Wellesley College Application for Finan- form provided by the Financial Aid Office. cial Aid should be returned to the Director of Financial aid awards are not final until the

IRS form is submitted.

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, except for the Peggy Howard Fellowship, will be given to applicants who have not held one of these awards previously.

Anne Louise Barrett Fellowship, preferably in For Graduates and Undergraduates of music and primarily for study or research in Wellesley College musical theory, composition, or in the history Fellowships open to Wellesley College alum- of music; abroad or in the United States. nae and graduating seniors are listed below. Stipend: $3000 Costs & Financial Aid 31

Professor Elizabeth F. Fisher Fellowship for For Graduates of Other Institutions and research or further study iri geology or geog- Wellesley College raphy, including urban, environmental or eco- Some graduate fellowships for study at the logical studies. Preference given to geology institution of the candidate's choice are and geography. administered by Wellesley College and are Stipend: $500-$1000 open to alumnae of any American institution, Horton-Hailowell Fellowship for graduate including Wellesley. study in any field, preferably in the last two Alice Freeman Palmer Fellowship for study or years of candidacy for the Ph.D. degree, or research abroad or in the United States. The its equivalent, or for private research of holder must be no more than 26 years of age equivalent standard. at the time of her appointment, and unmarried Stipend: $4000 throughout the whole of her tenure. Non- Peggy Howard Fellowship in Economics, to Wellesley candidates should file through their provide financial aid for Wellesley students or institutions. Wellesley will accept no more alumnae continuing their study of economics. than four applications from another institu- Administered by the Economics faculty who tion. may name one or two recipients depending Stipend: $4000 on the income available. Mary McEwen Schimke Scholarship, a

Edna V. Moffett Fellowship for a young alum- supplemental award for the purpose of afford- na, preferably for a first year of graduate ing relief from household and child care while study in history. pursuing graduate study. The award is made Stipend: $1500-$2500 on the basis of scholarly expectation and identified need. The candidate must be over Vida Button Scudder Fellowship for graduate 30 years of age, currently engaged in gradu- study in the field of social science, political ate study in literature and/or history. Prefer- science, or literature. ence given to American Studies. Stipend: $2000 Stipend: $500-$1000 Sarah Perry Wood Medical Fellowship for the M. A. Cartland Shackford Medical Fellowship study of medicine. Nonrenewable. for the study of medicine with a view to gen- Stipend: $6000 eral practice, not psychiatry. Trustee Scholarships are awarded on a com- Stipend: $3500 petitive basis to seniors who intend to pursue Harriet A. Shaw Fellowship for study or re- graduate studies. These scholarships are search in music and allied arts, abroad or in unrestricted as to field of study. The title the United States. The candidate must be no Trustee Scholar is honorary and in cases of more than 26 years of age at the time of her financial need stipends may be awarded to appointment. Preference given to music the scholars or, if not needed by them, to candidates; undergraduate work in history of alternates who need financial assistance. All art required of other candidates. applications and credentials are due by Stipend: $2000-$3000 December 1. Recipients share the total annual stipend. Information and application forms may be Stipend: $6000 obtained from the Secretary to the Committee on Graduate Fellowships, Office Fanny Bullock Workman Fellowship for of Financial Aid, Wellesley College, Wellesley, graduate study in any field. Massachusetts 02181. Application forms for Stipend: $3000 the Peggy Howard Fellowship may be Mary Elvira Stevens Traveling Fellowship for obtained from the Economics Department, travel or study outside the United States. Any Wellesley College, Wellesley, Massachusetts scholarly, artistic, or cultural purpose may be 02181. The applications and supporting considered. Candidates must be at least 25 materials should be returned to the same of on 1 of the year in years age September address by April 1. which the fellowship is first held. Applications Applications and supporting materials for all must be filed with the Secretary to the other fellowships are 1. Stevens Fellowship Committee, Office of due December Financial Aid, before December 1. Stipend: $10,000

33 The Academic Program

The process of learning begins with the mind and nnotivation of the student herself. The most 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 expected to demonstrate maturity of thought, acquaintance with recognized authorities in the field, and general competence in dealing with sources of research or analysis.

Academic Advising program in the senior year may not include

more units of Grade I than of Grade III work, At Wellesley academic advising for the fresh- and at least two must be Grade III. man and sophomore classes is the responsibility of the Class Dean. The advising of Distribution Requirements juniors and seniors is shared by faculty and class deans. This arrangement provides for In order to provide students with as much systematic and equitable supervision of each flexibility as possible, Wellesley requires no student's progress toward the B.A. degree. In specific courses. To ensure, however, that addition, it has the double benefit of special- students gain insight and awareness in areas ized advice from faculty in the major field, outside their own major fields, the College and objective and detailed examination of the does require that they elect three semester student's overall program. courses in each of three academic areas as part of the 32 units required for graduation. Requirements for Degree of (Courses numbered 350— Research or Indi- Bachelor of Arts vidual Study—do not satisfy this requirement.) The three groups of academic disciplines are: Each candidate for the degree of Bachelor of

is required to complete 32 units of aca- Arts GROUP A demic work at a C average or better. Each semester course is assigned one unit of Literature, Foreign Languages, Art, and credit. The normal period of time in which to IVIusic earn the degree is four years and a normal Three units chosen from courses in the De- program of study includes from three to five partments of Art, Chinese, English, French, courses a semester. Freshmen are encour- German, Greek and Latin, Italian, Music, Reli- aged to carry a maximum of four courses gion, (Greek and Hebrew), Russian, Spanish; or each semester, but upperclass students may from those courses offered by the Department take five. of Black Studies and from those extradepart- Courses are classified in Grades I, II, mental literature courses which are designated and III. Introductory courses are numbered as fulfilling the requirement in Group A. 100-199 (Grade I); intermediate courses,

200-299 (Grade II); advanced courses,

300-399 (Grade III). Each student must include at least four units of Grade III work, at least two of which shall be in the major. The C

34 The Academic Program

GROUP B Students may take introductory courses in only two modern foreign languages. Social Science, Religion, Philosophy, Fulfillment of the foreign language and Education requirement through work done at another in- Group b1 stitution must be approved by the appropriate One or two units chosen from courses in the department. A student whose native language Departments of History, Philosophy, Religion, is not English will be exempted from this and courses offered by the Department of requirement, subject to approval of the Class Black Studies in these fields; and Education Dean and the Academic Review Board. 102, 200, 212, 312 and Other Requirements

Group b2 Students are expected to use acceptable One or two units chosen from courses in the standards of spoken and written English in of Departments Anthropology, Economics, their college work. Special assistance in Eng- Political Science, Psychology, Sociology, and lish, mathematics, and other basic and offered the of courses by Department Black special skills is offered at the College. Studies in these fields. in addition, all students must complete the physical education requirement described

GROUP on p. 132 for which no academic credit is Science and Mathematics given.

Three units, at least one of which shall be a Preparation for Medical School course with laboratory, chosen from courses Medical and dental schools require special offered in the Departments of Astronomy, undergraduate preparation. Students should Biological Sciences, Chemistry, Geology, consult as early as possible with the premed- Mathematics, and Physics. ical advisory committee to plan their sequence

of their courses. Trends in medicine indicate Foreign Language Requirement that public health, health policy planning and Before the beginning of the senior year, stu- administration, and other new professional dents must exhibit a degree of proficiency in categories are among the many alternatives the use of one foreign language, either an- available to women in the health professions.

cient or modern. Many students fulfill this re- Students interested in these new careers in quirement by passing one of the language the health professions should also consult with tests offered by the College Entrance Exami- the premedical advisory committee. nation Board (CEEB). Wellesley requires a score of 610 or better on the CEEB Achieve- The Major ment Test, or a score of at least 3 on the Ad- Students may choose from among 26 depart- vanced Placement Examination (AP). This re- mental majors, six interdepartmental majors quirement can also be met by the completion —Chinese studies, classical civilization, of 2 units of language study at the second classical and Near Eastern archaeology, year college level or 1 unit of language study medieval/renaissance studies, molecular above the second year college level. biology, and psychobiology— or they may design an individual major. Of the 32 units re- Second Year College Level Courses quired for graduation, at least 8 are to be Chinese: 201(1-2), 202(1-2) elected in the major, and at least 18 must be French: 111-122(1-2), or 121-122 (1-2) or elected outside of any one department. 141-142(1-2) Students who are interested in an in- German: 101-103(1-2), or 102-103(1-2) or dividual major submit a plan of study to two 104-105(1-2) faculty members from different departments. Greek: to be chosen in consultation with The plan should include 4 units in one depart- the department chairman ment above the introductory level. The pro- Hebrew: (see Religion Department): gram for the individual major is subject to the 209(1-2) approval of the Committee on Curriculum and Italian: 202(1 )-203(2) Instruction. Some students wish to center Latin: to be chosen in consultation with their studies upon an area, a period, or a sub- the department chairman Russian: 200(1-2) Spanish: 102(1-2) The Academic Program 35

ject which crosses conventional departmental year each student elects a major field and lines. Examples of possible area studies in- prepares for the Registrar a statement of the clude American studies, East Asian studies, courses to be included in the major. Later Italian culture, Latin American studies, Rus- revisions may be made with the approval of sian studies; of periods, the Middle Ages, the the chairman of the major department, or in Renaissance; of subjects, comparative litera- the case of the individual major, with the stu- ture, international relations, theatre studies, dent's advisors, and be presented to the urban studies. Registrar not later than the second semester In the second semester of the sophomore of the junior year.

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 Credit for Advanced Placement Examinations Academic standards at Wellesley are high, and students take full responsibility for at- Students entering under the Advanced Place- tending classes, submitting required work on ment Program of the College Entrance Exami-

time, and appearing for examinations. If stu- nation Board, and who make the scores dents have difficulties with course work, specified by Wellesley College, will receive

become ill, or have other problems which in- credit toward the B.A. degree, provided they terfere with their academic work, they should do not register in college for courses which consult with their class deans for assistance cover substantially the same material as those

in making special arrangements for their for which they have received Advanced Place- studies. Tutoring and programs in study skills ment credit. Two units of credit will be given are offered through the Academic Assistance for each AP examination in which a student Program. received a grade of 4 or 5 with the following

Students are expected to maintain at exceptions: 1 unit of credit will be given for the least a C average throughout their college Latin 4 examination; 1 unit of credit will be career. At the end of each semester each given in the Mathematics AB examination; 1

student's record is reviewed, and appoint- unit of credit for a score of 3 in the

ments with the Class Dean are arranged if Mathematics BC examination. Not more than 2 needed. The College tries to provide the ap- units may be offered for credit in any one propriate support services to students in dif- department. ficulty. Students who show consistent effort are rarely excluded from the College. Credit for Other Academic Worl<

Of the 32 units required for the degree of Academic Review Board Bachelor of Arts, a student may earn a maxi-

The Academic Review Board is the principal mum of 16 units through a combination of the body for review of academic legislation and following: AP examinations (no more than 8); for overseeing each student's academic prog- courses taken at another institution during the ress. Chaired by the Dean of Students, the summer or the academic year; or study inde-

Board is composed of the class deans, the pendent of Wellesley courses which is then Director of Continuing Education, and seven evaluated by examination by a Wellesley elected faculty and student representatives. department. (See Examinations.) Four units The student members of the Academic Review may be earned in summer school, or by a Board do not participate in discussions of in- combination of summer school and summer dividual student's standing, but they do con- independent study. No more than 2 units may tribute to discussions of academic policy and be earned for summer independent study. of student requests for exceptions to regula- Eight units, in addition to summer school, may tions. The Board researches and recommends be earned through courses taken at another changes in academic policy and is also institution. Students, including transfer responsible for proposing an annual academic students, must complete 16 units at Wellesley. calendar. Candidates for the B.A. degree in the program for Continuing Education must complete a minimum of 8 units of work at the College. 36 The Academic Program

Exemption from Required Studies Credit is given to students who have attained a satisfactory familiarity with the content of a Students may be exempted from any of the course and have demonstrated ability to use studies required for the degree, provided they this knowledge in a competent manner. If can demonstrate to the department concerned credit is not earned, the course does not a reasonable competence in the elements of appear on the student's permanent record. the course. Exemption from any of the studies required does not affect the general require- Examinations ment for completion of 32 units of credit. It does, however, make it possible for some stu- An examination period occurs at the end of dents to select more advanced courses earlier each semester. Within this period, students in their college careers. may devise their own examination schedules Such exemption may be achieved in one for the majority of courses. Examinations are of two ways: a score of 4 (Honors) or 5 (High scheduled for some art, music, and foreign Honors) on the CEEB AP tests, or passing a language courses which require audiovisual special exemption examination. Permission for equipment. Special examinations are offered the exemption examination must be obtained in September to qualified students to earn from the chairman of the department con- credit for work done independently, for cerned. In addition to the evidence offered by admission to advanced courses without the the examination, some departments may restated prerequisites, and for exemption from quire the student to present a paper or an ac- required studies. ceptable laboratory notebook. Students who wish credit for work done independently in the summer should consult Research or Individual Study the appropriate department and the Class Each academic department provides the op- Dean, and should apply to the Registrar at least in for a special portunity for qualified students to undertake a a month advance examination to given at the beginning of program of individual study directed by a be the college year. member of the faculty. Under this program, Examinations taken for credit, an eligible student may undertake a research may be for admission to a more advanced course, or project or a program of reading in a particu- for exemption from the required studies in lar field. The results of this work normally are Groups A, B, and C. Examinations for credit presented in a final report or in a series of satisfactory level also count for short essays. The conditions for such work passed at a are described under the course numbered advanced placement and/or exemption; examinations for advanced placement also 350 in each department. Wellesley offers fur- for exemption. Examinations at ther opportunities for research and individual count passed a satisfactory level for exemption do not study. (See Honors in the Major Field.) count for credit. Credit for Summer School and Summer Registration for Courses Independent Study All returning students must register in the Some students undertake planned programs spring for the courses they select for the next of summer independent study which they academic year. Upon returning to college in have designed with members of the faculty the fall, the student will be issued a schedule and their Class Dean, Two units of credit may card of her classes. All changes to this be earned in this way. Four units may be schedule must be recorded in the Registrar's earned by a combination of summer school Office by the end of the second week of and independent study. Other students attend classes. A student will not receive credit for a summer school. The amount of summer course unless she has registered for it, and a school credit allowed toward the degree is student who has registered for a course will limited to 4 units, and is not automatic. Stu- remain registered unless she takes formal dents should consult their Class Deans and action to drop it. appropriate departments before enrolling in Any conflicts in scheduling must be re- summer school courses for which they ex- ported to the Registrar's Office immediately. pect credit toward the Wellesley degree. A student is not permitted to take a course if Grading System it conflicts with any other course on her schedule. Students have the option of electing courses on a letter or nonletter grading system. At the Adding or Dropping Courses beginning of the eighth week of a semester, Add/Drop cards are available from the students notify the Registrar and their instruc- Registrar's Office after the first week of tor whether they plan to take the course for a classes. A student may submit only one letter grade or on the credit/noncredit basis. The Academic Program 37

for period one semester Add/Drop card, and It must include all taken as short a as of changes In the schedule for that semester. or as long as two years, and for a variety

Permission is required from the department reasons which may include study at another activities chairman or the major advisor if the student institution, work, travel, or other wishes to drop a course which affects the which meet personal needs. Application for to Class major. If a course is dropped, with the leave of absence may be made the permission of the Class Dean, before the Dean at any time after a student has com- Wellesley. beginning of the eighth week, it will not pleted at least one year at appear on her record. Freshmen who have completed only one semester may remain on leave for a maxi- Auditing Courses mum of three semesters. A student who goes on leave of absence cannot remain in A student who wishes to attend a class as a residence on campus more than 48 hours regular visitor must have the permission of after the effective date of leave. the instructor. Auditors may not submit work To obtain permission to spend the year to the instructor for criticism, and audited at another institution as nonmatriculated stu- courses will not be considered for credit. dents or guests, students submit a detailed

plan to the Class Dean or advisor and, if a Acceleration 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 consult their deans and then write a letter to the Withdrawal Academic Review Board, petitioning to fulfill Voluntary Withdrawal the requirements in less than the normal Students who plan to withdraw must inform period of time. the Class Dean. A withdrawal form will then The petition should include the month be sent to the parents or guardian for their and year in which the degree requirements signature. The official date of the withdrawal will be fulfilled, and all units which will be is the date agreed upon by the student and counted toward the degree. the Class Dean and written on the withdrawal Normally, a plan to accelerate must card which is signed by the Class Dean. The include 8 units at Wellesley in two consecutive withdrawal date is important in order to com- semesters during the junior and senior years. pute costs and refunds. (See Refund Policy In accumulating units in addition to courses p. 26.) Students who have officially withdrawn taken at Wellesley, an accelerating student from the College cannot remain in residence may count: on campus more than 48 hours after the 1 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 3 herself. In addition, the College may require a maximum of 2 units of college or university the withdrawal of any student who fails to credit earned prior to graduation from secon- meet financial obligations to the College. 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- Recognizing that many students benefit edu- drawal and reapplication, and in the case of res-

cationally if they interrupt the normal se- ident students, available residence hall space. quence of four continuous years at Wellesley, A nonrefundable fee of $15 must accompany the College has established a policy for tem- the application form for readmission. porary leaves of absence. Leaves may be 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 exploring the possibilities of electing a The Cambridge Humanities Seminar is a col- specific course at MIT should consult the laborative effort by universities in the Boston- Exchange Coordinator, the department Cambridge area to enrich and diversify their advisor, or the appropriate exchange program interdisciplinary offerings in the humanities at faculty advisor. Registration in MIT courses an advanced level. The program is centered takes place each semester, and application at the Massachusetts Institute of Technology must be made in the Exchange Office during and offers subjects to students in the the preceding semester. Since the number of humanities at participating institutions during participants in the exchange is limited, the last two years of undergraduate and the upperclass students 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 1980-81 con- engineering school. Students interested in tact Mr. Goodheart, Chairman of the English math, physics, chemistry, or biology can Department at Boston University. Subjects to apply these interests in a very practical way be offered in 1980-81 are described on through engineering, an expanding field for p. 168. 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 and sophomores to undertake concentrated advantage of MIT courses to prepare for study of a significant, well-defined topic. They graduate 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 Wellesley and the Massachusetts Institute of includes 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 ex- Two one-semester programs associated with tends the diversity of educational experiences the Twelve College Exchange are the available in the curricula and in the environ- National Theater Institute in Waterford, ments of both. The two schools combine their Connecticut, and the Williams Mystic Seaport academic, extracurricular, and operational Program in American Maritime Studies. resources while maintaining the separate Students in good standing may apply through strengths, independence, and integrity. The Academic Program 39

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

junior year in Africa or the Caribbean is of contemporary urban life. Students partici- provided by the Waddell Fund. The selection pating in this program spend ten weeks work- of recipients for awards from the three funds ing for government agencies or private is made early in the second semester of the organizations in Boston or Los Angeles. In- sophomore year on the basis of academic terns attend seminars and other meetings qualifications and faculty recommendations. designed to stimulate analytical thinking

The amount of each individual award is deter- about politics, government institutions, and mined according to need. Information about public policy-making. Interns receive a sti- these awards may be obtained from the pend from the College. Office of Foreign Study. The Office of Foreign Study helps students with individual plans for study abroad, for example, applications for direct enrollment as visiting students in British universities. Students who are interested in spending the junior year abroad should consult their Class Dean and the Study Abroad Office during the freshman year to ensure completion of Wellesley eligibility requirements. 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 tor 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 Stecher Summer matriculated students currently affiliated with Scholarships for study of art to students who another accredited college or university and need to have access to materials available requesting course work for degree credit at only in foreign countries. First consideration the affiliate, or students who have formerly is given to applicants whose summer studies been affiliated with a college or university. are related to honors projects approved for Special students are limited to two consecu- the senior year. Waddell Summer Scholar- tive years of study and a maximum of 8 units ships provide opportunities for students of course work. wishing to study in Africa or the Caribbean. For further information about the pro- An application for a Stecher or a Waddell gram, write to the Office of Continuing Educa- Scholarship requires the support of the stu- tion, Wellesley College, Wellesley, Massachu- dent's major department and a statement setts 02181. from the 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 worl<, eitlner upon graduation or during tiie student's career, the College confers a number of academic distinctions.

Honors in the Major Field Other Academic Distinctions

Students who have shown marked excellence The College names to Freshman Distinction and an unusual degree of independence in those students who maintain high academic their work may be invited to participate in the standing during the freshman year. Weliesley Honors Program, based on their record in the College Scholars and Durant Scholars are major field. Under this program, an eligible named at Commencement, based on aca- student may be invited to undertake indepen- demic records after the freshman year. dent research or special study which will be Weliesley College Scholars have achieved supervised by a member of the faculty. In high academic standing and Durant Scholars several departments, options for general ex- highest academic standing. aminations, special honors seminars, and op- Juniors and seniors are elected to portunities to assist faculty in teaching in- membership in the Eta of Massachusetts troductory and intermediate level courses are chapter of Phi Beta Kappa on the basis of available to honors candidates. The suc- their total academic achievement in college. cessful completion of the work and of an oral Seniors who are majoring in the sciences honors examination leads to the award of may be elected to associate membership in Honors in the Major Field. the Weliesley chapter of Sigma Xi. On recommendation of the faculty, the trustees award the title of Trustee Scholar to four seniors who intend to pursue graduate studies. The awards are made on a competi-

tive basis; the title is honorary. In cases of financial need, stipends are awarded to the

Scholars or, if not required by them, to alternates who need financial assistance. Applica- tions and supporting credentials should be sent to the Secretary to the Committee on Graduate Fellowships by January 2. Certain prizes have been established at the College for the recognition of excellence in a particular field. The selection of the recipient is made by the appropriate academic department; each award carries a small stipend or gift and usually bears the name of the donor or the person honored.

Courses of Instruction

A semester course which carries one unit of credit requires approxinnately 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 Monday 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 (150 more than one of these courses. They may, 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 elected to satisfy in part one of the distribu- In 1980-81 colloquia are offered by the tion requirements. Since class sizes are Departments of Black Studies, English, limited, students ordinarily may not enroll in History and Mathematics.

Legend (1-2) Continued throughout Not offered every Absent on leave the academic year. year. Note: Unless Courses numbered: Unless specifically specifically stated • 1 stated, no credit is such courses will be Absent on leave 100-199 awarded unless both offered in 1980-81. during the first semester Grade I courses semesters are completed satisfactorily. 200-299 Course may be elected • 2 Absent on leave Grade II courses 1 or 2 to fulfill in part the Units of credit distribution requirement during the second 300-399 in Group A semester

Grade III courses Numbers in brackets Part-time instructor (1) designate courses Course may be elected Offered in first listed only in earlier to fulfill in part the semester catalog. distribution requirement in Group B' or Group

(2) B^ as designated Offered in second semester Course may be elected

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

204 (1) Physical Anthropology Anthropology 1 The origin of man is studied as a sequence of events in the evolution of the Primates. This theme is approached broadly from the per- Professor: spectives of anatomy, paleontology, genetics, Shimony (Chairman) primatology, and ecology. Emphasis is on changing interpretations of the human fossil Associate Professor: record. Bamberger^ Prerequisite: 1 04 or permission of the instructor. Ms. Lipschutz Assistant Professor: Kohl»2, Merry*, Marglin 205 (1)* Social Anthropology 1 Instructor: A comparative approach to the study of Lipschutz3 social organization. Emphasis is placed on the influence of ecology and economy, and on the roles of kinship, marriage, politics, and religion in the organization of tribal societies. Prerequisite: 104 or Sociology 102.

Not offered in 1980-81. 104 (1) (2) Introduction to Anthropology 1 Ms. Bamberger Consideration of man's place in nature. Brief survey of physical anthropology, archaeology 206 (2) Heredity, Evolution, and Society and linguistics. Ethnological study of social 1 and political systems, religion, and art. Exami- A study of the causes of human diversity — nation of the nature of culture with examples genetic, environmental, and social — and of primarily from non-Western societies. the role of natural selection in the evolution Open to all students. of modern human populations. The concept of adaptation will the unifying theme of the Mrs. Shimony, Mrs. Marglin be course. Topics for discussion will include the biological role of sex and aging, nature vs. 106 (1) Introduction to Archaeology nurture, the biological concept of race, and 1 the political implications of genetics. A survey of the development of archaeology Prerequisite: 104 or Sociology 102, or and a presentation of methods and tech- Biological Sciences 110 or by permission of niques. Introduction to prehistoric cultural the instructor. evolution from hominid sites in Africa to the rise of civilizations in the Old and Nevj World. Ms. Lipschutz Students will have the opportunity to participate in field excavations. 210 (2) Racial and Ethnic Minorities

Open to all students. 1 analysis of the problems of racial Mr. Kohl An and ethnic groups in American and other societies. Systematic study of adjustment mechan- 114 (1) Introduction to Linguistics isms of selected racial, religious, and im- 1 migrant minorities. For description and prerequisite see Extra- Prerequisite: 104 or Sociology 102 or one unit departmental 114. in Black studies, political science, or economics. 200 (1)* Current Issues in Anthropology 1 Mrs. Marglin An examination of current controversial issues in anthropology such as Race and Intelligence, Sociobiology, The Culture of Poverty, Neo-Colonialism. Open to sophomores, juniors, and seniors without prerequisite, and to freshmen with previous anthropological experience, and by permission of the instructor.

Mrs. Shimony Anthropology 45

217(2)* Economic Anthropology 242 (1)* The Rise of Civilization

1 1 Analysis of economic structures of non- A comparative survey of the emergence of Western societies in relation to our industrial the Early Bronze Age civilizations in Meso- capitalistic system. Concentration on substan- potamia, Egypt, the Indus valley, and Shang tive issues in economic antfiropology, such as China, as well as pre-Columbian develop- the debate on the applicability of formal ments in Mesoamerica and Peru. The course economic theory to simpler societies, the will examine ecological settings, technolo- nature and importance of the economic gies, and social structures of the earliest surplus, and problems of scarcity and complex urban societies. Offered in alterna- development. tion with 243. Prerequisite: 104 or Sociology 102 or one unit Prerequisite: 106 or by permission of the in- of economics. structor.

Not offered in 1980-81. Mr. Kohl

Mr. Kohl 243 (1)* Food Production: Its Origins and Offered in 1981-82. Development 1 234 (2)* Urban Poverty An examination of the beginnings of agri- 1 culture and domestication of animals in the An anthropological analysis of urban poverty Old and New World and a discussion of the in the U.S. and the Third World. Cultural and causes and effects of the "neolithic revolu- structural interpretations of poverty. The tion." A survey of traditional subsistence strategies of the poor for coping with poverty. systems throughout the world, such as swid- Ameliorating poverty as a problem in applied den agriculture, pastoral nomadism, and anthropology. Asian wet-rice cultivation, and an examination Prerequisite: 104 or Sociology 102, or one of their effect on social development and unit in political science, economics, or Euro- structure. Offered in alternation with 242. pean history; open to juniors and seniors Prerequisite: 106 or by permission of the in- without prerequisite. structor.

Mrs. Shimony Not offered in 1980-81.

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, Middle East and symbol in non-Western societies. Evalua- 1 tion of various conceptions of ritual and sym- Comparative study of political, economic, and bolic systems among nonliterate peoples. other social institutions of several major Readings assigned will include works from cultures of the Middle East. Traditionalism vs. Frazer, Malinowski, Leach, Levi-Strauss, modernization. International conflict in anthro- Turner, and Geertz. pological perspective. Prerequisite: 104. Prerequisite: 104 or Sociology 102, or one Not offered in 1980-81. unit in political science, economics, or Ms. Bamberger history. Mr. Kohl 241 (2)* Development of Archaeological Method and Theory 245 (2)* Societies and Cultures of Native 1 South America

An evaluation of current trends in archaeo- 1 logical method and theory. The concept of A survey of the tribal, rural, and urban prehistory from the 19th century to the pre- peoples of South America, with attention to sent, and the origins of modern theories of their histories and current social conditions. cultural evolution. Research on the analysis Topics include ecology and village of archaeological materials through modern economies, male/female roles, race and data-processing techniques. social class, religious groups and mass Prerequisite: 104 and 106 or by permission of movements. the instructor. Prerequisite: 104 or Sociology 102.

Not offered in 1980-81. Not offered in 1980-81.

Mr. Kohl Ms. Bamberger 46 Anthropology

269 (1)* Sex Roles in Cross-Cultural 308 (1-2) Seminar for Materials Research Perspective in Archaeology and Ethnology

1 2 Comparison of female and male roles in Each year the Boston area interinstitutional tribal, peasant, and urban societies. Evalua- Center for Materials Research in Archaeology tion of variations in pov^er and dominance and Ethnology sponsors a graduate seminar within the family and other social institutions. on the analysis of materials frequently en- Study of the changes in women's status with countered in field work: metals, floral and special emphasis on Latin America, China, faunal remains, lithics, and ceramics. This and the Mediterranean world. year the seminar will concentrate on Prerequisite: 104 or Sociology 102, or by per- biological materials in prehistory. Students mission of the instructor. are introduced to such techniques as dry screening, water sieving, flotation, thin sec- Ms. Bamberger tioning, photomacrography, photomicrog- raphy, and the use of polarizing filters. The 270 (2)* Political and Legal Anthropology major structural and taxonomic groupings of 1 plant and animal remains known to occur in comparative anthropological analysis of A archaeological contexts are surveyed. political and legal systems in selected non- Emphasis will be placed on identifying and Western societies, using anthropological interpreting these remains in their cultural studies of faction-forming, political manipula- context and in using them to understand cul- tion, and conflict resolution in small scale tures of the past. societies. Comparison of political roles of Open only to juniors and seniors with permis- men and women. sion of the instructor. Prerequisite: 104 or Sociology 102, or one unit of political science. Ms. Wetterstrom (MIT), Mr. Kohl

Not offered in 1980-81. 342 (1)* Seminar on Native American Ethnology 301 (2) Anthropological Theory 1 1 Selected topics on North American Indian History of ethnological theory. Examination of culture, society, and issues in government current evolutionary and functional theories policy. of culture. Discussion of the relationship be- Prerequisite: same as for 301. tween personality and culture. Problems of method in anthropology. Not offered in 1980-81. Prerequisite: 104 or Sociology 102, and two Mrs. Shimony Grade II units, or permission of the instructor.

Mrs. Shimony 344 (1) Seminar. Archaeology of Southwest Asia

1 A rotating seminar on the cultural history of four selected areas in Southwest Asia from the beginnings of food production through the appearance of written records. Reliance on primary archaeological site reports. Area concentration for 1980-81: Soviet Central Asia and Afghanistan from the beginnings of the Holocene to the Persian conquest.

Prerequisite: 106 and two Grade II units or permission of the instructor; 242 or 243 are suggested but not required.

Not offered in 1980-81.

Mr. Kohl Anthropology 47

345 (2) Seminar in Urban Anthropology Directions for Election 1 Comparative analysis of the nature of urban- ism in the United States and non-Western so- Majors in anthropology must take eight cieties. Examination of issues such as migra- courses (which may include courses from tion, kinship, ethnicity, social disorder and MIT's anthropology offerings), of which 104 crime, housing and urban renewal. and 301 are obligatory. In addition, at least

Prerequisite: same as for 301, or one Grade I one "methods" course is strongly suggested. and two Grade II units in political science, or Preferably this should be calculus or economics. statistics in the mathematics department, or

Not offered in 1980-81. a computer science course, but it may also be the methods course offered by econom- Mrs. Merry ics, psychology, or sociology (depending on the particular need and interest of the 346 (2) Seminar on Social Anthropology student). 1

Caste, Ritual, and Myth in India. This course Students may take Grade II and Grade III will examine the caste system in India as well courses upon the presentation of either as some of India's major symbolic systems. Sociology 102 or Anthropology 104, but An attempt will be made to reach a cultural anthropology majors may not substitute understanding of the meanings of the social Sociology 102 for Anthropology 104. institutions and the symbolic systems. Other topics covered will be the place and meaning of religion; the place of the individual in hier- archical society; the indigenous categori- zation of male and female as seen in the kinship realm and in the sphere of gods and goddesses. Prerequisite: same as for 301.

Mrs. Marglin

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. 48 Art Art History of Art

100 (1-2) Introductory Course 1 or 2 Professor: A foundation for further study in the history of O'Gorman, Armstrong, Rayen, Wallace, art. The major styles in Western architecture, Fergusson, Janis* sculpture, and painting from ancient Egypt to the present are presented in lectures and in Visiting Professor: conference sections. Simple laboratory work Bowlt3 requiring no previous training or artistic skill The Kathryn W. Davis Professor in Slavic planned to give the student a greater under- Studies standing of artistic problems. One unit of credit may be given for 100 (1), but 100 (2) Associate Professor: cannot be taken without 100 (1). Clapp (Chairman), Marvin, Adams^ Open only to freshmen and sophomores. The Staff Assistant Professor: MacNei|3, Harvey, Carroll, Siebel, Travis, 120 (1) Themes and Meaning in Asian Art Freeman, Muhly3, Drew, Friedman 1 Topic for 1980-81: The arts of Buddhism. An Instructor: introduction to the Pan-Asian arts of the Bud- Grossman^, Scharlack^ dhist church in India, China, and Japan. The course will follow the historical development Lecturer: of Buddhist iconography and style from their GabharfS Indian origins to the maturity of the

Mahayana, Esoteric, and Zen schools in the Far East. The purpose of the course is to examine as a continuous tradition one great body of thought and artistic expression which was shared by all of East Asia. No previous The of Art offers in Department courses the experience in Buddhist studies or art history history of art and in art. of studio Some the is expected. courses in art history include laboratory work Open to all students. in one or more media with which the course Mrs. Clapp is concerned. One of the studio courses, 204, is a survey of the techniques of painting from 150(2) Colloquium the Middle Ages to the present, and is re- 1 quired of all art history majors. The depart- For directions for applying 43. ment believes that laboratory training has see p. Open by permission to a limited number of freshman great value in developing observation and and sophomore applicants. understanding of artistic problems. However, no particular artistic aptitude is required, and The eloquent object the laboratory work is adjusted to the student's ability. This is an orientation to art using originals. The course will concentrate on an examina- An art major may either concentrate in his- tion of the material properties of objects and tory of art or in studio art. the manner in which they may incorporate Stecher Scholarships are available to and express social, political, historical, qualified for students the study of art abroad literary, and aesthetic ideas. The sessions are during the school year. Winter Term, or episodic in character. There is extensive summer. reading on art by poets, philosophers, and critics art During the fall of 1980, special courses in as well as historians. Reading, con- Russian art will be offered by John Bowit, versation, writing and rewriting several short will Visiting Kathryn W. Davis Professor in Slavic papers be emphasized, as well as field Studies. trips to Boston and Cambridge.

Not offered in 1980-81.

Ms. Janis Art 49

200 (1)* Classical Art 204 (1) (2) General Techniques Course

1 1 Topic tor 1980-81: Greek art trom the end ot A survey of significant technical material the Dark Ages to the death of Cleopatra. The related to the history of Western painting from course will be a historical survey of the arts the Middle Ages to the modern period. Includ- of Greece in this period, but special attention ed are laboratory problems of purely technical will be paid to sculpture. Sonne time will also nature requiring no artistic skill. be spent on the influence of classical form on Open to students who are taking Grade II or later Western art. Topic for 1981-82: Roman Grade III art history courses. 204 or 209 (1) is art. required of all art history majors. juniors, and seniors Open to sophomores, The Staff who have taken 100 (1) or 215, or by permission of the instructor. 211 (2) Selected Topics in African, Miss Marvin Oceanic and Pre-Columbian Art 1 201 (2)* Egyptian Art Topic for 1980-81: Ancient Peruvian art and of 1 architecture — imagery and media. Survey A survey of Egyptian architecture, sculpture, art forms and imagery in early civilizations of painting and minor arts from 3000 to 31 B.C. Peru including: Chavin, Mochica, Nazca, The course will trace historically the develop- Tiahuanco, Inca. Explores stylistic features, ment of ancient Egyptian style, stressing problems of meaning and interpretation in sculpture and painting. various media: ceramics, textiles, sculpture, Open to sophomores, juniors, and seniors, metalwork and citadels. and to freshmen who have taken 100 (1). Open to all students. Miss Marvin Ms. Adams

Not offered in 1981-82. 213(1) Russian Art: A Survey

1 202 (1) Medieval Art Examination of Russian art from the 18th cen- 1 tury to the present day. Movements such as Topic for 1980-81: Romanesque and Gothic Romanticism and Realism analyzed in detail art. A survey of sculpture, manuscript and and compared to their European and Ameri- mural painting, stained glass, and the art of can counterparts. shrines and reliquaries from the monastic Offered under the auspices of the Kathryn W. centers of early Romanesque to the cathe- Davis Professor in Slavic Studies in the aca- drals of the High Gothic period. Topic for demic year 1980-81 only. 1981-82: Early Christian art — a survey of the Open to students who have taken 100 (2) or formation of art and architecture to accord 216 or by permission of the instructor. with the developing attitudes of the church and society from the catacombs to the Mr. Bowit revival under Charlemagne.

Open to all students. 214 (2) Iconography and Ideology Mr. Fergusson 1 A survey of the development of Christian and secular iconography in Western art with par- 203 (2) Cathedrals and Castles of the High Middle Ages ticular attention to works serving manifestly political or ideological purposes. Through a 1 studies of works from the early A study of the major religious and secular series of case era, the course will buildings of the Romanesque and Gothic Christian to the Modern periods with emphasis on France and consider methods of iconographic research, of the legitimation and dis- England. Attention will be given to the interpre- and the problem tation and context of buildings and to their sent. and or 215 and 216. relationship to cult, political and urban factors. Prerequisite: 100 (1) (2) Occasional conferences. Mrs. Carroll Open to all students.

Mr. Fergusson 50 Art

215 (1) European Art to the Renaissance 221 (2) Seventeenth-Century Art in

1 Northern Europe The major movements in architecture, sculp- 1 ture, and painting from ancient Egypt to Dutch and Flemish painting, drawing and c. 1400. Students attend course 100 lectures printmaking of the 17th century with empha- and are strongly urged to attend course 100 sis on Rubens, Van Dyck, Hals, Rembrandt, conferences. Reading and paper assignments and Vermeer. differ from those of 100. Students will be as- Prerequisite: same as for 220. signed staff advisors. Mrs. Carroll Open only to juniors and seniors who have not taken 100. 224(1-2) Modern Art The Staff 1 or 2 Painting, sculpture, and the related arts of 216 (2) European Art from the the 20th century. One unit of credit may be Renaissance through the Nineteenth given for either semester. Background

Century reading is required if elected in second 1 semester only.

Western art from the Renaissance to the Prerequisite: 100 (1) and (2), or 216, or 219, present with emphasis on painting, sculpture, or permission of the instructor. and architecture. Students attend course 100 Ms. Freeman lectures and are strongly urged to attend course 100 conferences. Reading and paper 225 (1) Cinema assignments differ from those of 100. 1 Prerequisite: same as for 215. A visual history of the cinema from Lumiere The Staff to the present. Lectures and film screenings. Prerequisite: same as for 224. 219 (1) Painting and Sculpture of the Mr. Muhly Nineteenth Century

1 226 (1) History of Afro-American Art A study of the painting and sculpture of the 1 19th century in Europe with an emphasis on A survey of Afro-American art from colonial France. Special emphasis on the relationship times to the present. Special attention will be of academic ideals to emerging individualism given to the relationship between Afro- and to the social context of style. American art and social and cultural condi- Open to sophomores who have taken 100 (1) tions in America. and (2), by permission of the instructor to Open to all students. freshmen who are taking 100, and to juniors and seniors without prerequisite. Not offered in 1980-81.

Not offered in 1980-81. 228 (2) Nineteenth- and Twentieth- Ms. Janis Century Architecture

1 220 (1) Painting and Sculpture of the A survey of the major movements in architec- Later Sixteenth and Seventeenth ture in Europe and the United States from Centuries in Southern Europe Neo-Classicism to the present. 1 Prerequisite: same as for 220. A study of Italian and Spanish painting and Ms. Friedman sculpture from early Mannerism through the late Baroque. Among the principal artists 231 (1) The Art and Architecture of the studied are Michelangelo, II Rosso Fiorentino, English Colonies and the United States to Pontormo, Parmigianino, Tintoretto, El Greco, the Civil War the Carracci, Caravaggio, Bernini, Pietro da 1 Cortona, Ribera, Velasquez, Tiepolo. A survey of American painting, sculpture, and Open to sophomores who have taken 100 (1) architecture from the colonial period to the and (2), and to juniors and seniors without Civil War. Attention given to the relationship prerequisite. between art and the social history and litera- Mr. Wallace ture of the time. Prerequisite: same as for 220.

Mr. O'Gorman Art 51

232 (2) The Art and Architecture of the 251 (2) Italian Renaissance Art United States from the Civil War to World 1

War II Painting and sculpture in Italy in the 15th and 1 early 16th centuries. Topics included in this American painting, sculpture, and architec- survey are: the formation of the Early Renais- ture from the Civil War to the foundation of sance style by Masaccio, Donatello, and the New York School. Attention given to the Ghiberti; the development of sculpture in rela- relationship between art and the social his- tion to architecture in Luca della Robbia; tory and literature of the time. Medici patronage; the spread of the Renais- Prerequisite: same as for 220. sance outside of Florence by Piero della Francesca, Mantegna and Bellini; and the for- f^r. O'Gorman mation of the High Renaissance by Leonardo, Raphael, and Michelangelo. 248 (1) Chinese Art Prerequisite: same as for 250. 1 A study of Chinese painting from the Han Ms. Armstrong Dynasty to the Ch'ing. The course will examine in about equal parts the origins of 254 (1)* Art of the City: Medieval, representational painting leading to the Renaissance, and Baroque classical art of Sung, and the literati schools 1 of the Yuan and later dynasties. Aspects of the history of urban form, and of Open to students who have taken one unit in art in public areas of the city in the medieval. the history of art, or one unit in Asian history Renaissance, and Baroque periods. Analysis of or religion, or by permission of the instructor. various urban types such as medieval market towns, ideal city plans in the Renaissance, and fvlrs. Clapp innovations in city planning in the 17th century. Attention will be given to sculptural programs 249 (2) Far Eastern Art designed to enhance public spaces and 1 buildings. Topic for 1980-81: Indian art. Special empha- Open to sophomores who have taken 100 (1) sis on Mughal and Rajput painting. Topic for and (2), or 202 or 203 or 250 or 251, to juniors 1981-82: Japanese art. and seniors without prerequisite, or by permis- Prerequisite: same as for 248. sion of the instructor.

250 (1)* From Giotto to the Art of the Ms. Armstrong Courts

1 304 (2)* Problems in Italian Sculpture Italian painting and sculpture from 1260-1420; 1 and the art of the International Style in North- Topic for 1980-81: Italian Renaissance sculp- ern Europe in the later 14th century. Topics ture. The works of major Italian sculptors of included will be the great narrative tradition the 15th and 16th centuries will be stressed. in Italian sculpture and painting: Nicola and Topics to be considered will include: the forma- Giovanni Pisani, Giotto and Duccio; the tion of the Early Renaissance style in sculpture Sienese painters Simone Martini and the by Donatello and Ghiberti; patterns of patron- Lorenzetti in the context of the emergent age and its effect on sculptors such as Luca Italian city state; the spread of the Interna- della Robbia and Verrocchio; Michelangelo, tional Gothic Style through the Valois courts Sansovino, and the High Renaissance; and the (the Limbourg Brothers and the Due de Berry) Mannerist sculpture of Benvenuto Cellini and and its later impact in Italy on Ghiberti and Giovanni Bologna. Gentile da Fabriano. Open to sophomores who have taken 220 or

Open to sophomores who have taken 100 (1) 251 , to juniors and seniors who have taken or and to juniors and seniors without prerequi- are taking a Grade II unit in history of art, or site. by permission of the instructor.

Not offered in 1980-81. Ms. Armstrong

Ms. Armstrong 52 Art

305 (1) The Graphic Arts 311 (1)* Northern European Painting and 1 Printmaking A history of prints and visual communication 1 from the time of Gutenberg to the present Painting and printmaking in Northern Europe alternating between the achievements of from the late 14th through the 16th centuries. great masters such as Durer, Rembrandt, Emphasis on Jan van Eyck, Rogier van der Goya, Picasso, and the proliferation of popu- Weyden, Bosch, Durer, and Pieter Bruegel lar imagery and ephemera leading to the in- the Elder. vention of photography. Emphasis is on class Open to sophomores who have taken 202 or participation and the examination of originals. 251, to juniors and seniors who have taken or

Required laboratory. are taking one Grade II unit in the depart- Open only to seniors. ment, or by permission of the instructor.

Mrs. Carroll, Ms. Siebel Mrs. Carroll

306 (2) History of Photography 312 (2)* Problems in Nineteenth- and 1 Early Twentieth-Century Art

A seminar treating the language of 1 photography and its peculiar formal code. A study of special problems of interpretation Surveys work by amateurs and hacks as well in 19th- and early 20th-century art. Romantic as commercial professionals and artists in imagery, interpretations of Manet, photog- 19th and 20th century France, England, and raphy and painting, historicism, origins of America. Topics range from problems of abstraction. Emphasis on extensive reading realism and documentary to what constitutes and class discussion. art in photography. Students will also learn Prerequisite: 219 or permission of the how photography has affected the study of instructor.

art history. Emphasis is on student discus- Not offered in 1980-81. sion, writing and rewriting from originals. Required laboratory. Ms. Janis Open to seniors who have taken 219 or 305. 320 (1) The Arts in Philadelphia and Not offered in 1980-81. Boston Ms. Janis 1 A comparative study of two centers of Ameri- 308 (1-2) Seminar for Materials Research can art. Painting, sculpture, architecture, and in Archaeology and Ethnology city planning will be discussed in their rela- 2 tionship to historical development. At least For description and prerequisite see Anthro- one weekend trip to Philadelphia will be part pology 308. of the course. Weekly readings, monthly papers, final exam. Limited to ten students. Prerequisite: 231 and 232 and permission of the instructor. 309 (1)* Renaissance and Baroque Architecture Mr. O'Gorman 1 The Early and High Renaissance, Mannerist, and Baroque styles of the 15th through the 18th centuries, with particular emphasis on Italy. Open to sophomores who have taken 251, to juniors and seniors who have taken or are taking one Grade II unit in the department, or by permission of the instructor. Ms. Friedman Art 53

330 (1) Seminar. Italian Art 333 (1) Seminar

1 1 Topic for 1979-80: Venetian painting and book Painting and printmaking in 18th and early decoration, 1450-1525. Selected problems in 19th century England. Special emphasis will the paintings of Giovanni Bellini, Antonello da be given to the work of William Hogarth, Messina, Vittore Carpaccio, Giorgione, and Ti- Joshua Reynolds, Thomas Gainsborough, tian will be discussed. Several sessions will Joseph Wright of Derby, and William Blake. be devoted to the Venetian miniaturists who Frequent visits will be made to museums and were painting manuscripts and early printed collections in the area and to the Yale Center books, and to the role of the printers for British Art. Nicolaus Jenson and Aldus Manutius in the Open to students who have taken 220, 221 or development of Venetian illustrated books. 305, or by permission of the instructor. The influence of classical antiquity on Vene- Mr. Wallace tian painters, miniaturists, and printers will be explored. 334 (2)* Seminar. Problems in Prerequisite: any Grade II or Grade III course Archaeological Method and Theory in Renaissance art, or by permission of the 1 instructor. Topic for 1979-80: Roman houses, villas, and

Not offered in 1980-81. palaces and their decoration. An examination of the private dwellings of the Roman impe- Ms. Armstrong rial family and wealthy senatorial aristocracy. A look at both city houses and country 331 (1)* Seminar estates, dealing with the buildings them- 1 selves, their landscape settings, the paintings Topic for 1980-81: The Russian Avant-Garde. and sculpture which decorated them, and the Examination of the experimental movements furniture and objets d'art which filled the in early 20th century Russian art. Concentra- rooms. tion on artists such as Malevich and Tatlin. Open by permission of the instructor. Reference will be made both to Russian socio-political history and to European Not offered in 1980-81. counterparts. Miss Marvin Offered under the auspices of the Kathryn W. Davis Professor in Slavic Studies in the aca- 335 (1) Seminar. Modern Art year 1980-81 only. demic 1 or or permission of Prerequisite: 219 224 (1), Topic for 1980-81: Art of our Times. Move- the instructor. ments and manifestations in American and Mr. Bowit European art from the late 1950s to the present day, including pop art, colorfield abstrac- 332 (2)* Seminar. Medieval Art tion, minimalism, conceptual art, process and

1 performance art, photo realism, earthworks, Topic for 1980-81: The cathedrals of England. etc. The seminar will focus on selected problems Open by permission of the instructor. in art, architecture, programming, cult and Ms. Freeman usage in six cathedrals: Winchester, Durham, Canterbury, Salisbury, Lincoln, and 336 (1) Seminar. Museum Problems Westminster Abbey. 1 permission of the instructor. Open by An investigation of the history and structure Mr. Fergusson of the museum, the philosophy of exhibitions and acquisitions, and the role of the museum in modern society, combining the theory and practice of all aspects of museum work. Problems of conservation, exhibition, acquisition, publication, and education will be dis-

cussed. If the museum schedule permits, students will be involved in the planning and mounting of an exhibition. Visits to museums and private collections in the area will be arranged. Open by permission of the instructor to juniors and seniors.

Ms. Gabhart 54 Art

337 (2)* Seminar. Chinese Art Directions for Election 1 Painting of the Ming Dynasty literati masters, the origins of their art in Sung and Yuan, and History of Art their relation to the Che School. Open by permission of the instructor. An art major concentrating in history of art must elect both semesters of 100 (unless an Mrs. Clapp exemption examination is passed), or 100 (1) and 150, 204 or the first semester of 209 (not 340 Seminar. The Gothic Revival (2) the second semester), and at least five further 1 units in history of art. For distribution, The course will examine that episode in the students must elect at least one unit each in history of taste called "the Gothic Revival" three of the following six areas of special- from its origins in 18th-century England to its ization: ancient, medieval. Renaissance, waning on the American college campus in Baroque and 18th century, 19th and 20th cen- the first half of the 20th century. While the turies, non-Western art. Art 345 and 305 may focus will be upon architecture, all the arts, not be used to meet this distribution require- including literature, will be brought under ment. If approved by the chairman, courses study. Weekly readings, term paper. Limited elected at other institutions may be used to to ten students. meet the distribution requirement. Although Prerequisite: 231 or permission of and 232 the department does not encourage over- the instructor. specialization in any one area, by careful Mr. O'Gorman choice of related courses a student may plan a field of concentration emphasizing one peri-

345 (1) (2) Seminar. Historical od or area, for example, medieval art or orien- Approaches to Art for the Major tal art. Students interested in such a plan

1 should consult the chairman of the depart- Comparative study of the major art historical ment as early in the freshman or sophomore approaches and their philosophical bases: year as possible. connoisseurship, iconography, theories of the Students planning to major in history of art evolution of art, theories of style, psychoanal- should plan to take 204 or 209 (1) in the sec- ysis and art, psychology of perception, and ond semester of the sophomore year or in theories of art criticism. Strongly recommend- the first semester of the junior year. ed to all art majors. Open to juniors and seniors who have taken Art 345 is strongly recommended for all majors, especially those who are considering or are taking one Grade II unit in the department. graduate study in history of art.

reading knowledge of German and French, Ms. Freeman (1), Ms. Friedman (2) A or Italian, is strongly recommended for majors. 350 (1) (2) Research or Individual Study

1 or 2 Students intending to major in art history to qualified Open students by permission of whose high school preparation does not in- the instructor of and the chairman the depart- clude a thorough grounding in history should ment. take History 100 and 101. They should also consult the Catalog carefully for other 370(1-2) Thesis courses in history as well as in literature, 2 to 4 religion, philosophy, and music, which will be Open only to honors candidates. relevant to their interests.

Students interested in graduate study in the Boston Museum of Fine Arts Seminar field of conservation of works of art should A limited number of qualified students may consult with the chairman of the department elect for credit seminars offered by the cura- regarding chemistry requirements for en- tors of the Boston Museum of Fine Arts. trance into conservation programs. Ordinarily These are held in the museum and use ob- at least two semesters of chemistry at the jects from the collections for study. For en- college level should be elected. rollment procedures, consult the department The attention of students is called to the chairman. Seminar topics to be offered in interdepartmental major in classical and Near 1980-81 to be announced. Eastern archaeology, and in medieval/renaissance studies. Art 55

Studio Courses 207 (1) (2) Sculpture I 1 Studio courses meet twice a week for double An introduction to sculpture through projects periods. directed towards acquainting students with basic problems and techniques. Projects include plaster moldmaking and casting, figure modeling, 105(1) (2) Drawing I wood construction, and

1 basic foundry techniques utilizing foam Introductory drawing with emphasis on basic vaporization and lost wax casting in bronze forms in spatial relationships. Stress on the and aluminum. Studio fee for materials: $20. essential control of line in a variety of media. Prerequisite: 105 or 209 (1-2) or permission of Open to all students. the instructor.

The Staff Mr. Travis

208 Photography II 108(1) (2) Photography I (2)

1 1 Photography as a means of visual communi- The development of one's personal photo- cation. Problems dealing with light, tonal graphic vision through intensive technical and values, two- and three-dimensional space, aesthetic studies in photography. Each stu- documentary and aesthetic approaches to dent works in either book or portfolio form the medium. Emphasis on printing and critical exploring relationships between photog- analysis of photographs. Limited enrollment. raphers and/or between photographs and Open by permission of the instructor. words. Study of the work of master photog- raphers and various forms of the photo- Ms. MacNeil graphic book. Limited enrollment. Prerequisite: 108 or permission of the 204 (2) General Techniques Course (1) instructor. 1 A survey of significant technical material Ms. MacNeil related to the history of Western painting from the Middle Ages to the modern period. 209 (1-2) Basic Design Included are laboratory problems of purely 1 or 2 technical nature requiring no artistic skill. Structured around a series of interrelated

Open to students who are taking Grade II or problems in two-dimensional and three-dimen-

Grade III art history courses. 204 or 209 (1) is sional design. This course develops both required of all art history majors. observational and formal skills. Techniques useful for drawing, sculpture, painting, and The Staff graphic design will be covered. Open to all students. One unit of credit may 205 (1) (2) Painting I be given for the first semester. Semester II 1 requires Semester I. A study of basic forms in plastic relationships in a variety of media. Miss Siebel, Mr. Drew Prerequisite: 105 or 209 (1-2). 210 (1) Color Ms. Harvey (1), Mr. Rayen (2) 1 Basic problems in the interaction of color. 206 (1) Drawing II Special attention will be given to considera- 1 tions of value, intensity and the natural mu- Problems dealing with the realization through tability of hue. graphic media of form, light, and volume. Stu- Open to all students. dents will be required to establish and work out an individual project during the second Mr. Rayen part of the course. Prerequisite: 105. 212(2) Printmaking 1 Ms. Harvey Instruction in the monotype and basic intaglio techniques including line and aquatint etch-

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

Miss Siebel 56 Art

307 (1) (2) Sculpture II Applied Arts Program 1 In addition to the regular studio curriculum, a Students will explore independent projects separately funded program makes it possible through consultation with the instructor. to offer noncredit courses, one each year, in Welding and fiber glass will be introduced, such fields as metal casting and enameling, a ceramic kiln and the foundry are and ceramics, woodworking, and weaving. Topic available. A model will be provided for those for 1980-81 to be announced. interested in working from the figure. Knowledge of basic sculptural ideas and techniques is assumed. Studio fee for materials; $20. Prerequisite: 207 or permission of the instructor.

Mr. Travis Directions for Election

315(2) Painting II

1 Studio Art Continuing problems in the formal elements An art major concentrating in studio art must of pictorial space, including both representa- elect 100 (1 and 2), 105, 209 (1 and 2), plus a tional and abstract considerations in a variety minimum of four additional Grade II or Grade of media. III units in studio art. Course 100 is counted Prerequisite: 105 and 205. toward the degree but not toward the major. Ms. Harvey Since the department believes in the importance of an understanding of the history of 316(2) Life Drawing art, the attention of students is drawn particu-

1 larly to 224 (1 and 2) and 219 (see History of Intensive analysis of anatomy, perspective, Art). composition, chiaroscuro, with direct visual For students particularly interested in design, observation of the model. attention is further drawn to Theatre Studies Prerequisite: 105. 206. Mr. Drew

317 (2) Seminar. Problems in the Visual Arts

1 Concentrated study of individual problems in a variety of media. Each student will be required to formulate a specific project to pursue throughout the semester. Emphasis will be given to group discussions and criticisms on a regular weekly basis. Prerequisite: 206, 307, 315 or 316.

Mr. Rayen

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

370(1-2) Thesis 2 to 4 Open only to honors candidates. Astronomy 57

205 (1) (2) Multivariable Vector Calculus Astronomy 1 For description and prerequisite see Mathe- matics 205.

206 (1) Basic Astronomical Techniques I Professor: Birney (Chairman) 1 Visual and photographic use of the telescopes. Optics applied to astronomical instruments. Assistant Professor: Astronomical coordinate systems. Spherical Little*, Little-Marenin*, Hagen, French^ trigonometry. Conversion of time and use of Ephemeris. Star catalogs. Photometry. Prerequisite: 103 and a familiarity with trigonometric functions.

Mr. Birney 103 (1) (2) Introduction to Astronomy

1 207 (2) Basic Astronomical Techniques II Relationships of earth and sky: the solar sys- 1 tem, stars, and galaxies. Two periods of lec- Measurement of stellar radial velocities. ture and discussion weekly with a third period Spectroscopy. Classification of stellar spec- every other week; laboratory in alternate tra. Applications of the Method of Least weeks, and unscheduled evening work at the Squares and statistical methods. The semes- Observatory for observation and use of the ter's work includes an independent project at telescopes. the telescope. Open to all students. Prerequisite: 206 and some familiarity with calculus. The Staff Mr. Birney 202 (1) Optical Physics 1 302 (2)* Galactic Structure

For description and prerequisite see Physics 1 202. Distribution and kinematics of the stellar and nonstellar components of the galaxy. Galactic 203 (2) Recent Developments in rotation, problems of spiral structure, the Astronomy galactic nucleus, the halo. Comparisons with 1 other galaxies. Contemporary topics in optical, radio, and Prerequisite: 204 and Mathematics 116. space astronomy. Topics include cosmology, Mr. Birney pulsars, quasars, black holes, exploration of the planets, and extraterrestrial com- 304 (1)* Astrophysics of Stellar munication. Atmospheres Prerequisite: 103. 1 Ms. Hagen The physical characteristics of the outer layers of stars derived from both a theoretical 204 (1) Introduction to Astrophysics and observational viewpoint. The observed 1 and computed spectra of stars will be The physical principles behind the analyses of discussed. stars, interstellar matter and galaxies. Prerequisite: 204 and Mathematics [201] or Open to students who have taken 103 and 215. Physics 204 or [200] is recommended. are familiar with basic calculus and elemen- Not offered in 1980-81. tary physics (high school or college), or by permission of the instructor. Ms. Hagen

204 (2) Modern Physics 1 For description and prerequisite see Physics 204. 58 Biological Sciences

305 (2)* Stellar Structure and Evolution 1 Biological The internal structure of stars. Physical processes occurring in stellar interiors, including stellar energy sources. Description of all Sciences stages in the existence of a star. Prerequisite: sanne as for 302.

Not offered in 1980-81. Professor: Ms. Hagen Widmayer, Allen (Chairman), Coyne

349 (1)* Selected Topics Assistant Professor:

1 Sanford, Webb, Williams*, Harris*,

Topics in previous years have included Eichenbaum*, Hirsch, Hendricks, Raper, Variable Stars, Galaxies, Stars of Special Smith, Steinback Interest. Prerequisite: same as for 302. Laboratory Instructor: Muise, Dermody, Cooper, Hall, Hacopian Ms. Hagen

Unless otherwise noted, all courses meet for 350 (1) (2) Research or Individual Study five periods of lecture, discussion, and lab- 1 or 2 oratory weekly, except for seminars that Open to juniors and seniors by permission. meet for two periods.

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

108 (2) Horticultural Science

1 Fundamentals of cultivation and propagation of plants, the effects of chemical and envi- Directions for Election ronmental factors on their growth, and methods of control of pests and diseases. Labora- tory includes work in the field and in the greenhouses. Not to be counted toward the The following courses form the minimum ma- minimum major in biological sciences. jor: 204, 207; Mathematics [201], 205 or 210; Open to all students. Physics [200], 202 and 204; two Grade III courses in astronomy and an additional Ms. Raper, Mrs. Muise, Mrs. Dermody

Grade III course in astronomy or physics. Extradepartmental 110 is strongly recom- 109 (1) Human Biology mended. In planning a major program stu- 1 dents should note that some of these courses Study of anatomy and physiology of man. have prerequisites in mathematics and/or Some work on human genetics, nutrition, and physics. Additional courses for the major may immunology. Two lectures weekly with a dou- be elected in the Departments of Physics, ble period every other week for demonstration- Mathematics, and Astronomy. discussions. Does not meet the laboratory science distribution requirement. Not to be A substantial background in physics is re- counted toward the minimum major in bio- quired for graduate study in astronomy. logical sciences.

A student planning to enter graduate school Open to all students except those who have in astronomy should supplement the minimum taken 111 or [100]. major with courses in physics, including Mrs. Coyne, Mr. West, Ms. Cooper Physics 306 and, if possible, other Grade III work. The student is also urged to acquire a reading knowledge of French, Russian, or German.

See p. 9 for a description of Whitin Observa- tory and its equipment. Biological Sciences 59

1 10 (1) Introductory Biology I 205 (1) Genetics

1 1 Eukaryotic and prokaryotic cell structure, Principles of inheritance, structure and func- chemistry, and function. Cell metabolism, gen- tion of hereditary informational molecules, etics, cellular interactions and mechanisms of application of genetic principles to biological growth and differentiation. problems. Laboratory and lecture material Open to all students. selected from plant, animal, microbial, and human studies. Mrs. Allen, Ms. Paper Prerequisite: 1 10 or [101] or by permission of the instructor. 111 (2) Introductory Biology II Raper, Mrs. 1 Miss Widmayer, Ms. Dermody, Major biological concepts including the evolu- Mrs. Hall tion, ecology, and the structure function relationships of multicellular plants and animals. 206 (1) Histology-Cytology I: Cell and Open to all students. Tissue Structure 1 Mr, Webb, Ms. Hirsch The microscopic organization of animal cells and tissues. Ultrastructural and cytochemicai 112 (2) Evolution: Change Through Time features considered, especially in relation to 1 functional activity. Laboratory study includes For description and prerequisite see Extra- direct experience with selected histological departmental 1 12. and histochemical techniques. Prerequisite: 110 or [101]. 200 (2) Cellular Physiology 1 Mr. Smith Intensive study of cell function, physical characteristics of cells, energy metabolism and 207 (2) Nonvascular Plants metabolic pathways, irritability of cells, mem- 1 branes and membrane transport, evolution of Biology of algae, liverworts, and mosses. enzyme systems, control mechanisms. Laboratory includes microscopic observations of a diversity of genera and culturing of Prerequisite: 110 or [101] and 1 1 1 or [100] and one unit of college chemistry. selected specimens. Prerequisite: 1 1 1 or [100] or the equivalent or Mr. Hendricks, Ms. Cooper by permission of the instructor.

201 (1) Ecology Mr. Sanford 1 An introduction to ecosystem structure and 209 (1) Microbiology development, including population and com- 1 munity ecology, intraspecific and interspecific Introduction to bacteriology, virology, and relationships among organisms, and biogeog- immunology. A detailed consideration of bio- raphy. Emphasis on evolutionary aspects of logical principles which characterize the ecology. Laboratory emphasis on field work microbial world. The microbiology of infec- and reduction and presentation of quantita- tious disease and unique features of micro- tive data. organisms will also be considered. Prerequisite: 110 or [101] and one unit of col- Prerequisite: 1 1 1 or [100] or permission of the instructor. lege chemistry.

Mr. Sanford Mr. Hendricks

202 (1) Comparative Anatomy 210 (2) Invertebrate Zoology 1 1 A systems approach to the study of chordate Comparative study of the major invertebrate anatomy emphasizing the relationship be- groups emphasizing evolutionary trends and tween embryology, structure and function adaptations to the environment. Includes which lead to an understanding of evolution- investigation of structure and function and ary trends within the vertebrate group as a field studies of ecological relationships. whole. Laboratory dissection of a variety of Prerequisite: 1 1 1 or [100] or the equivalent. from lamprey to the monkey. chordates the Not offered in 1980-81.

Open to students who have taken 1 1 1 [100] or 109 or one semester of college biology, and to juniors and seniors without prerequisite. 60 Biological Sciences

212 (1) Fundamentals of Plant Structure 216 (2) Concepts in Growth and 1 Development Study of how plants are constructed starting 1 with the cell, leading to the organization of Introduction to principles governing the cells into tissues and the grouping of the growth and development of organisms. Lec- tissues into the organs of the plant: leaf, stem tures and laboratory integrate the use of and root. The development of the various plant, animal and microbial systems to illus- plant structures as well as their adaptations trate concepts of development from the mo- to specific environments will also be con- lecular to the gross morphological level. sidered. A brief survey of the vascular plants Prerequisite: 110 or [101] and 111 or [100] or

is included to illustrate evolutionary changes permission of the instructor. of plant structure. Laboratory includes light Mr. Webb, Ms. Hirsch, Ms. Paper, Mrs. Hall microscopy and related techniques and observation of prepared plant specimens and 302 (2) Animal Physiology living material from the greenhouses. 1 Prerequisite: 111 or [100] or the equivalent or A study of organ systems in vertebrates. Half by permission of the instructor. of this course will cover topics in cardiovas- Ms. Hirsch cular, respiratory, digestive, excretory, and endocrine physiology. The other half will 213 (1) Introduction to Psychobiology cover sensory, neural, and muscle physiology. 1 Students gain experience in the use of various An introduction to the study of the relation- physiological measuring devices such as kymo- ship between the nervous system and behav- graphs, polygraphs, strain gauges, pressure ior with particular emphasis on the structure transducers, stimulators, oscilloscopes, and and function of the nervous system. Topics in- microelectrode recording equipment. clude basic neuroanatomy and neurophysiol- Prerequisite: 200 or 213 or permission of the ogy, and brain mechanisms involved in such instructor. aspects of behavior as emotion, language, Mrs. Coyne motivation, memory, sensation, and cognition. Emphasis on comparison of experiments with 304 (2) Histology-Cytology II: Structure of animal and human subjects in an effort to Organ Systems shed light on human cognitive functions. 1 Laboratory. Analysis of the microscopic organization of Prerequisite: Psychology 101, or Biology 111 organ systems, particularly those of the mam- or [100] or 109. mal. Detailed examination of selected special- Mrs. Koff ized cells; the relationship of ultrastructural and cytochemical features to principal physi- 214 (2) Research in Psychobiology ological processes. 1 Prerequisite: 206. An introduction to methods, design, and Mr. Smith analysis of experiments in psychobiology. Consideration of human and animal experi- 305 (2) Seminar. Genetics mental methodology. Group and individual 1 student projects, with opportunity for Biological and cytological aspects of the students to design and execute an indepen- structure and function of genetic material. dent research project. Not to be counted Information transfer in both eukaryotic and toward the minimum major in biological prokaryotic genetic systems. Additional topics sciences. include genetic control of aging, malignancy Prerequisite: Psychology 205 (may be coreq- and cellular differentiation. uisite) or [201] and Psychology 213 or Biology Prerequisite: 205, and either 200, 216 or 213 or Psychology [245] or by permission of

Chemistry [201] or 21 1 . Admission only by the instructor. permission of the instructor. Mrs. Koff Miss Widmayer Biological Sciences 61

306 (1) Developmental Biology and 312(1) Seminar. Endocrinology Embryology 1

1 Selected topics on the regulation and action The first part of the semester is devoted to of hormones and neurohormones in verte- the study of human ontogenetic development, brates. Emphasis on the study of current including some immunological aspects of literature. pregnancy. The remainder of the semester is Prerequisite: 205 and 200 or permission of spent discussing current areas of interest in the instructor. 302 is strongly recommended. developmental biology (e.g., tumorogenesis, Mrs. Coyne organization, and operation of the genome, pattern formation, hormone action). Emphasis 313 (2) Microbial Physiology and experimental approaches used in on the Cytology determining the cellular and molecular 1 mechanisms involved in developing systems. The study of the chemical activities (cellular Students undertake group research projects growth and its physiological basis, metabolic which are designed to familiarize them with patterns, biochemical genetics, and relation some of the methodology and equipment cur- of structure to function) of microorganisms as rently utilized in the experimental analysis of model systems in order to explain living proc- development. esses in molecular terms. Emphasis on ex- Prerequisite: 216. Students without 216, who perimental approaches and current literature. have taken 200 or 205, may enroll only with In the laboratory, groups carry out a number the permission of the instructor. of experimental problems designed to allow Mr. Webb the development of research techniques and analysis.

307 (1) Topics in Ecology Prerequisite: 200 and 205 or permission of

1 the instructor. Topic for 1980-81: Plant ecology. Investigation Mrs. Allen of plant physiological-environment interactions. Emphasis on whole plant physiology. 314 (1) Topics in Microbiology Laboratories and field studies. Topic for 1 1981-82: Theoretical ecology. Current issues Topic for 1980-81: Immunology. The seminar and controversies in ecology. Laboratories this year will focus on one specific area of and field studies. immunology; possible topics are auto-immune Prerequisite: 201 or permission of the instructor. diseases, immuno-deficiencies, transplanta- Mr. Sanford tion immunity, histocompatibility antigens, and immunologic suppression. Students will be ex-

309 (2) Experimental Plant Biology pected to read and evaluate articles from the

1 current literature; active participation in class Plant structure and development. A series of discussions will be important. In addition, independent research projects will be con- each student will be responsible for leading a ducted throughout the semester culminating seminar discussion. in a final paper and oral presentation. The Prerequisite: 200, Chemistry 211, and permis- class will include discussions of relevant pa- sion of the instructor. pers from scientific journals. One class Mr. Hendricks meeting each week.

Not offered in 1980-81.

310 (1) Seminar. Topics in Plant Biology 1 Topic for 1980-81: Plant physiology. Prerequisite: 200 and 205.

LbiML 62 Biological Sciences

319 (1) Advanced Cytology: Biological 350 (1) (2) Research or Individual Study Ultrastructure 1 or 2

1 Open to juniors and seniors by permission. Introduction to the principles and procedures of electron nnicroscopy using plant and 370(1-2) Thesis animal examples. Emphasis on interpretation 2 to 4 of ultrastructural and cytochemical features Open only to honors candidates. of cells and their components with particular regard to their biochemistry and physiology. A knowledge of the basic structure of plants and animals especially at the cell and tissue level is strongly recommended in addition to a knowledge of the fundamental principles of biochemistry. Directions for Election Prerequisite: 206 and 212 or equivalent and Chemistry 211, and permission of the instructor.

Ms. Hirsch, Mr. Smith A major in biological sciences must include

two Grade I units or their equivalent and at

323 (1) Chemical Aspects of Metabolism least two of the following Grade II courses:

1 200, 205 and/or 216. Students are advised to For description and prerequisite see check the prerequisites for Grade III courses Chemistry 323. carefully so they will have taken the appro-

priate Grade II courses early enough to enter

the Grade III work of their choice: the re-

quired Grade II work should be completed 324 (2) Chemical Basis of Selected within the first 5-6 units in the major. At least Physiological Processes two Grade III units must be taken at 1 Wellesley. One of these Grade III units, exclu- For description and prerequisite see sive of 350 or 370 work, must require Chemistry 324. laboratory experience. In addition to eight units in biological sciences, two units of college chemistry are also required. Additional

330 (1) Seminar chemistry is strongly recommended or re-

1 quired for certain Grade ill courses. Courses Topic for 1980-81: The molecular biology of 323 [221] and 324 [320] and Biology 214 do development. An in-depth examination of not count toward a minimum major in biology. "state-of-the-art" developmental biology or Courses 108, 109, and 1 12, which do not ordi- "how to build a mouse." Participants will be narily count toward the minimum major in bio- expected to survey, analyze, and report on logical sciences, do fulfill the College distri- current literature with a view to rephrasing bution requirements for the degree; 108 as a such classical embryological questions as laboratory science: 109 and 1 12 as a non- cellular determination and differentiation in laboratory science course. Independent sum- molecular terms. Particular emphasis will be mer study will not count toward the minimum placed on an evaluation of the impact made major. by recent technological advancements (e.g., monoclonal antibodies, recombinant DMAs) Within the major, students may design a pro- on our understanding of genomic organization gram in general biology or one which empha- and its ordered expression in developing sizes subjects dealing with animals, plants, or systems. microorganisms. A broad training in the vari- Prerequisite: 205 and 216 with 306 strongly ous aspects of biology is recommended. only permission recommended. Admission by Students interested in an interdepartmental of the instructor. major in molecular biology are referred to the Mr. Webb section of the Catalog where the program is described. They should consult with the direc-

331 (2) Seminar tor of the molecular biology program. 1 Students interested in an interdepartmental Topic for 1980-81: To announced. be major in psychobiology are referred to the section of the Catalog where the program is described. They should consult with the directors of the psychobiology program. .

Black studies 63

Students interested in an individual major in environnnental sciences should consult a Black Studies faculty member who teaches 201

Freshmen with advanced placement or with

1 10 or 111 exemptions are advised to consult the chairman before continuing the core cur- Professor: riculum. Martin

Students planning graduate work are advised Assistant Professor: to take calculus, statistics, organic chemistry, Jackson (Chairman), Howell two units of physics, and to acquire a working knowledge of computers and a reading knowl- Instructor: edge of a second language. They should con- Darling sult the catalogs of the schools of their choice for specific requirements.

Premedical students are referred to the requirements given on p. 34.

Course may be elected to fulfill in part the distribution requirement in Group A

Course may be elected to fulfill in part the distribution requirement in Group B or Group B^ as designated.

***1 105(1) or 2 Introduction to the Black Experience

1 This course serves as the introductory offer- ing in Black Studies and explores in an interdisciplinary fashion salient aspects of Black

history, culture, and origins in Africa, and life

in America. Its aim is to provide students with a fundamental intellectual understanding of

The Black Experience as it is reflected in history, and the social order. Open to all students.

Mrs. Howell

106 (2)*** Introduction to Black Culture

1 A survey of Afro-American culture, its African roots, and its development in dance, music, religion, philosophy, and architecture. Utilizing slides, films, recordings and lectures, the course emphasizes interrelationships among various cultural forms. Open to all students.

Ms. Darling 64 Black Studies

150(1)(2)***1 Colloquium 203 (1)***2 Introduction to Afro- 1 American Sociology For directions for applying see p. 43. Open by 1 permission to a limited number of freshman This course is designed to introduce the stu- and sophomore applicants. dent to the methodology and the theoretical underpinnings of sociology as a basis for the b. The internationalization of Black Power description and analysis of Afro-American ex- The Black Power movement of the 1960s and perience in cultural rather than racial terms. 1970s represents one of the most militant The course examines the complex realities of periods in Afro-American history, similar in racial and social issues associated with being many respects to the "New Negro" period Black in American society. after World War I. As was the case with the Prerequisite: Sociology 102, 103, or Black New Negro movement, the Black Power idea Studies 105. quickly spread to Black populations in many Mrs. Howell countries. This colloquium will discuss some of the highlights of the Black Power era in the 204 (1)***1 Oral History and Social United States, Canada, Britain, and the West Science Methodologies Indies. 1 Mr. Martin Importantly, as one moves to incorporate a multicultural perspective into our under-

200 (2) Africans in Antiquity standing of the American experience, in- 1 novative research techniques become impor-

Highlights of the African experience in the tant tools. The synthesis of oral investigatory pre-Christian era: African origins of human- techniques with social science behavioral kind; African Egypt; Nubia, Kush, and Ethio- methodologies represents a unique opportu- pia; Egyptian/Ethiopian influences on the nity to explore the creation of new sources beginnings of Western civilization; Africans in and the reworking of existing source material Greece and Rome; Africans in the Bible; an- through asking new and heretofore unasked cient Africans in the Americas. questions in relation to sources and interpre- Open to all students. tations. This course is designed to focus on the use of oral history, interviews, role theory, Mr. Martin collective behavior, cross-cultural analysis, dialectical analysis and other conceptual 202 (2)* ***1 Introduction to African frameworks and methods in the chronicling of Philosophy human behavior. 1 Open to all students. Initiation into basic African philosophical concepts and principles. The first part of the Ms. Darling course deals with a systematic interpretation of such questions as the Bantu African philo- 206(1)***1 Afro-American History sophical concept of Muntu and related be- 1 liefs, as well as Bantu ontology, metaphysics, Afro-American history to 1865. Study of the and ethics. The second part centers on the political, economic, and social development relationship between philosophy and ideolo- of American Blacks from their African origins gies and its implications in Black African so- to the end of the Civil War. cial, political, religious, and economic insti- Open to all students. tutions. The approach will be comparative. Ms. Darling Offered in alternation with 211. Open to all students except those who have 207(2)***1 Afro-American History taken [302]. 1 Mr. Menkiti Afro-American history since 1865. An analysis of the social, economic, political, and cultural developments within the Black community from the Reconstruction era to the emergence of Black Power. Open to all students.

Ms. Darling Black studies 65

209(1)** The Black Total Theatrical 212(1)***2 Race and Racism in Experience: Concepts and Production American Politics

1 1 An academic study of plays from the rich An introductory examination of the efforts by heritage of Black drama combined with both Blacks in the United States to realize various the technical and performing aspects of degrees of political effectiveness within the theatre. Students will have the opportunity to context of American politics. Particular atten- apply the skills acquired in the course to a tion will be focused on the special difficulties major production. Students will be encour- presented by the phenomena of race and aged to direct, act, sing, or dance and to racism as Blacks have sought to enjoy full learn about the basic mechanics (lights, set citizenship status in the U.S. Some com- design, set construction, costumes) that help parisons with other groups in the American to create the so-called "magic" of theatre. political system will be included. Open to all students. Open to all students.

Not offered in 1980-81. Mr. Jackson

(2)***2 210 (2)** Black Drama in the Twentieth 213 Political Development in the Century Black Community 1 1 or 2 Basic concepts, subtleties, and complexities A comprehensive analysis of the development of the Black playwright and his interpretation and political behavior of Black leadership and This of the various Black experiences that are an organizations in the North and South. integral part of the Black man's existence in course will consider different political styles political structures utilized by Blacks in a racist society. Lonne Elder III, Ron Milner, and Adrienne Kennedy, Alice Childress, Joseph each of these areas. Walker, James Baldwin, Imamu Baraka, Lor- Open to all students except those who have raine Hansberry, Ted Shine, William Branch, taken 212. are among the and Douglas Turner Ward Not offered in 1980-81. playwrights to be considered. Special empha- Mr. Jackson sis on the aesthetics of Black drama and theatre in general. Students will also be given 214 (2)***2 Blacks and the United States the opportunity to explore how Black drama Supreme Court has helped to save Broadway from its own 1 artistic and economic decadence. An analysis of the Supreme Court and its im- Open to all students. pact on the lives and experiences of Black Not offered in 1980-81. Americans. Particular concern will focus on the Court's role as protector-creator of 211(2)*** Introduction to African fundamental rights and privileges for Black Literature Americans. 1 Open to sophomores, juniors, and seniors The development of African literature in Eng- without prerequisite and to freshmen by per- lish and in translation. Although special atten- mission of the instructor. tion will be paid to the novels of Chinua Mr. Jackson Achebe, writers such as James Ngugi, Camara Laye, Wole Soyinka, Ezekiel Mphah- lele, and Christopher Okigbo will also be considered. The influence of oral tradition on these writers' styles as well as the thematic links between them and writers of the Black awakening in America and the West Indies will be discussed as time allows. Offered in alternation with 202. Open to all students.

Not offered in 1980-81.

Mr Menkiti 66 Black Studies

216(1)***1 History of the West Indies 230 (2)** '2 The Black Woman

1 1 Survey of political, economic, and sociologi- The Black female has been shaped by the cal factors shaping West Indian society. necessities of the historical moment. She has Topics covered include Africans in the New been oppressed because of her gender, race, World before Columbus, genocide against the class, and age. Yet, she has emerged as the indigenous peoples, slavery and slave revolts, cornerstone of the Afro-American community. immigration and emigration, the West Indies The course seeks to develop an analysis of and Africa, the West Indies and Afro-America, the economic, social, political and cultural the struggle for majority rule, the spread of role of Black women in American society United States influence, independence and its from an interdisciplinary perspective, blend- problems. ing historical linkages through chronology Open to sophomores, juniors, and seniors (African background, slavery, reconstruction, without prerequisite. Not open to students agrarian experience, urban migration) with who have taken [316]. social systems and institutions (family, church). Importantly, one looks to Black Mr. Martin women's literary, philosophical and artistic expressions for the substance of self-imagery. 217 (1)***2 Sociology of the Myths and realities will be explored through a Black Family combination of sources (fiction, nonfiction, 1 visual and audio). Analysis of the Black family from a historical Open to all students. and sociological perspective with an emphasis on the various types of Black family struc- Ms. Darling tures. Topics to be discussed include the role of the Black female, the relationship of the 264 (1-2)** Black Literature in America Black family to economic institutions and 1 or 2 social policy. First semester; 1740-1930, a critical survey Open to juniors and seniors or by permission of the Black experience as depicted in litera- of the instructor. ture. Attention will be given to the literary reaction to the institution of slavery, the Mrs. Howell evolution of slave narratives, and the incor- poration of folk and popular materials into for- 220(2)***2 Ghettoization mal literature. Second semester: 1930 to 1 present, a study of modern Black literature This course examines ghettoization as a focusing primarily on poetry and the novel. social phenomenon. Survey of sociological Open to all students except those who have theories of ghettoization as well as the sys- taken [228]. tematic analysis of the various types of ghettoization, social factors and policies in- 305 (2)***2 Minority Marginality volved in the process. Emphasis will be given 1 to the Black experience. This course focuses on marginality as a Open to all students. social-psychological dynamic of minority Mrs. Howell group membership in America. It examines cultural values which institutionalize ethnic diversity, subvert minority cohesion, and contribute to personality types of various uncertain Americans in the society. Prerequisite: 105 or Anthropology 210.

Mrs. Howell Black studies 67

310(1-2)** Seminar. Black Literature 319(2)***1 Pan-Africanism

1 or 2 1

Black literature seminar explores contem- The historical efforts of Black people all over porary works by Black authors. It compares the world to unite for their mutual advance- and contrasts themes, structures, character- ment will be examined. Such topics as 19th- izations, and environmental sources which in- century emigrationist movement, the role of form the authors' perspectives. The course Afro-American churches in African national- attempts to identify the scope and multiplicity ism, the Pan-African congresses of W. E. B. of ideas, thoughts, and activities prevalent DuBois, the Garvey movement, the Pan-Afri- among Afro-Americans as they deal with the can ideas of Malcolm X, the Pan-African as- historical and social obstacles of racism in pects of Southern African liberation move- American society. ments and others will be discussed.

Prerequisite: one Grade II unit in literature or Prerequisite: one unit in Black history or per- permission of the instructor. mission of the instructor.

Not offered in 1980-81. Not offered in 1980-81.

Mr. Martin 315 (1)*** Urban Black Politics in the South 320(1)***2 Black Institutions 1 1 The political modernization paradigm has An overview of the role of Afro-American been extensively used by political scientists institutions as expressions of Afro-American in their examinations of African, Asian, and cultural autonomy. The focus of this course Latin American countries. This seminar will will be the Black church in general, and the use this approach in an effort to examine re- African Methodist Episcopal Church in partic- cent political changes in the urban South. ular, as we look at the ways in which Afro- Materials based on the Atlanta, Birmingham, American schools, businesses, fraternal and Houston, New Orleans, and Durham expe- civil rights organizations serve to institutional- riences will be emphasized. ize the values of Afro-American life. Open to qualified juniors and seniors. Open to qualified juniors and seniors.

Not offered in 1980-81. Mr. Jackson Mr. Jackson 340 (2)***'' Seminar. Afro-American 317 (1)***1 Political Sociology of Afro- History

Americans 1 1 Topic for 1980-81: Marcus Garvey. Marcus An explanatory analysis of the changing Garvey's Universal Negro Improvement Asso- political and social indices operative in the ciation dominated the Afro-American scene in

Black community. Emphasis will be placed on the decade after World War I and was a the political and social patterns that have major influence in the lives of Black people in emerged as a result of these changes. the West Indies, Central America, Africa, and Open to all juniors and seniors or by permis- elsewhere. Garvey's program of race first, sion of the instructor. self-reliance, and Black nationalism was still very much alive in the Black Power era of the Mr. Jackson 1960s and 1970s. Elijah Muhammad, Malcolm X, and Shirley Chisholm are among the many politically active Black people who were associated with Garvey's movement in their for- mative years. This seminar will examine Garvey's ideas, impact, and struggles. Open to qualified juniors and seniors and by permission to sophomores with a strong background in Black studies courses.

Mr. Martin

350 (1) (2) Research or Individual Study 1 or 2 Open by permission to juniors and seniors. 68 Chemistry

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

Professor: The following courses are offered as related Crawford, Webster (Chairman), Rock, Loehlin, work by other departments where they are Hicks

described. Courses fronn this list may be counted toward the major, provided that a Visiting Professor: minimum of six courses is elected from the Hume, Johns Black studies departmental offerings. Associate Professor: 106(2)* Afro-American Music Kolodny, Levy See Music 106. Assistant Professor: Swallow*, Rosenfeld, Elliott 226 (1) History of Afro-American Art Kahl, Hearn*, See Art 226. Laboratory Instructor: Darlington, Mann, Smith^, LiebermanS 267 (2) Africa before the Europeans See History 267. Unless otherwise noted, all courses meet for two periods of lecture and one three-and-one- 268 (1) Africa in the IVIodern World half hour laboratory appointment weekly and See History 268. one 50-minute discussion period every other week, at the pleasure of the instructor. The selected topics courses will generally be taught without laboratory, but may include laboratory for some topics. Calculators may be used in all chemistry courses.

Directions for Election Ordinarily students who have taken one year of high school chemistry and physics should elect 107 and 111. Chemistry 106(1) and The requirements for the major are consis- 1 10 (2) are intended for students who have tent with the concept of Black studies as a studied high school chemistry but no physics. multidisciplinary field of study. The require- Students may elect 106 (2) and 1 10 (1) ments are designed to provide a wide range regardless of their high school chemistry and of knowledge and analytical ability as well as physics background. Chemistry 105 is intend- firm foundation in an area of specialization, a ed for students who have not studied chemis- sociology, history, economics, polit- such as try within the past four years and leads to ical science, or literature. 1 1 (2) or 111. Chemistry 1 20 replaces 1 06

1 or 107 and 111 for students with It is strongly recommended that two units be and 10 elected in each of the three general areas of more than one year of high school chemistry. Black history, humanities, and the social sciences as multidisciplinary training. As the basic introduction to the discipline of Black

studies, 105 is required of all majors. In addition, at least four units must be taken in a 101 (1) Contemporary Problems in single discipline as a field of specialization.

Chemistry I Units taken at another institution to fulfill any departmental requirements must be approved 1 Consideration of selected aspects of by the department. chemistry and related chemical concepts. will scheduled discussion ses- A minimum of six courses must be elected There be no from Black studies department courses. The sion. Not to be counted toward the minimum credit for more than others may be elected, after consultation with major. Students wishing unit of 101-102 should consult the your advisor, from related courses taught in one other departments or from courses taken on department. exchange. Open to all students except those who have

taken any Grade I course in the department.

Not offered in 1980-81. Chemistry 69

102 (2) Contemporary Problems in 110 (1) (2) Introductory Chemistry II

Chemistry II 1 1 Atomic and molecular structure, chemical Consideration of selected aspects of bonding, chemistry of elements, introduction chemistry and related chemical concepts. to chemical energetics and kinetics. Ordi- Topic for 1980-81: Forensic chemistry — the narily students who have taken one year of application of chemical principles and tech- high school physics or a unit of college phys- niques to criminal investigations and the ics should elect 111. analysis of physical evidence. There will be Prerequisite: [100], [103], 105. 106, 107, or no scheduled discussion session. Not to be [108]. counted toward the minimum major. Students The Staff wishing credit for more than one unit of 101-102 should consult the department. 111 (2) Introductory Chemistry II Open to all students except those who have 1 taken any Grade I course in the department. Atomic and molecular structure, chemical Mr. Hume bonding, chemistry of elements, introduction to chemical energetics and kinetics. Prerequisite: 105 (1) Fundamentals of Chemistry [100], [103], 105, 106, 107, or

1 [108] and one year of high school physics or The periodic table, atomic structure, a unit of college physics. chemical formulas and equations; states of The Staff matter, properties of solutions, equilibria in solution, electrochemistry. Three periods of 112 (2) Evolution: Change Through Time lecture and one three-and-one-half hour labo- 1 ratory appointment weekly. Not open to For description and prerequisite see Extra- students who have taken [103], 106, 107, or departmental 1 12. [108], Open only to students who have not taken a 120 (1) Intensive Introductory Chemistry chemistry course within the past four years. 1 Serves as prerequisite for 110 and 111. A one-semester alternative to Introductory

The Staff Chemistry I and II for students who have taken more than one year of high school

106 (1) (2) Introductory Chemistry I chemistry. Atomic and molecular structure, 1 chemical bonding, properties of liquids and The periodic table, atomic structure, states of solutions, chemical equilibria, electrochemis- matter, properties of solutions, equilibria in try, chemical kinetics. solution, electrochemistry. Ordinarily students Open only to students who have taken more who have taken one year of high school than one year of high school chemistry. Not

physics or a unit of college physics should open to students who have taken any Grade I elect 107. chemistry course. Open only to students who have taken one Mrs. Kolodny year of high school chemistry. Not open to students who have taken [100] or [103]. 211 (1) (2) Organic Chemistry I The Staff 1 A study of the synthesis and reactions of typi-

107 (1) Introductory Chemistry I cal organic compounds with emphasis on the 1 chemistry of aliphatic molecules. The periodic table, atomic structure, states of Prerequisite: [104], 110, 111, or 120. matter, properties of solutions, equilibria in Miss Crawford, Mr. Rosenfeld, Ms. Elliott solution, electrochemistry. Open only to students who have taken one 222 (1) An Introduction to Biochemical year of high school chemistry and one year Principles of high school physics or a unit of college 1 physics. Not open to students who have A study of the chemistry of proteins, nucleic taken [100] or [103]. acids, and selected metabolic pathways. The Staff Prerequisite: 211 and one year of high school

biology or Biology 1 10.

Offered in Semester II in 1981-82. 70 Chemistry

231 (1) (2) Physical Chemistry I 317(1) Organic Chemistry III 1 1 Properties of gases, chemical thermo- An examination of fundamental topics such dynamics, properties of solutions and chemi- as rearrangements, neighboring group ef- cal kinetics. Second semester will have fects, orbital symmetry, and synthetic design. special emphasis on biochemical examples. Related laboratory work and readings will be Prerequisite: [104], 110, 111, or 120, taken from primary research literature. There

Mathematics [1 1 1] or 116, and Physics 103 or will be no regularly scheduled discussion 104 or 105 or 106 or 110. session. Prerequisite: 313. Ms. Rock, Mr. Loehlin Miss Crawford 241 (1) Inorganic Chemistry 1 319 (1)* Selected Topics in Organic Chemical periodicity, structure and reactivi- Chemistry ties in inorganic systems. 1 Prerequisite; 211. Normally a different topic each year. Prerequisite: 313 and permission of the Mr. Kahl department.

261 (2) Analytical Chemistry Not offered in 1980-81. 1 Classical and instrumental methods of sepa- 323 (1) Chemical Aspects of Metabolism ration and analysis, quantitative manipula- 1 tions, statistical treatment of data. One lec- An examination of reaction mechanisms, ture and two laboratory meetings each week. interrelationships of pathways, and experi- Prerequisite; 211 or 231 or permission of the mental approach to the understanding of instructor. metabolism. Prerequisite: 211 and Biology 200; or 222. Mr. Hume Miss Hicks 306 (1) Seminar 1 324 (2) Chemical Basis of Selected Each year an important topic will be studied Physiological Processes from a variety of chemical perspectives. 1 Topic for 1980-81: The achievement of 20th- A consideration of topics of current research century women scientists; four (or five) case interest such as blood clotting, antigen- studies. One two-period meeting per week. antibody interactions, regulation, mechanism No laboratory. of enzyme and coenzyme action. Open to all students regardless of major who Prerequisite: 323 or 222 or 326. have completed two units of chemistry Mrs. Levy beyond the Grade I level and who have permission of the instructor. 326 (2) Energetics and Metabolism Mrs. Kolodny 1 A study of biochemical energetics, intermedi- 309 (1) Foundations of Chemical ary metabolism, with emphasis on the mech- Research anism of individual enzymatic reactions, func- 1 tions of coenzymes, problems of physiological Advanced study of research design and meth- regulation. ods through the literature and the laboratory. Prerequisite: 221 and 231; 313 and Biology Two three-and-one-half hour periods of lec- 200 are recommended. ture and/or laboratory each week. Ms. Elliott Prerequisite: 211, 231, and 261. Not offered after 1980-81. Not offered in 1980-81.

329 (1)* Selected Topics in Biochemistry 313 (2) Organic Chemistry II 1 1 Normally a different topic each year. A continuation of 211, with emphasis on the Prerequisite: one unit of biochemistry and chemistry of aromatic molecules. permission of the department. Prerequisite: 21 1. Not offered in 1980-81. Miss Crawford, Mr. Rosenfeld Not offered in 1981-82. Chemistry 71

333 (2) Physical Chemistry II Directions for Election 1 Quantum chemistry and spectroscopy. Struc- ture of solids and liquids. Prerequisite: 231, Physics 106 or 110 and Chemistry 105, 106, 107, and [108] all serve Mathematics [201], [207], [215], or 205. as prerequisite for 110. Final assignment to Mrs. Kolodny one of these courses will be made by the staff of the chemistry department. Chemistry 339 (2)* Selected Topics in Physical 106 and 107 will differ only in emphasis and Chemistry in depth of presentation. The same material will 1 be treated in both courses. Topic for 1980-81: Lasers in chemistry. A major in chemistry must include [104], 110 Prerequisite: 231 and permission of the or 1 1 1 and their prerequisite, or 120, or their department. equivalent, 211, 313, 231, and 333, plus two Miss Rock additional units exclusive of 350 and 370. In addition, Mathematics [201], [207], [215] or

349 (2)* Selected Topics in Inorganic 205 and a Grade II unit of physics with Chemistry laboratory are required.

1 Students planning graduate work in chemistry a different topic each year. Normally or closely allied fields should plan to elect permission of the Prerequisite: 241 and 241 and 261, and should also strongly consid- department. er additional mathematics and physics cours-

Not offered in 1980-81. es. A reading knowledge of German and either French or Russian is required in many graduate programs. 350 (1) (2) Research or Individual Study 1 or 2 Students planning to elect Organic Chemistry permission to students Open by who have I and II are urged to elect both units I and II taken at least two units in chemistry above in the same academic year whenever possible. the Grade I level. Students interested in biochemistry or molecular biology are referred to the section of the 370(1-2) Thesis Catalog where the interdepartmental major in 2 to 4 molecular biology is described. They should Open only to honors candidates. consult with the director of the molecular biology program.

Premedical students are referred to the requirements given on p. 00. Note that either 231 or 313 is acceptable to most medical schools as the fourth chemistry unit.

The American Chemical Society has estab-

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

Placement and Exemption Examinations

For exemption with credit, students will be expected to submit laboratory notebooks or reports. 72 Chinese

151 (1) Advanced Elementary Chinese Chinese 1 Intensive oral training and practice in reading and writing with particular stress on sentence structure and vocabulary building. Professor: Open to students who can read and write Lin (Chairman) some Chinese with a speaking ability of either Mandarin or any kind of Chinese dialect.

Visiting Professor: Mrs. Yao Lu3

201 (1-2) Intermediate Chinese Reading Assistant Professor: 2 Lam«2, W. Liu Reading with emphasis on vocabulary building; review and further development of sen- Lecturer: tence structure, composition, and oral ex- Yao, Y. Liu pression. Newspaper reading. Two periods with additional hour for smaller group dis- Teaching Assistant: cussions or individual assignments. 201 and Berman 202 combined form the second-year Chinese course. Prerequisite: 101 and 102 taken concurrently, or permission of the instructor. Corequisite: 202.

Mr. W. Liu 101 (1-2) Elementary Spoken Chinese 2 202 (1-2) Intermediate Conversational Introduction to vernacular Mandarin Chinese. Pronunciation, sentence structure, and con- Chinese versation. Three periods. 101 and 102 conn- 1 Discussion of current events and cultural top- bined form the first-year Chinese course. ics combined with use of video tapes. Two Open to all students with no background or periods. 201 and 202 combined form the no previous formal Chinese language training. Corequisite: 102. second-year Chinese course. Prerequisite: same as for 201. Corequisite: Mrs. Lin, Mrs. Yao 201.

Mrs. Lam, Mr. W. Liu 102 (1-2) Basic Chinese Reading and Writing 241 (2)* Poetry and Drama in 1 Chinese Analysis of grammar and development of Translation 1 reading skills of simple texts and in character For description and prerequisite see Extra- writing in both regular and simplified forms with emphasis on vocabulary currently used departmental 241.

in People's Republic of China. One period Not offered in 1980-81. with additional hour for smaller group discussions or individual assignments. 101 and 102 242 (2)* Chinese Fiction in Translation combined form the first-year Chinese course. 1 Open to all students with no background or For description and prerequisite see Extra- no previous formal Chinese language training. departmental 242. Corequisite: 101.

Mr. Y. Liu

106 (1) Introduction to Chinese Culture 1 For description and prerequisite see Extradepartmental 106.

141 (2) China on Film j'&ii*^ 1 For description and prerequisite see Extradepartmental 141. Chinese 73

Literature in the 252 (1) Readings in Modern Style 316 (2) Seminar. Chinese Writings Twentieth Century

1 1 Reading and discussion in Chinese of selec- Study of works and authors in Chinese thea- tions from contemporary Chinese writings, in- tre, poetry, novels, etc. Topic for 1980-81: A cluding plays, poetry, and essays on various study of Lu Hsun and his novels and short topics such as economics, history, philoso- essays from 1918 to 1936. Special attention phy, political theory, and sociology. Three will be given to his role as commentator on periods. the malaise of modern China, his use of short Prerequisite: 201 and 202 taken concurrently, stories to convey the plight of women, or by permission of the instructor. peasants and other oppressed groups, as well as changes and developments in Lu Mrs. Yao Hsun's political attitudes during that period. Readings and discussions all in Chinese. 300 (2) Readings in Contemporary Prerequisite: 300 or 301 or by permission of Chinese Literature the instructor. 1 Mrs. Lin Reading and discussion in Chinese of selections from short stories and novels. Readings Seminar. Topics in Literary from 1917 to the present. Three periods. 349 (1) Prerequisite: 252 or by permission of the Chinese instructor. 1 Readings and analysis of selected works of Mrs. Lin periods from the Western Han to Southern Song dynasties, with emphasis on the evolu- Writings 301 (1) Readings in Expository tion of literary forms and style, as reflection of People's Republic of China of the intellectual spirits and special interests 1 of the time. Readings and discussions in Chinese of se- Prerequisite: 310 or 311 or by permission of Republic of China, in- lections from People's the instructor. cluding the works of Mao Zedong and impor- Mrs. tant issues of various current events and Lam focus on practice in writing and translating in documentary style. Three periods. 350 (1) (2) Research or Individual Study Prerequisite: 252 or by permission of the 1 or 2 instructor. Open by permission to qualified students.

Mrs. Lam

310 (1) Introduction to Literary Chinese

1 Wen-yen grammar, reading, and discussion in Chinese of selections of simple texts in classical Chinese. Two periods. Prerequisite: 252 or by permission of the instructor.

Mrs. Lin

311 (2) Readings in Classical Chinese 1 Reading and discussion in Chinese of selections of poetry, prose, traditional short stories, and novels. Two periods. Prerequisite: 310 or by permission of the instructor. 3

74 Economics

Directions for Election Economics

Students who major in East Asian studies or Chinese studies should consult the chairman of the department and the advisor early in the Professor: college career. Bell (Chairman), Goldman, Morrison

For students majoring in Chinese studies, the Visiting Professor: minimum requirement is extensive Chinese Calderwood3 language training, and literature in the original Chinese is highly recommended. Associate Professor: Students who wish to take Chinese 252 or Case* other courses in Chinese literature are advised to have a knowledge of Chinese culture Assistant Professor: or history. For this, Extradepartmental 106, Frodin*'', Matthaei, Amott, Gaspari, Grant, History 275 and 276 are recommended. Lindauer, Rotella For students majoring in East Asian studies who do not intend to do graduate work, at Instructor: least one year of Chinese is encouraged, but Nichols, Randolphs, Baum3, Provo^, not required. Students who wish to do Fraumeni^ graduate work in East Asian studies are advised to complete at least two years of Lecturer: Chinese language training. Gough, Jr.

Course 350 is an opportunity for properly qualified students to work independently in fields not covered in other courses in the department. It can also provide continuing study in classical Chinese literature. Economics 75

101 (1) (2) Survey of Modern Economics 203 (2) Economic Development: The — Microeconomics European Experience 102 (1) (2) Survey of Modern Economics 1 — Macroeconomics Description and analysis of the economic 1 each development of Western Europe from the Each course, which may be taken in- Middle Ages to the 20th century. Particular dependently and in either order, presents a emphasis on interrelationships among view ot our market economy, beginning with ecomomic, demographic, and institutional the nature ot economics and economic changes which accompany the transforma- systems, supply and demand analysis, and tion of agriculture and the Industrial Revolu- the development of economic thought. 101, tion. microeconomics, is an analysis of the Prerequisite; 101 and 102. firms in the choices individuals and make Ms. Rotella markets where they buy and sell. It deals with questions of equity and efficiency. Policy 204 (1) American Economic History distribution, com- problems include income 1 health educa- petition and its regulation, and Description and analysis of the growth and capital investment and current tion as human development of the U.S. economy and its in- is an economic topics. 102, macroeconomics, stitutions from Colonial times to the 20th cen- of the analysis of the aggregate dimensions tury. Emphasis on the "new" economic economy; GNP, national income and employ- history; explicit economic models and quan- ment, price levels and inflation, money and titative methods to analyze historical banking, international trade and investment. phenomena, including slavery and the South; the role of govern- Policy problems include the industrial economy and its labor force, ment, prosperity and depression, investment the transportation revolutions, and govern- economic and economic growth, worldwide ment's role in economic change. development, and current economic topics. Prerequisite; 101 and 102. All sections present the same course; individ- Ms. Rotella ual instructors may offer slightly different material and problem sets. Small classes 205 (2) The Corporation allow for discussion. All registered students must attend a series of special lectures 1 The development of the modern corporation (three for 101, three for 102) given by depart- and its place in the economy. Corporate ment faculty or visiting experts. The dates organization and financial management. Fi- and times of these lectures will be published nancial markets; the technical and fundamen- in the Schedule of Classes; topics and tal aspects of the stock market. Government speakers will be announced in class. regulation of corporations and markets. Open to all students. Limited to fifty students; preference to The Staff seniors. Prerequisite; 101 and 102.

201 (1) (2) Microeconomic Analysis Mr. Calderwood 1 Microeconomic theory; analysis of the in- 210 (2) Financial Markets and the dividual household, firm, and industry. Economy Prerequisite; 101 and 102. 1 Ms. Rotella, Mr. Nichols An analysis of the role of commercial banks and other financial institutions in the 202 (1) (2) Macroeconomic Analysis economy. Microeconomics of financial in- 1 termediaries. The Federal Reserve System, Analysis of aggregate income, output, regulation of financial institutions and employment, and the price level. Analysis of monetary policy. policies to control inflation and unemploy- Prerequisite; 101 and 102. ment. Ms. Amott Prerequisite; 101 and 102.

Ms. Baum, Ms. Frodin, Ms. Amott 76 Economics

211 (1) (2) Statistics and Econometrics 225 (1) Urban Economics 1 1 Descriptive statistics and an introduction to Analyses of the urban and suburban econo- statistical inference. Expected values, proba- mies with particular reference to urban re- bility distributions, and tests of significance. newal, income distribution, transportation, Classical models of bivariate and multiple re- housing markets, employment, and the eco- gression. Problem solving using the com- nomic development of the inner city. puter. Prerequisite: 101 and 102. Prerequisite: 101 and 102, or for sophomores, juniors, and seniors who have completed one course and are taking the other, by permis- 239 (2) Seminar. Economics of Energy sion of the instructor. and the Environment Mr. Morrison, Ms. Randolph 1

Is economic growth without environmental 214(1) International Finance deterioration possible? The economic forces 1 (externalities) which cause pollution; the International monetary problems, institutions costs and who bears the costs; the energy and policy. crisis; the implications of zero economic Prerequisite: 101 and 102. growth; the extent of the problem and possible solutions both here and abroad. Mr. Grant Prerequisite: 101 and 102.

216(1)* Elementary Mathematical Mr. Goldman Economics

1 241 (1) The Economics of Personal Mathematical foundations of elementary eco- Choice nomic theory; fundamentals of relevant ad- 1 vanced theory. Mathematical applications of Analysis and decision-making in ordinary life economic analysis; mathematical problem- situations; using economics to plan for one's solving in the social science. future. Representative topics include housing, Prerequisite: 101, 102, and Mathematics 115. borrowing, having a family, insurance, saving, retirement, investment in one's self. Not offered in 1980-81. Prerequisite: 101 and 102.

Mrs. Bell

217 (1) Topics in Mathematics and 243 Issues in Social Policy: The Economics (1) Sexual Division of Labor 1 1 Applications of calculus and linear algebra to Analyses of the sexual division of labor in the economic analysis. Topics selected from: home and marketplace from historical and linear and general optimization, input-output theoretical perspectives. Evaluation of social analysis, marginal analysis, analysis of policies to achieve sexual equality from an market equilibrium and stability. economic standpoint. Prerequisite: 201 or 202 and Mathematics Prerequisite: 101 and 102. [201] or [215] or 205, or by permission of the instructor. Ms. Matthaei

Mr. Grant, Mr. Shuchat 249 (2) Topics in Political Economy I 1 220 (1) Current Economic Policy Radical political economy's criticisms of 1 modern capitalism. Study of Marxian Analysis of immediate and long term economic theory as an alternative conception economics problems facing the United of the workings of the market economy. Com- States; development of appropriate policy parison of Marxian and mainstream economic solutions. theories. Prerequisite: 101 and 102. Prerequisite: 101 and 102.

Ms. Matthaei Economics 77

250 (2) Policy Issues in Current 312 (2) Economics of Accounting Economics 1

1 Accounting principles and practice analyzed The determinants of health status, and health in terms of economic concepts of value and care, including the socio-economic factors. cost: problems in accumulating and present- Policy approaches, evaluations, and implica- ing accounting data for decision-making by tions of health and nutrition-related issues. In- firms, by investors, by regulators, and others: tervention in terms of programs will be exam- case method used in class. ined: equity, health, and nutrition will be Prerequisite: 201 and 202, or by permission analyzed. of the instructor. Prerequisite: 101 and 102. Mrs. Bell Ms. Gaspari 314(2) International Economics

301 (1) Comparative Economic Systems 1

1 Theory of international trade. Methods of The economics of capitalism, socialism, adjustment to disequilibrium in balance of fascism, and communism. payments. The impact of international move- Prerequisite: 201 or 202. ments of commodities and capital on economic activity in the past and since World Mr. Goldman War II. Current problems: international liquid-

ity, economic integration, the United States 302 (2) Seminar. Economic Development balance of payments. 1 Prerequisite: 201 and 202. Survey and analysis of problems of the less developed countries. Considerations of policy Ms. Gaspari measures to promote (their) economic development and growth. Specific topics may 315 (1) History of Economic Thought include: role of physical and human capital, 1 interrelationships between the agricultural The development of economic thought from and industrial sectors, rural urban migration, ancient to modern times. A brief study of monetary and fiscal policies, import substitu- early economic ideas followed by a more tion and export promotion policies, foreign detailed examination of the history of eco- aid, and foreign investment. nomics since 1776. The systems of the lead- Prerequisite: 201 and 202. ing economists in the light of their own times and of the present day. Mr. Lindauer Prerequisite: 201.

305 (1) Industrial Organization Ms. Matthaei 1

Analysis of the structure, conduct, and per- 316 (2) Modern Economic History formance of industry. Government regulation 1 and antitrust law, their purpose and accom- Economic history from the Great Depression plishments. to the present. Analysis of economic prob- Prerequisite: 201 and 211. lems and policies from the 1920s to the 1970s. Ms. Gaspari Prerequisite: 202.

310 (1) Public Finance Mr. Morrison 1

Principles, practices, and economic effects of 317 (2) Seminar. Introduction to the public sector. The goals of public finance. Economic Modeling

A seminar treatment of current issues of 1 fiscal policy. Introduction to mathematical and econo- Prerequisite: 201. metric modeling. Techniques of specifica- estimation, and simulation of rational Mr. Nichols tions, and behavioral economic models. Prerequisite: 201, 202, 211, and Mathematics

1 15 or [201], or by permission of the instructor.

Mr. Grant .

78 Economics

330 (1) Seminar. Macroeconomic Model- Directions for Election ing and Policy Issues

1 Focused on contemporary macroeconomic The complete survey course consists of both issues, the economic events affecting them Grade I level courses. Neither 101 nor 102 is and the practical problems of analyzing and a prerequisite for the other and either may be forecasting. Contemporary tools of applied elected separately for one unit of credit. macroeconomics, especially large-scale econometric models: their theoretical founda- Any student who plans to take economics tions, contemporary characteristics, and use. after 101 and 102 should consult a depart- advisor. also the An interactive course: students participate in ment See Department Hand- developing specification of key macro- book. economic relationships which they use to Economics is a social science directed to the analyze topical economic issues. study of the universal problems of scarcity,

Prerequisite: 201, 202, and 211. choice, and human behavior. It contains elements of formal theory, history, philosophy, Mr. Gough, Jr. and mathematics. Unlike business administration, which deals with the specific procedures 331 (1) Seminar. Labor Economics by which business enterprises are managed, 1 it examines a broader range of institutions The structure and functioning of the labor and focuses on their interactions. Thus market from both neoclassical and institu- students are urged to supplement their pro- tional points of view. Human capital theory, gram in economics with courses from labor force participation, the economics of many other in the liberal discrimination, labor unions, minimum wage disciplines arts. policy, and other topics. An economics major contains required Prerequisite: 201 and 211. courses 201 , 202, and 21 1 which should be Ms. Amott taken at Wellesley. Permission to take these courses elsewhere must be obtained in advance from the department chairman. An 332 (1) Seminar. Topics in Current Economic Theory and Policy economics major must take a majority of her Grade III economics units as Wellesley 1 courses; permission for an exception must be Stagflation theory and policy alternatives. obtained in advance from the chairman. Supply side disaggregation, job search, rational expectations, tax cut-induced invest- A number of factors should be carefully ment, incomes policies, and modern macro weighed in choosing courses to complete the debates. Emphasis throughout on the nature major. Students are advised to consult the and implications of alternative stabilization Department Handbook prior to selecting policy actions. courses each term. The Handbook contains Prerequisite: 201, 202, and 211. specific suggestions and discusses a variety of topics including preparation in mathe- Mr. Nichols matics, desirable courses for those interested in graduate study in economics, complemen- 333 (2) Seminar. Topics in Current tary courses outside economics, etc. Economic Theory and Policy 1 Students wishing to develop competence in Topic for 1980-81: Income distribution and economics in preparation for work or gradu- world poverty. ate study in law, business, public administra-

Prerequisite: 201 , 202, and 21 1 tion, area studies, international relations, public health, or medicine may choose the Ms. Randolph Economics Complement. This consists of

Economics 101, 102, 21 1, and at least two 350 (1) (2) Research or Individual Study other courses in the department. The plan for 1 or 2 this option should be carefully prepared: Open by permission to juniors and seniors students wishing to take the Economics Com- who have taken 201 and 202. plement in addition to their major in another field should consult a faculty advisor. 370 (1-2) Thesis 2 to 4 Open only to honors candidates. Education 79

206 (1) Women, Education, and Work Education 1 Examination of ways in which the background of women, the educational system, and the structure of work affect the lives of women, Assistant Professor: from a historical, sociological, and public Brenzel (Chairman), Bui policy point of view. Relationships between educational and economic institutions, inter-

Associate in Education; sections among the family lives, educational Rokicki experience, and work lives of women. Open to students who have taken one unit in Group B.

Ms. Course may be elected to tulfill in part the Brenzel distribution requirement in Group B"" or Group b2 as designated. 208 (2) Moral Education and Schooling 1 Study of recent demands for and attempts to develop educational practices explicitly designed to affect students' values and moral beliefs. Particular emphasis will be placed on 102 (1)***1 Education in Philosophical theories of value clarification (Louis Raths Perspective and Sidney Simon) and moral development

1 (Jean Piaget and Lawrence Kohlberg): their Examination of modern ethical problems of assumptions about morality, their instructional public education such as equality of opportu- programs and their public justification will be nity, compulsion and the granting of educa- examined. tional credentials, student rights, and the Open to all students who have taken one unit education of religious minorities. Recent in Group A or Group B. examples of the philosophical thinking neces- Mr. Bull sary to understand and resolve these problems will be studied. Special attention will be 212(1)***1 History of American paid to the interpretation and application of Education philosophical texts and to the writing of philo- 1 sophical arguments. Study of the various historical conflicts and con- Open to all students. troversies leading to the development of edu- Mr. Bull cation as a central force in American culture. Topics include the popularization of public 200 (1)* • * 1 Modern Philosophies of schooling, its role in socializing the young, Education and the effects of political, economic, and 1 social forces in shaping American education. Analysis of the role of education in modern Open to all students. social and political philosophy. Background Ms. Brenzel study of the works of John Dewey, Eduard Bernstein, Edmund Burke, and Karl Marx. 216 (2)***2 Education, Society, and Focus on the educational writings of more re- Social Policy cent participants in these philosophical tra- 1 ditions — including Paul Goodman, Jacques Through examination of educational theories Maritain, Jacques Barzun, Paulo Freire, and and practices in an interdisciplinary manner, Ivan lllich. the social context of educational and social Open to all students. policies will be analyzed. The formulation and Mr. Bull implementation of these policies will be studied with special emphasis on issues such as inequality, desegregation, community control, alternative schooling, testing, youth unemployment and family policies. Course will focus on the interrelationships between social structure and education, the potential and limits of education and social policy. Open to all students.

Ms. Brenzel 80 Education

300 (1) The Secondary School 307 (2) Seminar. Law, Ethics, and 1 Education Aims, organization, and administration of 1 American secondary schools. Topics include Study of federal and state statutory and con- history of the secondary school, secondary stitutional law governing public education as school education in relation to adolescent it reveals public purposes of education, the development, and the school as an environ- legal status of students and teachers, the ment for teaching and learning. Special atten- requirements for equal educational opportu- tion paid to the nature of secondary curricu- nity, and the basis of public school finance. lum and instruction. Emphasis on ethical aspects of issues such Prerequisite: 102. as student rights, academic freedom and affirmative action. Attention will be paid to Not offered in 1980-81. the comprehension and interpretation of legal cases and, to a limited extent, to methods of independent legal research. 302 (2) Methods and Materials of Open to juniors and seniors. Teaching Mr. Bull 1 Study and observation of teaching objectives 312 (2)***1 Seminar. History of Child and classroom procedures in secondary Rearing and the Family schools. Review of teaching and learning 1 theories. Study of the philosophy underlining Examination of the American family and the the secondary school, its history and contem- emerging role of the state in assuming porary functions. Examination of curriculum responsibility for child rearing and education. materials in major teaching fields and of cur- Study of the role of institutions and social riculum planning in general. Open only to policy in historical and contemporary at- seniors doing student teaching. Students tempts to shape the lives of immigrants, poor electing 302 and 303 may include in addition families, and their children. one unit of independent study in the same Open to juniors and seniors without pre- semester. requisite. Prerequisite: at least one of 102, 212, 216, or permission of the instructor. Corequisite: 303. Ms. Brenzel

The Staff. 350 (1) (2) Research or Individual Study 1 or 2 303 (2) Curriculum and Supervised Open to juniors and seniors by permission. Teaching 1 Observation, supervised teaching, and curriculum development in student's teaching 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 independent study in the same semester. Corequisite: 302.

The Staff English 81

Directions for Election English

With the exception of Education 302 and 303 the department's courses are designed for all students and not simply those planning a Professor: career in public or private school teaching. Corsa»2, Lever, Quinn, Layman (Chairman), For those students who do wish to be certi- Ferry, Garis, Craig*, Gold, Pinsky* fied as high school teachers (grades 7-12) upon graduation, the following program will Visiting Professor: ordinarily satisfy the requirements of most Sage3, Florence I. Tucker Visiting Professor, state Departments of Education: Finkelpear|3

Required: 102 or 212, 302, 303, and Associate Professor: one other Education course Sabin*, Bidart Recommended: 200, 208, 212 or 216 Psychology 212, 217, or Assistant Professor: 219 Harman*, Stehiing*, Peltason. Cain, Tyler, MIT Seminars 211 and 212 Van Dyke, Rosenwald Black Studies 105 Instructor: Students are advised that the requirements Polito, Reimer for certification in several states are in the process of change and, therefore, should Lecturer: check with Ms. Brenzel to insure their pro- Eyges3, Stubbs^, Moss^ grams will be accepted for certification.

Students wishing certification as elementary school teachers should take 102, 200 and Psychology 207. Student teaching on the elementary level, however, may not be done through the department's program. 100 (1) (2) Expository Writing 1

Instruction in the fundamentals of writing expository essays. Mandatory credit/noncredit/ credit-with-distinction.

Open to all students except those who have taken [109].

The Staff

100 (2) Tutorial In Expository Writing 1 For description and prerequisite see Extradepartmental 100.

101 (1) (2) Critical Interpretation 1 A course designed to increase power and skill in the critical interpretation of literature by the detailed reading of poems, mostly short, as individual works of art and in historical context. A sequence of poems drawn from the Renaissance to the Modernist period. Open to all students except those who have taken [209].

Mr. Gold, Mr. Ouinn, Mr. Ferry, Mr. Finkelpearl, Mr. Bidart, Mr. Peltason, Mr. Tyler, Mr. Polito 82 English

112(1) (2) Shakespeare (2)

1 d. Elizabeth I: "Cynthia's Revels" The study of a number of representative Poetry, politics, theatre, spectacle, and plays with emphasis on their dramatic and romance—and their fusion in the court of a poetic aspects. remarkable queen. The course will focus on Open to all students except those who have Elizabeth, who ruled England during its un- taken [215]. paralleled burst of literary splendor, and on f\/liss Lever, Mr. Layman, Mr. Peltason, the royal image in literary and theatrical art, Mr. Polito, Ms. Reimer including that of Spenser, Shakespeare, and Ralegh. 127(1) (2) Modern Drama Ms. Van Dyke 1 The study of British, American, and European e. Women on women: female portraits of a drama from Ibsen to the present. lady Open to all students except those who have taken [212]. A study of the images of women in the works of several major female novelists with special Mr. Garis, Mr. Rosenwald attention to the dimensions of women's experience as characters in novels, as 150(1) (2) Colloquia writers of novels, and finally as readers of 1 novels. For directions for applying see p. 43. Open by permission to a limited number of Ms. Reimer freshmen and sophomore applicants. 201 (1) (2) The Critical Essay (1) 1 a. American women writers of the short story The writing and revising of critical essays about poetry, fiction, or drama, in conjunction Short stories of the past one hundred years with readings in important criticism, past and by Sarah Orne Jewett, Edith Wharton, Willa present. Gather, Katherine Anne Porter, Eudora Welty, Open to all students. Flannery O'Connor, Grace Paley, and others. Mr. Quinn Mrs. Eyges

202 (1) Poetry b. The American dream: the idea of success 1 in America The writing of short lyrics and the study of Study of the myth of the "American dream" the art and craft of poetry.

and what it means to be a "success" in Open to all students by permission of the America. Authors will include James, Twain, instructor. Dreiser, Wharton, Fitzgerald, Mailer, and Mr. Bidart Ellison.

Mr. Cain 203 (1) (2) Short Narrative 1 c. Great diarists and their times The writing of sketches and the short story. For interested students, experience in the The diaries of Samuel Pepys, 17th century writing of one-act plays. Londoner, and of Samuel Sewall, American Prerequisite sam.e as for 202. Not open to Colonialist, studied as characteristic of their students who have taken [200]. genre and period. Additional comparative readings in 17th- and 18th-century British and Mrs. Eyges, Ms. Moss American diarists such as John Evelyn, George Fox, and Jonathan Edwards.

Mr. Rosenwald English 83

211 (1)* Medieval Literature 234 (1) Eighteenth-Century Literature

1 1 Major works of medieval literature excluding A study of the number of great characteristic those of Chaucer. A study of the medieval texts of the period, investigating especially search for ways to represent human experi- the establishment of paradigmatic social and ence in imaginative literature, a search that natural orders in the language of these texts, led writers to the authority of dreams, to and also the impulse to subvert, deny, or creating dramatic allegories, to recasting an- disintegrate these orders. Texts from the cient stories into medieval forms, and to the poetry, prose, or plays of such writers as song-like simplicity of medieval lyric poetry. Locke, Congreve, Dryden, Pope, Swift, Works will include, for example. Piers Johnson, Goldsmith, Burke, Gibbon, Blake, Plowman, cycle plays, and Sir Gawain and and Cowper. the Green Knight. Open to all students. Open to all students. Mr. Ferry Miss Lever 241 (1) Romantic Poetry 213(1) Chaucer 1

1 Discussion of a selection of poems and some Intensive study of The Canterbury Tales, sup- critical prose by Blake, Wordsworth, Col- plemented by the short later poems as they eridge, Byron, Shelley, and Keats. reveal Chaucer's comic artistry, his relation Open to all students except those who have to history and society of the late 14th century taken both [230] and [231].

in England. Mr. Gold, Mr. Tyler Open to all students except those who have taken [220]. 245 (2) Victorian Literature Miss Corsa 1 Poetry, fiction, and social criticism by major

222 (1) Renaissance Literature Victorian writers, including Mill, Carlyle,

1 Dickens, Tennyson, Browning, Ruskin, and Prose and poetry from More and the courtier Arnold. Some emphasis will be placed on re- poets of Henry VIII through Shakespeare's curring themes, such as the growing conflict greatest 16th-century predecessors, Sidney, between private values and public facts. Spenser, and Marlowe. A study of forms Open to all students except those who have characteristic of the Renaissance, and of the taken [314]. changing climate of ideas. Mr. Peltason Open to all students.

Mr Layman 247 (2) Arthurian Legends 1

227 (2) Milton For description and prerequisite see Extrade- 1 partmental 247. Close analysis of Milton's major poems.

Some examination of the political and 251 (1) Modern Poetry religious contexts of Milton's writings, his in- 1 fluence on later poets, and his importance for Twentieth-century poetry and poets, empha- 20th-century critics and literary theorists. sizing the sources and achievements of the Open to all students except those who have modernist revolution. A selection of major taken [217]. figures will be studied, among them Yeats, Eliot, Pound, Stevens, Frost, and Williams. Mr. Cain Open to all students except those who have taken [210]. 231 (2) Interpretation and Judgment of Films Mr. Bidart

1 For description and prerequisite see Extrade- partmental 231. 84 English

261 (1) American Literature i 281 (2)* Comedy 1 1

A survey of American literature from its Puri- The development, variety, and continuity of tan beginnings to Moby-Dick. Emphasis upon English comic writing. major figures. Open to all students except those who have Open to ail students except those who have taken [232]. taken [223]. Not offered in 1980-81. Mr. Quinn 282 (2)* Tragedy

262 (2) American Literature II 1 1 Tragic drama in the age of Shakespeare— its American writers from Whitman to World diversity and relation to other traditions.

War I. Emphasis upon major figures. Open to all students except those who have Open to all students except those who have taken [233]. taken [224]. Mr. Layman

fvlr. Gold, Mr. Rosenwald 301 (2) The Short Story 263 (1) (2) American Literature III 1 1 Techniques of short story writing together

American writers from World War I to the with practice in critical evaluation of student present: prose and poetry. work. Open to all students except those who have Open by permission of the instructor to stu-

taken [225]. dents who have taken one Grade II writing course. Mr. Quinn, Mr. Cain, Ms. Van Dyke, Mr. Rosenwald Ms. Moss

264 (1-2) Black Literature in America 302 (2) Advanced Writing 1 or 2 1

For description and prerequisite see Black Intensive practice in the writing of poetry. Studies 264. Prerequisite: 202 or by permission of the instructor.

271 The History of the English I (1) Novel Mr. Bidart 1

The beginnings of the English novel in the 313 (2)* Advanced Studies in Chaucer 18th century: Defoe through Jane Austen. 1 Open to all students except those who have A reading of the early poems, "The Book of taken [238]. the Duchess," "The House of Fame," "The Miss Corsa, Mr. Tyler Parliament of Fowls," "Anelida and Arcite," "The Legend of Good Women," as they lead

272 (1) (2) The History of the English to an intensive study of Chaucer's one

Novel II tragedy, Troilus and Criseyde. Supplemented

1 by shorter, minor poems that reveal his in- The 19th-century English novel from the terest in the history and society of the late Brontes to James. 14th century. Open to all students except those who have Open to juniors and seniors who have taken taken [239]. two literature courses in the department, at

least one of which must be Grade II, and by Miss Corsa, Mr. Quinn, Ms. Sage, Mr. Polito, permission of the instructor to other qualified Ms. Reimer students.

273 (1) (2) The History of the English Not offered in 1980-81.

Novel III 1 The 20th-century English novel from Conrad to the present. Open to all students except those who have taken [240].

Mr. Garis, Ms. Van Dyke English 85

323 (1) Advanced Studies in Shakespeare I 345 (1) Advanced Studies in Victorian

1 and Early Modern Literature Plays written between 1591 and 1604, such 1 as Richard II. Henry IV. Much Ado about Topic for 1980-81: Tennyson, Browning, and Nothing. Troilus and Cressida. Hamlet, the career of Victorian poetry. Measure for Measure. Othello. Prerequisite: same as for 313. Prerequisite: same as for 313. Not open to Mr. Peltason students who have taken [305].

Mr. Gold, Mr. Finkelpearl 350 (1) (2) Research or Individual Study 1 or 2

324 (2) Advanced Studies in Shal

1 the instructor and the chairman of the de-

Plays written between 1605 and 1611, such partment. Two or more Grade II or Grade III as King Lear. Macbeth, Antony and Cleo- units in the department are ordinarily a patra, Coriolanus, Cymbeline. The Winter's prerequisite. Tale. The Tempest.

Prerequisite: same as for 313. Not open to 351 (2) Advanced Studies in Modern students who have taken [305]. Poetry

Mr. Ferry, Ms. Van Dyke 1 Topic for 1980-81: The major work of T. S. Eliot and Robert Lowell, emphasizing the 327 (2) Seventeenth-Century Poetry direction and development of each poet's 1 career. The relation between the work of the Close study of themes and techniques as two poets will be explored, as well as how they develop in major poems of the period each embodies a sense of "the tradition." between Sidney and Marvell, concentrating Prerequisite: same as for 313. Not open to on Jonson, Donne, Herbert, and Marvell. Par- students who have taken [319]. ticular attention to love and devotional poetry. Prerequisite: same as for 313. Not open to Mr. Bidart students who have taken [316]. 363 Advanced Studies in American Mr. Garis (1) Literature

1 331 (2)* The Age of Satire Topic for 1980-81: 1900—America at the turn 1 of the century. Study of literature and society A study of satire as social response and as in America around the year 1900. Will focus literary phenomenon, exemplified in the work primarily on literary texts, though some atten- of such writers as Dryden, Congreve, Gay, tion will be paid to philosophical writings and Swift, and Pope. social commentary. Authors will include Prerequisite: same as for 313. Not open to James, Twain, Dreiser, Wharton, Crane, Nor- students who have taken [310]. ris, and Kate Chopin. Ms. Sage Prerequisite: same as for 313. Not open to students who have taken [317]. 333 (1)* From Neoclassic to Romantic Mr. Cain 1 The shift of sensibility from the 18th to the 19th century studied with emphasis on such 370(1-2) Thesis authors as Johnson, Burke, and Blake. 2 only to honors candidates who choose Prerequisite: same as for 313. Not open to Open to do honors research or an honors project in students who have taken [31 1]. creative writing. For alternate honors pro- 1980-81. Not offered in grams see Directions for Election.

341 (2) Advanced Studies in the Romantic 372 (2) Advanced Studies in the Novel Period 1 or 2 1 Topic for 1980-81: Joyce and Beckett. Short Topic for 1980-81: Wordsworth and Shelley. stories, the major novels and some biographi- Intensive study of key and critical poems cal and critical writings. documents. Prerequisite: same as for 313. Not open to Prerequisite: same as for 313. students who have taken [318].

Mr. Ferry Mr. Garis 86 English

381 (1) The English Language Directions for Election 1 Historical linguistics: major characteristics of Grade I literature courses are open to all stu- the English language today studied as the dents and presume no previous college ex- products of their origin and history. Emphasis perience in literary study. They provide good on speech, dictionaries, semantics and ety- introductions to such study because of their mology, and translation. subject matter or focus on training in the Open to juniors and seniors who have taken skills of critical reading and writing. Grade II or are taking two Grade II literature courses courses, also open to all students, presume in the department, or a course in linguistics, some competence in those skills. They treat or by permission of the instructor to other major writers and historical periods, and pro- qualified students. Not open to students who vide training in making comparisons and con- have taken [312]. nections between different works, writers,

Miss Lever and ideas. Grade III courses encourage both students and teachers to pursue their special

382 (2) Criticism interests. They presume a greater overall 1 competence, together with some previous ex- How reading works. A reading of exemplary perience in the study of major writers, readers, naturally leading to an examination periods, and ideas in English or American of the sense of several commonplace opposi- literature. They are open to all those who tions: literature vs. life, creation vs. criticism, have taken two literature courses in the theory vs. practice, Anglo-American vs. Conti- department, at least one of which must be nental, realism vs. "free play," literal vs. fig- Grade II, and by permission of the instructor urative, bourgeois vs. proletarian, pleasure or chairman to other qualified students. For vs. instruction, interpretation vs. judgment. admission to seminars and for independent Brief attention to Plato and Coleridge: concen- work (350), students of at least B standing in tration on texts by Pater, Arnold, Nietzsche, the work of the department will have first Freud, Empson, Leavis, R. Williams, and New consideration. Students are encouraged to Critics, Trilling, Frye, Bloom, Barthes, and consult with the instructors of courses they Derrida. are interested in. More complete descriptions Prerequisite: same as for 313. Not open to of all courses, composed by their instructors, students who have taken [307]. are posted on bulletin boards in Founders Hall, and are available from the department Mr. Tyler secretary.

386 (1) Seminar Students with AP credits in English, together 1 with other freshmen and sophomores who Topic for 1980-81: Shakespeare's King Lear. may be considering English as a major or Intensive study of the play itself, together double major, should at some convenient with a survey of some of the most important point confer with the chairman. The depart- commentaries and the variety of critical ment also maintains a roster of faculty ad- methods or approaches represented. visors available for students contemplating Prerequisite: same as for 313. English courses, whether as majors or nonmajors. Mr. Finkelpearl The English major consists of a minimum of

387 (2) Seminar eight courses, six of which must be in litera-

1 ture, including two Grade III and not more

Topic for 1980-81: Blake. A varied approach than two Grade I courses. (Expository Writing to his major poems and pictures. Emphasis may not be counted toward the major.) upon the religious, ethical and political con- Students must take Critical Interpretation, or tent of his work, with frequent readings in present very clear evidence of having had its other authors who shed light on the issues equivalent. This course offers fundamental with which he was concerned. and rigorous practice in methods of inter- Prerequisite: same as for 313. preting a literary text. All majors must also take at least one course in Shakespeare, or- Mr. Gold dinarily English 323 or 324. They should work closely with their advisors in seeking to arrange a program of study combining breadth and depth: a more than superficial acquaintance with some major works, authors, and periods that comprise the history of English French 87

and American literature, together with a developing interest in some special field of French study, such as the English Renaissance, drama, criticism, or modernism.

The department offers a choice of three programs for Honors. Under Program I the Professor: honors candidate does independent research Galand, Francois, McCulloch or a project in creative writing. Although this program, upon completion, enters the stu- Associate Professor: dent's transcript as two units of English 370, Stambolian, Mistacco (Chair) it may be begun as a unit of 350 and con- verted to 370 at the end of an auspicious fall Assistant Professor: semester. Programs II and III offer an oppor- Lydgate, Gillain, Hules, Grimaud, Levitt^, tunity to receive Honors on the basis of work Mathe, Respaut, Straus, Frye, Carlson^ done for regular courses; these programs carry no additional course credit. A candidate All courses (except 220 and 349) are con- electing Program II takes a written examina- ducted in French. Oral expression, composition in a field defined by several of her tion, and, in certain courses, creative writing related courses (e.g., the Renaissance, are stressed. drama, criticism). One electing Program III The department reserves the right to place presents a dossier of essays written for new students in the courses for which they several courses with a statement of connec- seem best prepared regardless of the number tions between them and critical questions of units they have offered for admission. raised by them. An oral examination is required in all Honors programs Qualified students are encouraged to spend the junior year in France. See p. 39.

In 1980-81, experimentation in the following courses will be sponsored by a grant from The National Endowment for the Humanities, 122 (Mrs. Hules), 142 (Ms. Respaut), and 223 (Mr. Grimaud).

101-102(1-2) Beginning French 2 Intensive oral training and practice in listening, speaking, and reading, supplemented by regular laboratory assignments. A slide presentation of the text introduces each week's cultural and linguistic material. The French comic book Asterix will be used as a supplement during the second semester. Three periods. (Formerly 100) Open only to students who do not present French for admission.

Ms. Mathe and Staff 88 French

111 (1) Elementary Intermediate French 205 (1) French Society Today 1 1 Intensive oral training and practice in listen- Contemporary problems and attitudes. Class ing comprehension and writing. Thorough discussion of representative texts, periodi- grammar review. Vocabulary building. Three cals, and newspapers. Oral reports, short periods. (Formerly 101) papers, outside reading. Open to students by permission of the depart- Prerequisite: same as for 201. ment only. To receive credit for 111, students Ms. Mathe completing the course must proceed to 122.

To fulfill the language requirement, students 206 (1) (2) Intermediate Spoken French completing 111 must proceed to 122. 1 Ms. Levitt Practice in conversation, using a variety of materials including films, video tapes, peri- 121-122(1-2) Intermediate French odicals, songs, radio sketches, and inter- 2 views. Regular use of the language labora- First semester: Particular stress on grammar tory. Enrollment limited to 15. Freshmen may review, listening comprehension, vocabulary register for this course only after consultation building, and development of oral skills. Sec- with the instructor. ond semester; Choice of different sections Prerequisite: same as for 201. emphasizing either the reading of modern Ms. Gillain, Ms. Mathe texts with discussion and written work or further development of conversational skills 212 (1) Medieval French Literature I through regular laboratory work using primari- 1 ly nonliterary materials. Three periods. The knight, the lover, and the outlaw: from (Formerly 102) the Chanson de Roland through Villon. Prerequisite: 102. Medieval texts read in modern French. Mrs. Hules and Staff Prerequisite: one unit of 201, 202, 203, 205, or 206; by permission of the instructor, 142. 141-142 (1-2) The Language and Culture Miss McCulloch of Modern France 2 213 (1) (2) French Drama in the Twentieth Discussion of selected modern literary and Century cultural texts. Grammar review. Study of 1 vocabulary and pronunciation. Frequent writ- Trends in contemporary drama: symbolism, ten and oral practice. Three periods. the use of myths, the influence of existential- (Formerly 104) ism, the theatre of the absurd. Prerequisite: 122. Prerequisite: same as for 212. Mr. Frye and Staff Mr. Stambolian, Mr. Straus

201 (1) 202 (2) French Literature and 214 (1) (2) The French Novel in the Through the Centuries Culture Nineteenth Century 1 or 2 1 First semester: From the Middle Ages intensive study of narrative techniques and through Classicism. Second semester: From the representation of reality in major works the Enlightenment through Existentialism. by Balzac, Stendhal, Flaubert, Zola. Class discussion of selected masterpieces, Prerequisite: same as for 212. short papers, outside reading, slides. Either semester may be taken independently. Mr. Lydgate, Mr. Stambolian Prerequisite: 142, or by permission of the instructor, 122.

Mr. Francois, Mr. Galand, Ms. McCulloch, Mr. Frye French 89

215 (2) Baudelaire and Symbolist Poets 223 (1) Introduction to Contemporary

1 Literary Analysis The nature of the poetic experience studied 1 in the works of Baudelaire, Verlaine, Rinn- New strategies for the analysis and under- baud, Mallarme, and Laforgue. standing of texts derived from contemporary Prerequisite: same as for 212. literary theory will be tested on a few short works (poems, short stories, plays). The Mr. Galand psychological and social functions of those textual structures will be related to the 219 (2) Love/Death psychology of creation and of reading. 1 Prerequisite: one Grade II unit of French In major novels of different periods, this literature. course will investigate the connection between fiction and our fundamental preoccu- Mr. Grimaud pation with the issues of love and death. Texts ranging from medieval to 20th century 226 (2) Advanced Spoken French will be studied, with an eye toward under- 1 standing how the themes of love and death Practice in oral expression to improve fluency are related to structure, narration, and the and pronunciation with special attention to dynamics of reading. idiomatic vocabulary and phonetics. In addi-

Prerequisite; one Grade II unit of French tion to recordings, video tapes, and periodi- literature. Permission of the instructor is cals, classics of the French cinema will be required. studied for their linguistic interest. Regular use of the language laboratory. Enrollment Not offered in 1980-81. limited to 15. Not open to freshmen. Not Ms. Respaut recommended for students who have already studied in France.

220 (1) Proust and the Modern French Prerequisite: one Grade II unit except 206, or Novel (in English) by permission of the instructor. 1 Ms. Gillain Psychology and aesthetics in works by Flaubert, Gide, Sartre, Beckett, and Robbe- 240 (1) French Cinema Grillet, with emphasis on Proust's Remem- 1 brance of Things Past. Lectures, papers, and A survey of French cinema from its invention class discussion in English. Students may (Lumiere, Melies) to the New Wave (Godard, read the texts in French or in English transla- Truffaut) with emphasis on the classical nar- tion. Cross-listed in Extradepartmental. rative film of the '30s and '40s (Vigo, Carne, Open to all students except those who have Renoir, Ophuls, Cocteau, Bresson). Enroll- taken two or more Grade II courses in French ment limited to 20. literature. Prerequisite: same as for 223. Mr. Stambolian Ms. Gillain

222 (1) (2) Studies in Language 249 (1) (2) Selected Topics 1 1 or 2 A review of selected problems in French Not offered in 1980-81. grammar, enrichment of vocabulary, and an introduction to specifically French techniques 250 (2) The French Press of composition and the organization of ideas. 1 Limited enrollment. Open to freshmen in the A reading of current newspaper and first semester only after consultation with the magazine articles in French. The emphasis instructor. will be political, sociological, intellectual as Prerequisite: 142, or 122 by permission of the well as linguistic (practice in conversation instructor. and composition). Analysis of cartoons and Mr. Galand, Mr. Francois, Mr. Lydgate, comic strips from satirical newspapers and Mr. Grimaud, Mr. Straus magazines and of advertisements from the daily and weekly press. Ideological and stylistic differences will be stressed. Oral and written reports. Enrollment limited to 15.

Prerequisite: one Grade II unit except 220, or by permission of the instructor. Ms. Mathe 90 French

300 (2)* French Literature of the 305 (2) Advanced Studies in ttie Renaissance Nineteenth Century

1 1 Laughter, love, and the self: authors include Topic for 1980-81: Romantic poetry. Study of Rabelais, the Pleiade poets, and Montaigne. seven poets: Desbordes-Valmore, Gautier, Slides and discussions of French culture in Hugo, Lamartine, Musset, Vigny, Nerval. the Renaissance. Analysis of their poems, discussion of judg- Prerequisite: two units of 201, 202, or 203, or ments by their contemporaries and by today's one unit of 212, 213, 214, 215, or 219. critics in order to appreciate the psychological and social factors that help to explain Not offered in 1980-81. why we value or do not value their poetry. Miss McCulloch Prerequisite: same as for 300.

Offered in 1981-82. Mr. Grimaud

301 (1) The French Classical Theatre 306 (1) Literature and Ideology in the 1 Twentieth Century

Power struggle as represented on the stage. 1 Study of plays by Corneille, Racine, and Ideological purpose and literary form in Moliere, with reference to important political, selected works of Proust, Gide, Breton, social, religious, and philosophical changes in Malraux, Sartre, Camus, and Robbe-Grillet. the 17th century from Louis Xlil and Richelieu Prerequisite: same as for 300. through the most spectacular decades of the Mr. Galand reign of the Sun-King. Prerequisite: same as for 300. 307 (2)* French Poetry in the Twentieth Mr. Francois Century

303 (2) Advanced Studies in the The nature and function of poetic creation in Seventeenth and Eighteenth Centuries the works of Valery, Apollinaire, Breton, Saint- 1 John Perse, Char, and Ponge. Representative Topic for 1980-81: Preclosite and feminism in texts by poets associated with OULIPO and 17th-century French literature. An exploration Tel Quel will also be included. of texts by male and female writers, focusing Prerequisite: same as for 300. on images of the liberated woman during the Not offered in 1980-81. reigns of Louis XIII and Louis XIV. Emphasis on works by d'Urfe, Madeleine de Scudery, Mr. Galand Abbe de Pure, Moliere, Madame de Lafayette, Offered in 1981-82. Fenelon. Prerequisite: same as for 300. 308 (1) Advanced Studies in Language I Mr. Francois 1 Comparative stylistics: a normative approach

304 (1) The French Novel in the through linguistic analysis to the processes Eighteenth Century and patterns of translation. Theories are

1 tested and applied. The affirmation of self and the development Prerequisite or corequisite: one Grade III unit of narrative forms. Authors studied: Prevost, of French literature and 222, or their equiva- Marivaux, Rousseau, Diderot, Laclos, Sade. lents. Prerequisite: as for 300. same Mr. Francois Ms. Mistacco 309 (2) Advanced Studies in Language II

1 Translation into French from novels, essays and poetry. Study of French style through analysis of selected texts. Prerequisite: same as for 308.

Ms. Gillain French 91

312 (1) Medieval French Literature II 349 (2) Studies in Culture and Criticism 1 (in English)

See 212. Joint class meetings for 212 and 1 312. Supplementary assignments and Topic for 1980-81: Narrators and readers of readings In Old French for students at Grade the self. Questions of personal authenticity, Ml level. rhetoric, and literary structure raised by the Open by permission of the Instructor. convergence of artist and model, In both fic- tional and autobiographical novels of the self. Miss McCulloch Authors to be studied include Montaigne, Prevost, Rousseau, Proust, Sartre, VIolette 318 (2)* The Reader in the New Novel Leduc, Barthes, and recent critics of auto- 1 biography and autobiographical fiction. Recent experiments in fiction: textual play vs. Prerequisite: one Grade III unit In literature. expression, communication, representation; transgression and transformation of conven- Mr. Lydgate tions of reading. Some discussion of film. Em- phasis on the works and theoretical writings 350 (1) (2) Research or Individual Study of Sarraute, Butor, Beckett, Duras, Simon, 1 or 2 RIcardou, and Robbe-Grlllet. Prerequisite: same as for 321. Prerequisite: same as for 300.

Ms. MIstacco 370(1-2) Thesis 2 to 4 only to honors candidates. 319 (1) Women and Literary Expression Open 1 Topic for 1980-81: Subversion and creativity: 20th-century women writers In France. Selected texts from Colette, Beauvoir, Sar- raute, Duras, Leduc, Chawaf, and WIttIg, with emphasis on the revolutionary transforma- Directions for Election tions in thinking about women In recent decades and the correspondingly explosive Course 101-102 is counted toward the degree forms adopted by women in their search for a but not toward the major. Students who begin new language. with 101-102 in college and who plan to ma- Prerequisite: one Grade III unit of French jor in French should consult the chair of the literature or, by permission of the instructor. department during the second semester of Its equivalent. their freshman year. Course 141-142 may not Ms. Respaut be elected by students who have taken both 101-102 and 121-122. A student may not 321 (2) Seminar count toward the major 220, both 121-122 1 and 141-142, both 206 and 226. Course 349 Topic for 1980-81: Literary fantasies of con- may be counted toward the major but not temporary Francophone women writers. The toward the minimum major. course will focus on the ways In which Students who achieve a final grade of A or selected texts, characterized by imaginary or A-for 121 or 141 may, on the recommenda- legendary settings, reproduce, subvert, and tion of their Instructor, accelerate their study transcend dominant ideologies. Authors of French In the following manner: from 121 studied will Include Duras, Rochefort, WIttIg, to 142, from 141 to a lower Grade II course. d'Eaubonne, Berslanlk. Students achieving a final grade of A or A- for Prerequisite: one Grade III unit of French 102 may, upon the recommendation of their literature. Instructor, accelerate to 141. Mrs. Hules Majors are required to take two of the following courses: 222, 308, 309. in some cases 226 may also be required. Majors should consult their advisors regularly to arrange a program of study with these objectives: (a) oral and written linguistic competence; (b) acquisition of basic techniques of reading and interpreting texts; (c) a general understanding of the history of French literature; (d) focus on some special area of study (such as a 92 Geology

genre, a period, an author, a movement, criticism, poetics, contemporary French culture). Geology Courses in other foreign language and literature departments, in art, history (especially 242 and 243), philosophy, English, Extrade- partmental 237, 330, 333, and 331, and Associate Professor; Religion 104 and 105 are recommended for Andrews majors. Assistant Professor: to graduate work in Students who plan do Besancon (Chairman), Thompson French are advised to begin or to pursue the 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 100 (1) Oceanography in at least one classical language. 1 An introduction to ocean science with an emphasis on marine geology. Topics include ocean currents and sediments, ocean basin tectonics and evolution, coral reefs, deep-sea

life, and marine resources. No laboratory. Open to all students.

Mr. Andrews

102 (1) (2) Introduction to Geology pi 1 An introduction to the basic features of the solid earth and the processes that continue

to modify it. Emphasis on the development and impact of the continental drift and plate tectonics theories. Laboratory and field trips include study of minerals, rocks, topographic and geologic maps. Open to all students.

Ms. Thompson, Mr. Besancon

112 (2) Evolution: Change Through Time 1 For description and prerequisite see Extrade- partmental 112.

200 (2) Historical Geology 1 DECREASE "T"^ INCRE/ The geologic history of North America and the evolution of life as revealed in the fossil record. Interpretation of paleogeography and ancient sedimentary and tectonic environments. Laboratory and field trips. Prerequisite: 102 or permission of the instructor.

CONCENTRATION Mr. Andrews Geology 93

202(1) Mineralogy 304 (1)* Stratigraphy and Sedimentation

1 1 Introduction to crystallography: systematic Study of the formation, composition, and cor- study of the rock-forming minerals^ Emphasis relation of stratified rocks. Emphasis on on geochemical relationships including bond- sedimentary environments, transportation of ing, solid solution series, and mineral struc- sedimentary particles, sediment diagenesis, ture. Introduction to optical mineralogy. and sedimentary petrography. Laboratory and Laboratory. field trips. Prerequisite: 102 and another unit of physical Prerequisite: 202. science, preferably chemistry, or permission Not offered in 1980-81. of the instructor. Ms. Thompson Mr. Besancon Offered in 1981-82. 205 (2)* Invertebrate Paleontology

1 308 (2) Plate Tectonics The morphology and evolution of the major 1 fossil invertebrate phyla with discussion of The purpose of this course is to examine such general topics as functional morpholo- geological, paleontological, and geophysical gy, origin of species and higher taxa, on- arguments underlying the plate tectonic togeny and phylogeny, and animal size and theory of global dynamics. Topics to include: shape relationships. Laboratory. historic controversy over continental drift, Prerequisite: 102 and 200, or one unit in evidence from the ocean basins leading to biology, or permission of the instructor. the concept of sea floor spreading, geophysical evidence for plate boundaries and plate Mr. Andrews motions, tectonic provinces associated with Not offered in 1981-82. presently active plate boundaries, applications of plate theory in the interpretation of 206(1)* Structural Geology ancient tectonic provinces.

1 Prerequisite: 102 and 206. origin of rock Introduction to geometry and Ms. Thompson structure ranging from micro-textures and 1981-82. rock fabrics to large-scale fold belts. Other Not offered in topics to include review of geophysical foundations of plate theory and its applicability to 309 (2) Petrology problems of continental tectonics. Laboratory 1 of origin occurrence of igneous and field trips. Study the and particular refer- Prerequisite: 102 or permission of the instructor. and metamorphic rocks with ence to modern geochemical investigations. Ms. Thompson Examination and description of hand speci-

Not offered in 1981-82. mens and thin sections using the petro- graphic microscope. Laboratory. 207 (1)* Earth Resources Prerequisite: 202. 1 Mr. Besancon An introduction to the formation and location of geological resources, especially petroleum, 310 (1)* Geometries coal, ores, water and gem minerals. Topics 1 will include supply estimation of re- and Statistical analysis of geologic data utilizing serves, exploration exploitation modern and univariate, bivariate, and multivariate tech- techniques, and environmental considera- niques. Development and application of FOR- tions. Field trips arranged. labora- to be No TRAN computer programs for the solution of tory. geologic problems. Laboratory includes field instructor. Prerequisite: 102 or permission of the mapping and scientific photography.

Not offered in 1981-82. Prerequisite: 102 and one Grade I! unit, or permission of the instructor.

Not offered in 1980-81.

Mr. Andrews

Offered in 1981-82. 94 German

349 (2) Seminar 1 German Normally a different topic each year.

Not offered in 1980-81.

The Staff Professor:

Offered in 1981-82. Goth

350 (1) (2) Research or Individual Study Associate Professor: 1 or 2 Ward (Chairman) Open by permission to juniors and seniors. Assistant Professor: Prather, Hansen*

370 (1-2) Thesis Instructor: 2 to 4 Carlson^ Open only to honors candidates.

Lecturer: BriggsS

The language of the classroom in all courses

is almost exclusively German. The student thus has constant practice in hearing, speak- Directions for Election ing, and writing German.

The department reserves the right to place a In addition to eight units in geology, normally new student in the course for which she to include 205, 206, 304, and 309, the mini- seems best prepared regardless of the num- mum major requires four units from other ber of units she has offered for admission. laboratory sciences, mathematics, or computer science. All four units may not be taken By doing special reading during the summer in the same department. A student planning and upon approval of the chairman, capable graduate work should note that most gradu- students in 100 have the opportunity to omit ate geology departments normally require two intermediate level courses and proceed with units each of chemistry, physics, and mathe- 202.

Biology often be substituted if matics. may Qualified students may be recommended to the student is interested in paleontology. spend the junior year in Germany. See p. 39. The department recommends that students majoring in geology attend one of the Rocky Mountain geology field courses given by other colleges. Credit may be given for such courses provided the student's plans are approved in advance by the department. 100 (1-2) Beginning German 2 Structural approach to grammar: special emphasis on oral expression and listening comprehension. Frequent written exercises and weekly laboratory assignments. Reading of WE, A liH'^^K short stories both semesters. Four periods. Open only to students who do not present German for admission.

The Staff German 95

101 (1) Intensive Review German 202 (1) 203 (2) Introduction to German 2 Literature Intensive practice in listening comprehension, 1 or 2 speaking and writing for students with previ- Interpretation of selected masterpieces. Short ous knowledge of German. Thorough gram- papers with emphasis on stylistics and grammar review using a structural approach. mar. First semester: From the Middle Ages VocaPulary building. Reading and tapes from through the Enlightenment. Texts such as the intermediate level. Five periods. Entering Parzival, Tristan, Simplizissimus, Lessing's students must take a placement exam. To Nathan der Weise. Second semester: From fulfill the language requirement, students Classicism to the beginning of the 20th cen- must proceed to 103, or with special permis- tury. Texts by Goethe, Schiller, the Romantics sion, 105. Three units of credit are given after and the Realists. Both semesters are required completion of 101-103 or 101-105. for the major. Each semester may be taken independently. Three periods. Mrs. Briggs Prerequisite: three or more admission units and placement exam, two units of intermedi- 102-103 (1-2) Intermediate German ate level German, or by permission of the 2 department, 100. Permission will be based on Review of grammar and all language skills; a high grade in 100 and summer work. reading, writing, listening comprehension, and oral expression, with special emphasis on Ms. Goth, Ms. Ward idiomatic usage. First semester: Thorough grammar review, practice in classroom and 205 (1) Studies in Romanticism language laboratory. Second semester: Ex- 1 tensive reading of modern texts and writing in Romantic thought, discovery of the uncon- German. Three periods. scious: Friedrich Schlegel, Brentano, Novalis, Prerequisite: one to two admission units and E.T.A. Hoffman, Eichendorff, and others. placement exam or 100. Prerequisite: 202-203.

Ms. Ward, Mrs. Prather Not offered in 1980-81.

Ms. Ward 104-105 (1-2) Studies in Language and 1981-82. Literature Offered in 2 Intermediate language study with emphasis 206 (1) Nineteenth-Century Literature: the Fairytale to the Novelle on idiomatic usage, vocabulary building, and From expository writing. First semester: Grammar 1 Late Romanticism and Realism with special review, written and oral practice based on emphasis on the development of the Novelle literary readings. Second semester: Further as a genre. Tieck, Hoffman, Stifter, Keller, training in analysis of fiction, poetry, and Droste-HiJIshoff, Storm, and others. drama with emphasis on the continued devel- Prerequisite: 202 and 203. opment of language skills. Three periods. Prerequisite: two to three admission units and Ms. Ward placement exam or, by permission of the department, 100. Permission will be based on 207 (1) Twentieth-Century Literature: a high grade in 100. Hugo von Hofmannsthal Ms. Goth, Mrs. Prather 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 permission of the instructor.

Not offered in 1980-81.

Mr. Hansen 96 German

208 (2) Literature since 1945: Women and 230 (2) Advanced German Language Women Authors in the Two Germanies Skills 1 1 Discussion of the changing role of women in A review of difficult points of grammar, syn- the Federal Republic of Germany and the tax and style, with intensive practice in com- German Democratic Republic through an position, translation and oral skills. Readings analysis of contrasting literary works by from newspapers and magazines. Students representative women writers from Anna will work on an independent project during Seghers and ingeborg Bachmann to Sarah the term. Required for all German majors Kirsch and Gabriele Wohmann. The image of whose native language is not German. Two women in literature considered within a periods. political/historical context. Attention will also Prerequisite: one Grade II unit. be given to recent trends in literary criticism, Ms. Goth including feminist and Marxist approaches. Prerequisite: one Grade M unit. 304 (2) Goethe Ms. Ward 1 An introduction to the Goethe-era: Storm and 210 (2) Theatre in Germany Stress, the classical period and his friendship 1 with Schiller, post-classical works. Emphasis German drama theory and practice from the on his poetry, Werthers Leiden, autobio- Middle Ages to the present, with attention to graphical writings and Faust. theatrical as well as textual issues. Extensive Prerequisite: two Grade II units or by permis- use of tapes. The course will culminate in the sion of the instructor. staging of a one-act play or portion of a Not offered in 1980-81. longer drama chosen by the class.

Prerequisite: one Grade II unit. Ms. Goth

Not offered in 1980-81. Offered in 1981-82.

Ms. Ward 305 (1) Reading in Eighteenth-Century Literature 225 (2) Clashing Myths in German 1 Culture (in English) Emphasis on writers of the Enlightenment and 1 the Storm and Stress movement: Gottsched, Mythology from the Classical and Norse tradi- Lessing, Herder, Burger, Goethe, Schiller. tions as a subject of inquiry in modern Ger- Prerequisite: two Grade II units or by permis- man thought and as thematic material in sion of the instructor. opera, literature, philosophy, psychology, and social thought. Includes theories of myth, Ms. Goth some classical myths, a study of specific Norse Myths, myth in Wagner, Nietzsche, 310 (1) Studies in Poetry Hofmannsthal, Freud, Jung, Hesse, Alfred 1 Rosenberg, and Thomas Mann. Course will in- Study of themes, techniques, and historical clude listening to two German operas. All background. The development of German texts read in English. poetry from the Baroque to modern times Open to all students. with emphasis on poets such as Gryphius, Goethe, the Romantics, Keller, C. F. Meyer, Not offered in 1980-81 and some modern writers. Mr. Hansen Prerequisite: two Grade II units.

Not offered in 1980-81.

Offered in 1981-82.

330 (1) Comparative Literature (in English) 1 Topic for 1980-81: Joan of Arc — History and Legend. For description and prerequisite see Extradepartmental 330. Greek and Latin 97

349 (2) Seminar. Folly in the History of German Literature Greek and Latin 1 The roles of fool and clown as they define narrative modes and satire from Brant's Nar- romantic renschiff. through the Nachtwachen Professor: novel. des Bonaventura. to the modern Read- Lefkowitz, Geffcken (Chairman) ings will include works by Erasmus, Gott- sched, Lessing, Wieland. Mann, Grass, and Associate Professor: Boll. Marvin Prerequisite: one Grade III unit or by permission of the instructor. Assistant Professor: Mrs. Prather Boedeker3, Engels, Cole, Starr

350 (1) (2) Research or Individual Study 1 or 2 Courses on the original languages are con- Open by permission to juniors and seniors. ducted in English and encourage close analysis of the ancient texts, with emphasis on their literary and historical values. 370 (1) (2) Thesis 2 to 4 The departments reserve the right to place a Open only to honors candidates. new student in the course for which she seems best prepared regardless of the number of units she has offered for admission.

Qualified students are encouraged to spend a semester, usually in the junior year, at the In- tercollegiate Center for Classical Studies in Rome. See Directions for Election. Directions for Election

Course 100 is counted toward the degree but not toward the major. Intermediate level courses are not ordinarily counted toward the major. Students who begin with 100 and who Greek wish to major in German should consult the department in order to obtain permission to omit the intermediate level and take 202-203. 102 (1) Beginning Greek 1 Students intending to major in the department An introduction to Ancient Greek, stressing are required to take 202-203, 304 or 305 of- rapid reading and Greek as an example of a fered in alternate years, 230, and at least one highly inflected Indo-European language. Four seminar. periods.

It is strongly recommended that the major in- Open to students who do not present Greek clude a distribution by approach; that is, at for admission. least one period, one genre and one single- Miss Marvin author course, and that there be three Grade

III units. 103 (2) Intermediate Greek

Courses in art, music, philosophy, English, 1 literature courses in other foreign language Further development of Greek reading and departments. History 244, and the compara- language skills. Three periods. tive literature seminar, Extradepartmental Prerequisite: 102 or equivalent. 330, are recommended. Miss Cole 98 Greek and Latin

104(1) Classical Mythology 230 (1)* History of Greece 1 1 The more important classical myths read in For description and prerequisite see History English translations of Greek and Latin 230. authors; their religious origins; their expres- in literature sion ancient and art; their later 246 (2) Ancient Medicine influence. 1 Open to all students. For description and prerequisite see Extrade- Mrs. Lefkowitz partmental 246.

150(2) Colloquium 251 (1) Ancient Science 1 1 For title and description see History 150 (2)c. For description and prerequisite see Extrade- partmental 251.

201 (1) Plato

1 252 (2) Women in Antiquity Apology, Crito, and selections from the 1 Phaedo. Socrates in Plato and in other an- The role of women in Greek and Roman cient sources, his position in the development societies; the influence of ancient values on of Greek thought. The dialogue form, the his- present-day attitudes. Readings from histori- torical context. Selected readings in transla- cal, medical, legal, and religious documents; tion from Plato, Xenophon, the comic poets, consideration of archaeological evidence. and other ancient authors. Three periods. Comparison of relevant materials from other Prerequisite: 102 and 103, or two admission periods and cultures. units in Greek, or exemption examination. Open to all students.

Mr. Starr Mrs. Lefkowitz

203 (2)* Greek Drama in Translation 254 (2)* The Greek Experience 1 1 Intensive study of tragedies of Aeschylus, A survey of archaic and classical Greek Sophocles, and Euripides, in English transla- literature based on readings in English trans- tion. The survival in literary form of primitive lation of major authors, including Homer, ritual; the development of new mythic pat- Hesiod, Sappho, Solon, Pindar, the trage- terns on ancient models. The role of contem- dians, Aristophanes, Herodotus, and Thucy- porary psychoanalytic theory in evaluating dides. Emphasis on relationships between the social function and structure of drama. literature and society, and on the interplay Open to all students. between tradition and innovation in Greek culture. Not offered in 1980-81. Open to all students.

205 (2) Homer's Iliad Mrs. Boedeker 1

Study of selected books in Greek with empha- 302 (2)* Aeschylus and Sophocles sis on the oral style of early epic; reading of 1 the rest of the poem in translation; the ar- Drama as expression of man's conflict with chaeological background of the period. Three forces beyond his control; the use of mythology periods. to describe the conflict between human insti- Prerequisite: 201. tutions and the natural world; innovations in language, metaphor, and metre. Reading of Miss Marvin one drama by each author in Greek, others in English. 207 (1) New Testament Greek Prerequisite: 205. 1 For description and prerequisite see Religion Mrs. Lefkowitz 207.

229 (2)* Alexander the Great and the Hellenistic World 1 For description and prerequisite see History 229. Greek and Latin 99

303 (1)* Herodotus 349(1) (2) Seminar 1 1 or 2 A study of Herodotus and the origins of thie First semester; Greek lyric poetry. The Western fiistorical tradition, focusing on fiis development of poetic forms and vocabulary theory of history and his place in the intellec- to express individual emotion or communal tual world of 5th century Athens. Herodotus' response. The reevaluation of epic tradition in perception of the conflict between Eastern terms of contemporary experience. Readings and Western political organizations and cul- from Sappho, Simonides, Pindar, and Bacchy- tural values during the Persian Wars. lides. Second semester: Greek oratory. Read- Prerequisite: 205. ing in Greek from the orators, especially Lysias and Demosthenes. Selected readings Mr. Engels in translation. Ancient rhetorical techniques and criticism. The social and historical con- 304 (2)* Euripides text in which Greek oratory developed. The 1 influence of oratory on tragedy and history. Euripides' exposition of current problems in Prerequisite; 205. traditional narrative framework; his development of dramatic form; his exploration of Mrs. Lefkowitz (1), Mr. Starr (2) human and political motivation. Reading of two or three plays in Greek, others in English. 350 (1) (2) Research or Individual Study Prerequisite; 205. 1 or 2 Open to seniors by permission. Not offered in 1980-81.

Offered in 1981-82.

370(1-2) Thesis 305 (1)* Thucydides 2 to 4 1 Open only to honors candidates who choose Contemporary impressions of the political to do honors research. For alternate honors conflicts confronting the state in the late 5th program see Directions for Election. century B.C. Imperialism and the causes of the Peloponnesian War; the flaws in Athenian democracy and the influence of Sophistic argumentation. The attempt to formulate a scientific approach to history and the rejec- tion of earlier models; the creation of a new Latin prose style. Reading in Greek of selections from Thucydides. Prerequisite: 205. 100(1) Beginning Latin 1 Not offered in 1980-81. Fundamentals of the Latin language. Mr. Engels Readings from classical and medieval texts. Four periods. Offered in 1981-82. Open to students who do not present Latin for admission, or permission of the instruc- 328 (2)* Problems in Ancient History and by Historiography. Alexander the Great tor. 1 Miss Cole, Mr. Starr Study of Alexander using both ancient sources in translation and modern works. The 101 (2) Intermediate Latin problem in reconciling the two ancient source 1 traditions concerning Alexander, one hostile, Development of reading skills through inten- the other apologetic. What criteria do modern sive study of classical authors. Three periods. historians use to choose between the two Prerequisite: 100. traditions and are their criteria justified? Miss Geffcken Analysis of the significant problems of Alex- ander's personality and career in this context. 102 Intensive Review Prerequisite; History 229, 230, or by permis- (2) 1 sion of the instructor. Survey of grammar and syntax; reading from Mr. Engels classical Latin authors. Three periods. Prerequisite: two admission units in Latin or permission of the instructor.

Mr. Starr 100 Greek and Latin

104(1) Classical Mythology 231 (1)* History of Rome 1 1 For description and prerequisite see Greek For description and prerequisite see History 104. 231.

200 (2) Introduction to Vergil's Aeneid 246 (2) Ancient Medicine 1 1 Study of the poem with selections from Books For description and prerequisite see Extrade- l-VI In Latin. Three periods. partmental 246. Prerequisite: Latin 201, or three admission units in Latin not Including Vergil, or exemp- 249 (1) Selected Topics tion examination. 1 Ms. Boedeker Topic for 1980-81: Lucretius' de Rerum Natura. Lucretius' re-creation in poetic form 201 (1) Latin Comedy of the Epicurean view of human experience. 1 Prerequisite: 202 or 203 or an AP Latin score Study of selected plays of Plautus and of 5. Terence in the light of ancient and modern Miss Geffcken theories of the comic. Reading of one play in Latin, others in English. Three periods. 251 (1) Ancient Science Prerequisite: Latin 101 or 102 or two admis- 1 sion units in Latin. For description and prerequisite see Extrade- Miss Geffcken partmental 251.

202 (1) Catullus and Cicero 252 (2) Women in Antiquity 1 1 Love, politics, morality, and humor In the last For description and prerequisite see Greek years of the Republic. Study of the evolution 252. of Latin poetic style and of the technique of destructive oratory. 302 (2) Vergil's Aeneid Prerequisite: four admission units in Latin or 1 three Including Vergil or 200. The artistic achievement of Vergil In the light Miss Cole of earlier literature, especially Homer and En- nius; Vergil's view of man and the destiny of

203 (2) Horace Rome. 1 Prerequisite: 249 or permission of the instructor. The development of Horace's poetic style Miss Cole and social commentary. Reading from Satires and Oc'es. 308 (1)* The Struggle for Power in the Prerequisite: same as for 202. Late Republic Miss Geffcken 1 The events, life, and thought of the late 206 (2)* Latin Prose Style Republic in the letters of Cicero and in the

1 historical writings of Caesar and Sallust. A study of the development of Latin style with Prerequisite: 249. reading and analysis of selected texts; prac- Not offered in 1980-81. tice In writing Latin prose. Prerequisite: 202 or 203. Mr, Starr

Offered In 1981-82. Not offered In 1980-81.

207 (2) Medieval Latin 1 The interaction of Christian values and classical modes of thought in literature from 374 to 1374 A.D. Selected readings from prose and poetry. Three periods. Prerequisite: 200 or 201 or the equivalent, or permission of the Instructor.

Mr. Starr Greek and Latin 101

309 (2)* Historical Tradition, Morality, Directions for Election and Immorality

1 To fulfill the distribution requirement in Group Livy's vision of Rome, his use of sources, hiis- A, students may elect any courses in Greek torical ludgment, and literary techniques. or Latin except 150, 229, 230, 231, [243], from selections on early Readings Rome and 246, 251, 252, 328, and 360, (these courses the Hannibalic War. may be elected to fulfill the requirement in Prerequisite: 249. Group B). The following may not be counted

Not offered in 1980-81. toward the major in Greek or Latin: Greek 203, 229, 230, 254; Greek/Latin 104, 150, Mr. Starr [243], 246, 251, 252, 328; Latin 231, 360. Offered in 1981-82. All students majoring in Greek must complete

four units of Grade III work. 316 (1)* The Effects of Power and Authority in the Empire All students majoring in Latin are required to

1 complete 302 and at least two units of the How Tacitus and Juvenal understood the following: [301], 308, 309, 316, 317. Students

Roman Empire. Tacitus' career and its effect planning to teach are advised to elect 206. on his approach to history; his literary tech- Latin students who offer an AP Latin score of niques. Juvenal's picture of the debasement 5 should elect 249; an AP score of 4 normally of society and life. Roman leads to 202. Prerequisite: 249. Students majoring in Greek or Latin are ad- Mr. Starr vised to elect some work in the other lan-

guage. It should be noted that work in both 317 (2)* Imperial Rome: The Novel Greek and Latin is essential for graduate 1 studies in the classics. The development of the ancient novel with Courses in ancient history, ancient art, an- emphasis on satirical techniques in Petronius cient philosophy, and classical mythology are and on religious and mythological themes in Apuleius. recommended as valuable related work. Stu- interested in in classical Prerequisite: same as for 316. dents a major and Near Eastern archaeology are referred to p. Miss Geffcken 178 where the program is described.

Students wish to classical major 328 (2)* Problems in Ancient History and who focus a Historiography on ancient civilization can plan with the of 1 department an appropriate sequence For description and prerequisite see Greek courses, which should include work in art, 328. history, philosophy, and literature. Such a program should always contain at least four units of work in the original language. Basic 350 (1) (2) Research or Individual Study knowledge of French or German is recom- 1 or 2 mended. For details on the classical civiliza- Open to seniors by permission. tion major, see p. 177.

360 (1)* Seminar. Roman History The departments offer a choice of two plans 1 for the Honors Program. Plan A (Honors Re- For description and prerequisite see History search, see 370 above, carrying two to four 360. units of credit) provides the candidate with opportunity for research on a special topic 370(1-2) Thesis and the writing of a long paper or several 2 to 4 shorter papers. Plan B provides an opportuni- Open only to honors candidates who choose ty for the candidate to show through exami- to do honors research. For alternate honors nations at the end of her senior year that she program see Directions for Election. has acquired a superior grasp, not only of a basic core of texts, but also of additional 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 examinations. 102 History

Honors candidates who are classical civilization majors should elect Plan B. History The College is a member of the Intercolle- giate Center for Classical Studies in Rome, a program for American undergraduates in classical languages, ancient history and Professor: topography, archaeology and art history. Ma- Auerbach (Chairman), Cohen*, Cox, Preyer, jors, especially those interested in Roman Robinson studies, are urged to plan their programs so as to include a semester at the Center in the Assistant Professor: junior year. Jones, Knudsen, Tumarkin, Engels, Saad

Instructor: Gouda, Fitzpatrick, Dyer, Molony

100 (1) (2) Medieval and Early Modern European History

1 A study of the major ideas and institutions that have shaped Western civilizations from the "grandeur that was Rome" to the Age of the Renaissance and Reformation. Emphasis upon the different "lifestyles" of successive Western societies and upon the processes of social change in the history of Western Vrimthn, M^ Europe. Introduction to the techniques of historical analysis and to problems in the interpretation of historical evidence through extensive use of original sources.

Open to all students.

Mr. Cox, Ms. Dyer

101(1) (2) Modern European History

1 An introduction to European history from 1600 to the present, designed to aid the stu-

dent in formulating historical judgments about the significance of representative institutions, the scientific revolution, the Enlightenment, the French Revolution, industrialization, imperialism, world wars, totalitarianism.

Open to all students.

Ms. Tumarkin, Mr. Knudsen, Ms. Gouda

102 (2) The American Experience 1 An introduction to the social, cultural, political, and economic forces that have shaped American history, including colonization, slavery, immigration, civil conflict, industrialization, and international relations. Open to all students. Principally for those who have not had a survey course in American history in junior or senior year of high school.

Mrs. Preyer History 103

103 (1) The World and the West (2) 1 b. The internationalization of Black Power An introduction to non-Western history de- For description see Black Studies 150b. signed to explore main trends in select areas of Asia and Africa up to tfie accelerated con- c. Early Greece tacts witfi Europe. The expansion, diffusion, and adaptation of Islam in different cultures A study of the formation of the Western cul- will be used as a case study. Special atten- tural tradition in Greece from the Bronze Age tion to cross-cultural influences with to 500 B.C. The course will emphasize the reference to comparable themes in the pro- development of fundamental innovations such cess of European expansion. as rational thought, the belief in natural law, Open to all students. and systems of government based on the consent of the governed. Other topics will in- Mr. Saad clude the Minoan and Mycenaean civilizations, the problem of the Dorian invasion and Colloquia 150(1) (2) the Greek Dark Ages, religion, society, the 1 formation of city states, and colonization. For directions for applying see p. 43. Open by permission to a limited number of freshmen Mr. Engels and sophomore applicants. d. Henry VIII: wives and policy

A study of the relationship between Henry's matrimonial ventures (all six) and issues of (1) foreign policy his reign. a. The Southern confederacy domestic and during The colloquium will be structured around the An examination of the various forces that BBC television series (6 films, 90 minutes shaped, divided, and ultimately led to the each) called "The Six Wives of Henry VIM." defeat of the Confederate States of America, Recent scholarly works, including biographies with special emphasis on racial, class, and where possible, and 16th century sources will political conflict within the new nation. provide historical materials for comparison Ms. Jones with and contrast to the dramatic presentations. internationalization of Black Power b. The Mrs. Robinson For description see Black Studies 150b. e. Images of Asia e. China in outside perspective For the past 150 years, Americans have Can another people's historical or cultural ex- viewed Asia and Asians through a shifting perience be understood in its own terms by and usually distorting prism. From 19th cen- an outsider? Or does the outsider's outside- tury racism culminating in exclusion of Chi- ness place definite limits upon cross-cultural nese and Japanese, to concepts producing understanding? Many westerners who went to American concentration camps in World War

China in the 20th century stayed for long II, to views of Vietnamese in our recent past, periods, became deeply engaged in the revo- and finally to today's admiration of the eco- lutionary changes that were taking place, and nomic superpowers Japan and Korea, Ameri- then wrote accounts (often highly personal) of can Images have been susceptible to stereo- their experiences. What we can learn from typing. We will investigate popular literature, these accounts about China — and what the including journals, travelogues, fiction, the accounts tell us about the outsiders them- press, and cinema. selves (many of them Americans) will be the — Ms. Molony central problem explored in this course. Readings will be drawn from autobiography, 203 (2)* The Ancient Near East: An fiction, personal memoirs, and journalism. Introduction

Not offered in 1980-81. 1 For description and prerequisite see Religion Mr. Cohen 203.

206(1) Afro-American History

1 For description and prerequisite see Black Studies 206. 104 History

207 (2) Afro-American History 230 (1)* Greek History from the Bronze

1 Age to the Death of Philip II of Macedon For description and prerequisite see Black 1 Studies 207. A survey emphasizing the relationships between the patterns of Greek culture, the of intellectual tradition, 212 (1) History of American Education origins the Western 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 include Greek religion, society, economy, and failure of Athenian democracy in its con- 216 (1) History of the West Indies the Sparta 1 flicts with and Macedon For description and prerequisite see Blacl< Open to all students. 216. Studies Not offered in 1980-81.

Mr. Engels 218 (1)* Religion in America 1 231 (1)* History of Rome For description and prerequisite see Religion 1 218. An introduction focusing on Rome's cultural development from its origins as a small city 222 (1) Classical and Early Medieval state in the 8th century B.C. to its rule over a Intellectual History vast empire extending from Scotland to Iraq. 1 Topics for discussion will include the A history of Western thought from its pre- Etruscan influence on the formation of early Socratic origins to Boethius. Ennphasis will be Rome, the causes of Roman expansion placed on the living issues of thought in the throughout the Mediterranean during the Re- pre-Socratics, Plato, Aristotle, the Stoic and public, and the Hellenization of Roman socie- Epicurean philosophers, the Bible and the ty. Also, the urbanization and Romanization of Church Fathers, annong others. Western Europe, the spread of mystery Open to freshmen and sophomores who have religions, the persecution and expansion of taken 100 or related work in literature or Christianity, and the economy and society of philosophy, and to juniors and seniors without the Empire will be examined. prerequisite. Open to all students. Not offered in 1980-81. Mr. Engels Mrs. Chaplin 232 (2) Medieval Civilization, 1000 to 1300 (2)* Alexander the Great and the 229 1 Hellenistic World European society during the High Middle 1 Ages. Kingship and a comparison of medieval will the achievements of The course survey states, warfare and the birth of chivalry, the culture of the new world Alexander and peasants and townsmen in an era of econo- he created. The personality and career of mic and technological change, students and Alexander will be examined as well as the in- churchmen in a period of intellectual ferment. novations introduced into the Western he An exploration of political and social ideas as world: new concepts of kingship, political expressed in contemporary sources, including organization, and the notion of brotherhood art and literature. diverse ethnic groups. The rich between Open to freshmen and sophomores who have diversity of the Hellenistic world will also be had a course in medieval history, art, or with India and China, reli- surveyed: trade literature, and to juniors and seniors without of oriental religious syncretism, the spread prerequisite. gions into the Mediterranean world, and the Mr. achievements of Hellenistic science which Cox formed the foundation for the future development of the Western scientific tradition. Open to all students.

Not offered in 1980-81.

Mr. Engels History 105

233 (1) The Civilization of the 236 (1)* The Emergence of Modern Renaissance in Italy European Culture: The Seventeenth and 1 Eighteenth Centuries Explores Italian history from the age of Dante 1 to the age of Michelangelo and Machiavelli, A comparative survey of Enlightenment examining through Renaissance sources culture in England, France, and the Ger- some classic topics in the historiography of manies. Topics to be considered include the Renaissance in Italy including "the state skepticism, the scientific revolution, classi- as a work of art," "the development of the in- cism in art, the formation of liberal society, dividual," "the revival of antiquity," and "the the differing social structure of intellectual " discovery of the w/orld and man life. The approach is synthetic, stressing the Open to qualified freshmen, and to sophomores, links between philosophy, political theory, art, juniors, and seniors without prerequisite. and their historical context. Among the authors: Locke, Hume, Voltaire, Diderot, Ms. Dyer Rousseau, Lessing, Kant, Goethe. Open to qualified freshmen and sophomores 234 (2) The Crisis of the Fifteenth and (see Directions for Election), and to juniors Centuries Sixteenth and seniors without prerequisite. 1 Individuals and institutions in a time of Mr. Knudsen religious, economic, and social upheaval. Prottestants and Jesuits, intellectuals and 237 (2)* Modern European Culture: The peasants, mystics and witches, the old world Nineteenth and Twentieth Centuries and the new, examined through literature, 1 theology, letters, trial records, practical A survey of European culture from the guidebooks, and propaganda. Interdisciplinary French Revolution to the post-World War II approach emphasizing contrasting interpreta- period — from idealism to existentialism in tions of the period. philosophy, from romanticism to modernism

Open to all students. in art and literature. As with 236, emphasis is placed on the social and historical context of Not offered in 1980-81. cultural life. Among the authors: Byron, Sten- dhal, Goethe, Hegel, Marx, Kierkegaard, Dar- win, Nietzsche, Freud, Pirandello, Russell,

235 (2) Medieval and Early Modern Sartre Camus, Skinner, and Orwell. European Intellectual History Prerequisite: same as for 236. 1 Not offered in 1980-81. A history of Western thought from St. Augus- tine to Pascal, emphasizing the relations be- Mr. Knudsen tween ideas and their historical context. How were intellectuals educated and how did they 238 (1) English History: 1066 and All That support themselves in Medieval and Early 1 Modern Europe? How did their societies in- From the coming of the Anglo-Saxons fluence them, and they their societies? What through the coming of Henry Tudor. This did they think on such matters as salvation, survey will study some of the traditional war and peace, and human nature? These heroes and villains, such as Alfred the Great, and related issues will be examined in the William the Conqueror, Richard the Third; lives and times of such intellectuals as church and churchmen, such as Bede, Anselm, Abelard, Aquinas, Augustine, Dante, Becket, and Beaufort; developments into and Machiavelli, Luther, Montaigne, and Pascal. away from feudal monarchy; aspects of Open to freshmen and sophomores who have sociopolitical history, including baronial and taken 100 or related work in literature or peasant uprisings; and selected cultural philosophy, and to juniors and seniors without achievements. prerequisite. Open to qualified freshmen and sophomores (see Directions for Election), to sophomores Ms. Dyer who have taken 100 or are concentrating in English literature, and to juniors and seniors without prerequisite.

Mrs. Robinson 106 History

239 (2) English History: Tudors and 244 (2) Modern Germany Stuarts 1

1 Beginning with the revolution of 1848, an ex- The 16th and 17th centuries, emphasizing the amination of German politics, society, and unique aspects of the English Reformation, culture to the post-World War II period. Elizabethan achievements and failings, and Special emphasis on Bismarck and the found- the multiple revolutions or alleged revolutions ing of the German Empire; the Empire's crisis of the 17th century. Special attention to ex- and collapse in World War I; the formation of ploring the controversies among historians in the Weimar Republic; and the emergence of explaining and interpreting these transforming Nazism and the Third Reich. The task will be developments. to explore the German response to problems Prerequisite: same as for 238. shared throughout Western Europe. Prerequisite: same as for 236. Mrs. Robinson Mr. Knudsen

240 (1) Modern England

1 245 (1) History of Modern France, English history from the 18th century into the 1815-Present 20th. We will explore some of the tensions 1 and difficulties accompanying the trans- Starting with the restoration of the monarchy formation of a basically agrarian, hierar- after the Napoleonic wars, this course will ex- chical, traditional society into an industrial, plore the interaction between the revolu- secular democratic welfare state. The em- tionary tradition and reactionary factions in phasis will fall on the time period 1815-1914. French politics, the eruption of revolution in Open to qualified freshmen and sophomores 1830 and 1848, the Commune in 1870, the (see Directions for Election), to students who emergence of a politicized labor movement have taken 101 or 239, to sophomores con- and its connections to international Marxism, centrating in English literature, and to juniors and the culmination of anticlericalism as a and seniors without prerequisite. political force in the Dreyfus affair. In the 20th century attention will be devoted to the Mrs. Robinson fate of France during World War I, the United Front in the inter-war years, and political 242 (1) The Age of Louis XIV in France alignments during World War 11; France's 1 economic takeoff in the postwar era, the Society and government in 17th century Algerian crisis, and the student protests of France. The political and cultural background the 1960s. under Richelieu and Mazarin; social, political, Open to all students. and intellectual life during the Golden Age of Absolutism under Louis XIV. Ms, Gouda Open to qualified freshmen and sophomores (see Directions for Election), to sophomores 246 (2) Medieval and Imperial Russia who have taken one unit in history, art 1 history, or French, and to juniors and seniors A study of the social, political, economic, and without prerequisite. cultural development of Russia from the medieval period to the mid-1 9th century. Par- Mr. Cox ticular consideration is given to the rise of absolutism, the enserfment of the peasantry, 243 (2) The Enlightenment, the French and the impact upon Russia of successive Revolution, and Napoleon foreign cultures— Byzantium, the Mongol Em- 1 pire, and the West. French civilization in the 18th century; Open to sophomores, juniors, and seniors analysis of the causes, events, and results of without prerequisite. the Revolution. The era of the Revolution and the Napoleonic Empire with emphasis upon Ms. Tumarkin political, social, and cultural developments, and their impact upon the rest of Europe. Prerequisite: same as for 242.

Mr. Cox History 107

247 (1) Modern Russia and the Soviet 253 (2) The United States in the Union Twentieth Century

1 1 One hundred years of reform, revolution, and Selected 20th-century Issues and problems, reaction. Late Imperial Russia, the Revolution with emphasis on the responses of Ameri- of 1917, and the creation of a Soviet state cans and their institutions to social change. under Lenin and Stalin. Special emphasis is Prerequisite: same as for 246. placed on the Russian Revolution and on con- Mr. Auerbach tinuity and change under Soviet rule. Prerequisite: same as for 246. 254 (2) United States Urban History lyis. Tumarkin 1 Origins and development of the American ur-

248 (1) Europe in the Twentieth Century ban system from the colonial period to the

1 present, with emphasis upon changing city An Interpretative study of modern Europe em- functions, urban physical and spatial struc- phasizing social change and the development ture and growth, group accommodation to of new modes of thought and expression. city living, historical trends in urban politics, Topics include: communism, fascism, na- and problem solving. tionalism: Freud; changing artistic and intel- Open to sophomores by permission of the in- lectual perceptions: the mass media. structor, and to juniors and seniors without Prerequisite: same as for 246. prerequisite.

Ms. Tumarkin Not offered In 1980-81.

250 (1) The First Frontier

1 255 (2)* Japanese Religion and Culture The adaptation of the English, Europeans, 1 of and Africans to the alien environment For description and prerequisite see Religion in 17th century. Analysis North America the 255. of the formation of colonial settlements, problems of survival and leadership, relations with 257 (2) Women in American History Indian cultures, the creation of new societies 1 in the New World. A survey of women in American history, from Open to sophomores, juniors, and seniors the colonial period to the present, focusing without prerequisite. on the family, marriage and divorce, women's Mrs. Preyer role In the labor force, images of women in the popular media, women's rights, and feminism. 251 (2) The United States in the Open to all students, except those who have Eighteenth Century taken [155].

1 Ms. Jones Society, culture, and politics in colonial America, in the era of the American Revolu- 259 (1) Labor in the United States tion and In the early national period to 1815. 1 Prerequisite: same as for 250. The history of the American worker from the Mrs. Preyer colonial period to the present. The experience of working men and women will be studied 252 (1) The United States in the along with the broader relationship between Nineteenth Century labor and the state. Special emphasis will be 1 placed on the Impact of Industrialization, An introduction to the major political, religion and the working class, labor unrest, economic, and social forces which shaped the growth of organized labor, conflict and 19th-century American history. change within the labor movement. Prerequisite: same as for 246. Open to sophomores, juniors, and seniors without prerequisite. Ms. Jones Ms. FItzpatrick 108 History

260 (1)* History of Latin America 271 (1) Japanese History 1 1 The political, social, economic, and cultural Japanese history from earliest times to pre- evolution of the Latin Annerican 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 his- comparison (Japanese and European feudal- torical developments in the Iberian peninsula ism, Japanese and Chinese responses to en- and on the fundamental problems, especially counters with the modern West), factors con- in certain key countries, of modern and contributing to Japan's astonishingly rapid temporary 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 his- Not offered in 1980-81. tory, and to juniors and seniors without prerequisite.

Mr. Lovett 272 (1) Traditional and Early Modern Japanese History 261 (1)* History of Spain 1 1 Japan from prehistoric times to the mid-19th The period of Spain's hegemony and modern century, with emphasis on the 17th-19th cen- culminating in the Civil War of developments turies (Tokugawa). Japan's adaptation of 1936-39. Chinese civilization; cultural and literary his- Prerequisite: as for 260. same tory; political effects of socioeconomic

Not offered in 1980-81. changes from the classical period, through feudalism, to the eve of Japan's interaction Mr. Lovett with the West; ideological developments that conditioned Japan's response to Western en- 267 Africa Before the Europeans (2) croachment; and changing status of women. 1 Open to ail students. Major themes in African history from the earliest times to the 19th century. Discussion Ms. Molony 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 modern- izing agrarian economy; nationalism, imper- Mr. Saad ialism, and their effects on foreign relations; adaptation of Western ideas and institutions; 268 (1) Africa in the Modern World themes in 20th-century literature and culture; 1 social and political movements of the 20th Modern history of Africa from the mid-1 9th century, concentrating on women's suffrage century to the present. Analyzes the origins, and labor movements. Final topic; Japan growth and breakdown of colonialism with today. emphasis on traditionalist and modernist Open to all students. African responses. Examines the rise of nationalist and liberation movements and the Ms. Molony 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 History 109

274 (2) Social and Economic History of 280 (2) Imperialism and Dependency in China, 1100-1800 the Third World

1 1 A survey of the pre-industrial economic ex- Analyzes the economic and political causes perience of Chinese society. Beginning with of the expansion of Europe and the United institutional and structural features such as States into Africa, Asia, the fvliddle East, and land tenure and clan organization, the course Latin America since the mid-1 9th century. Ex- then examines the intensification of a money amines the characteristics and consequences economy, "embryonic capitalism," the devel- of imperialism and dependency in these opment of handicrafts, and the expansion of areas of the world today. the agricultural sector. Social conflicts and Open to all students without prerequisite. state-society relations are analyzed in light of Not offered in 1980-81. the structures and processes suggested above. Brief comparisons with the European Mr. Saad experience serve to isolate the distinctive patterns of Chinese development. 284 (2) History of the Middle East Open to all students. 1 A study of the rise of the modern Middle Not offered in 1980-81. Eastern states against the background of the disintegration of the Ottoman Empire. Focus will be on a series of important transforma-

275 (1) Premodern Chinese History tions, such as the rise of Muhammad All in 1 Egypt, the Ottoman reforms of the 19th cen- Chinese civilization from earliest times to the tury and the realignments which came in the period of the modern Western intrusion. Em- wake of the two world wars. A survey of the phasis on dominant historical and cultural colonial interlude and the emergence of na- patterns, the evolution of Confucianism, tionalist movements, concluding with a his- Taoism, and Chinese Buddhism, and the torical overview of the Mideast conflict. development of major political institutions Open to all students. (emperor, bureaucracy, examination system, Mr. Saad and others). Extensive readings in Chinese literature. 300 (2) The Nature and Meanings of Open to all students. History

Not offered in 1980-81. 1 Introduction to modern historical writing with an emphasis on the tendencies and counter- tendencies in the 20th-century European 276 (1) Modern Chinese History tradition. Particular concern with patterns of 1 historical explanation as adopted by practic- An analysis of the revolutionary changes that ing historians: individual and collective biog- have swept China from the Opium War to the raphy, demography and family reconstruction, present. Equal emphasis will be placed on (1) psycho-history, Marxism. the disintegration of the old society during Open to qualified juniors and seniors by per- the last century of the imperial era and (2) mission of the instructor. the efforts of the Nationalist and Communist parties to rebuild China in the 20th century. Mr. Knudsen Special attention will be paid to intellectual

and cultural changes and to the respective 305 (1) Europe's Traditional System of roles of the West and of indigenous forces in International Relations, 1780 to 1914 shaping China's modern evolution. 1 Open to all students. The nature of Europe's classical balance of power system and its subsequent modifica- Ms. Molony tion through the French and industrial revolutions; the diplomacy of national unification and of imperialist expansion. Attention to Ottoman, Chinese, and African relations with Europe. Prerequisite: same as for 300.

Not offered in 1980-81. 110 History

306 (2) Global International Relations 322(2) Progressivism: Reform in 1 Twentieth-Century United States The emergence of untraditional, cataclysmic 1 problems of weaponry, population, and envi- Analysis of the roots, the character, and the ronment superimposed on traditional, ongoing consequences of social reform of the Pro- problems of international relations. Attention gressive movement (1898-1917). Muckrack- equally divided among Europe, East Asia, the ing, temperance, child labor, unemployment, United States, and the Soviet Union. trusts, vice, and immigration are some of the Open to sophomores, juniors, and seniors areas to be explored. The evolution of a new who have taken two units of history or by per- corporate economy and the emergence of mission of the instructor. the national state will also be examined. Open to juniors and seniors. Not offered in 1980-81. Ms. Fitzpatrick

310 (1-2) Social History of the United States 328 (2)* Problems in Ancient History and

1 or 2 Historiography The development of American society in 1 terms of changing family organizations, socio- For description and prerequisite see Greek economic class structure, patterns of work 328. and leisure time activities, industrialization, urbanization, ethnic groups, and social and geographical mobility. First semester: Colo- 330 (1) Seminar. The Age of Chivalry nial period to 1850. Second semester: 1850 1 to 1970. Either semester may be elected Studies in the history of the medieval knight independently. from the formation of the first knightly orders Open to juniors and seniors who have taken in the mid-12th century to the "flowering" of two units of history or by permission of the in- chivalry in the mid-1 5th century, as seen in structor. historical documents, literature, art, and Ms. Jones music. Different kinds of knights and their differing roles in medieval society will be exam-

312 (2) Seminar. History of Child Rearing ined as well as the emergence of chivalric and the Family courts and the degree to which real-life

1 knights conformed to the ideal depictions of For description and prerequisite see Educa- them in literature and art. tion 312. Open to qualified juniors and seniors by permission of the instructor (see Directions for Election). 319 (2) Pan-Africanism 1 Mr. Cox For description and prerequisite see Black

Studies 319. 331 (2) Seminar. Russia after Stalin

1 . 320 American Legal History (1) Who or what could replace Stalin after his 1 death in 1953? How did the U.S.S.R. achieve The modification of English law, legal the status of a great power, and at what changes during the post-revolutionary period. cost? This seminar on the last quarter- Group research in selected topics relating to century of Soviet history will explore such the development of American law in the topics as: the politics of de-Stalinization; Civil War. period before the Khrushchev and Brezhnev as leaders: Soviet to juniors seniors. Open and relations with China, the West and the Third Mrs. Preyer World: Solzhenitsyn, Sakharov and other dissident writers; hooliganism, alcoholism, religious revivals. For their seminar papers students will have the option of writing the biography of a Soviet citizen based on interviews with a recent emigre. Open to juniors and seniors who have taken History 247 or Political Science 301, or by permission of the instructor.

Ms. Tumarkin History 111

332 (2) Seminar. The "Woman Question" 342 (2) Seminar. Imperialism and in Victorian England Dependency in the Third World

1 1 A study of the literature about, and the strug- Theoretical approaches to the economic and gles for, the emancipation of women: per- political expansion of Europe and the United sonal, legal, educational, professional, poli- States since the 19th century. Analyzes the tical. A major source will be the periodical emergence of dependency relations in Africa, literature from the 1850s onward, with special Asia, and Latin America during the present attention to the many articles written, often century. Discussion of development theory anonymously, by women. and Its applications in contemporary Third Prerequisite: same as for 330. World history. Due attention to recent trends, such as the rise of oil prices and the growing fvlrs. Robinson trend towards global interdependence. Prerequisite: same as for 330. 335 (2) Seminar. American History

1 Mr. Saad Normally a different topic each year. Prerequisite: same as for 330. 345 (1) Seminar. Chinese History 1 Not offered in 1980-81. Normally a different topic each year. Prerequisite: same as for 330.

337 (1) Seminar. Pater Patriae: The Not offered in 1980-81. Presidency of George Washington

Analysis of the political culture of the new na- 346 (2) Seminar. Chinese History tion. The establishment of national authority, 1 the problems of national unity, the legitima- Normally a different topic each year. tion of opposition, the role of the charismatic Prerequisite: same as for 330. leader during the first administrations follow- Not offered in 1980-81. ing the adoption of the Constitution. Prerequisite: same as for 330.

Mrs. Preyer 347 (2) Seminar. History and Poverty: The Poor and the Oppressed in Nineteenth- 338 (2) Seminar. Community and Conflict Century Europe 1 1 How various American communities have In an age without comprehensive social provi- confronted, resolved, suppressed, and avoid- sions for the poor and the oppressed, life for ed conflict. Particular attention will be paid to the majority of citizens in France, the Nether- 17th-century religious, 19th-20th-century and lands, and England was "nasty, brutish, and Utopian and ethnic communities. short." This seminar will explore the ways in Prerequisite: as for 330. same which European societies cared for their in- Mr. Auerbach digent masses and, when poor relief was not forthcoming, how the poor responded to their

339 (1) Seminar. American Jewish plight and material suffering. By examining a History variety of literary sources, household

1 budgets, documents of working class organi- legislation, The development of American Jewish life and zations, and national the seminar institutions since the era of mass immigra- will address such issues as the imipact of the tion, with particular attention to the tension revisions of the British Poor Law in 1834, the between Old World and American Jewish cul- relationship between poverty and economic tures. Historical and literary evidence will change in the Netherlands, and the connec- guide explorations into the social, psychologi- tion between pauperism and criminality in cal, and political implications of Jewish France in order to derive insights into the well the minority status in the United States. social conditions of the poor as as Open by permission of the instructor, origins of the contemporary welfare state. Prerequisite: same as for 330. Mr. Auerbach Ms. Gouda

340 (2) Seminar. Afro-American History 1 For description and prerequisite see Black Studies 340. 112 History

349 (2) Comparative Industrialization in 360 (1)* Seminar. Society and Economy Modern Europe of the Roman Empire

1 1 A comparative history of various European An examination of the sources and theories nations —among them France, England, the concerning the society and economy of the Low Countries, and Germany— since the Roman Empire. Topics for discussion will in- beginning of the process of industrialization. clude the effects of demography and social While the French Revolution changed the stratification on the role of women, the prob- nature of political authority everywhere in lem of slavery and technological stagnation,

Europe, industrialization, as it first occurred the Roman educational system, agriculture, in England during the 18th century, revolu- commerce, and trade with India and China. tionized many of the prevailing productive The formation of the manor system and the and social relationships. Emphasis will be causes and effects of inflation will also be placed on economic and demographic devel- studied. opments, changes in social structure, and on Prerequisite: 231 or permission of the instructor. the role of the state in various societies in Not offered in 1980-81. Europe to gain an understanding of both the commonalities and the differences in the Mr. Engels nature and the impact of industrialization in the countries under consideration. 367 (2) Seminar. Renaissance Florence Open to juniors and seniors. 1

"It is undoubtedly a golden age," wrote Mar- Ms. Gouda silio Ficino in 1492, "which has restored to the light the liberal arts that had almost been 350 (1) (2) Research or Individual Study destroyed: grammar, poetry, eloquence, 1 or 2 painting, sculpture, architecture, and music. Open by permission to juniors and seniors. And all that in Florence." But the Florentine Renaissance was also a period of social upheaval, political constriction, economic 355 (1-2) Intellectual History of the depression, and religious uncertainty. The United States seminar will study both sides of Florentine 1 or 2 culture while focusing on the lives and The ideas associated with the development of achievements of such men as Boccaccio, American culture as they are embodied in Bruni, Alberti, the Medici, Savonarola, Leonar- political thought, religion, the arts, philosophy do da Vinci, and Machiavelli. and social institutions from the colonial Prerequisite: same as for 330. Not open to period to the present time. By permission of students who have taken History 330 in the instructor either semester may be elected 1979-80. independently. Ms. Dyer Open to juniors and seniors.

Not offered in 1980-81.

Mrs. Preyer

356 (2) Seminar. The 1920s in America 1

Examination of American society in the after- math of a disastrous war. Among the major topics are political repression, presidential scandals, the retreat from political activism to narcissism and careerism and Babbitry as a dominant cultural norm. Consideration of the Crash of 1929 will precede comparisons with the 1970s. Prerequisite: same as for 330.

Not offered in 1980-81.

Mr. Auerbach History 113

369 (2) Seminar. Industrial Societies and or theme, e.g., revolution, cultural change, ur- the Crisis of Total War banization, institutional development, colonial- 1 ism In designing a program, students should Total war in the 20th century has presented consider courses given at MIT and in other industrialized societies with the comnnon departments at Wellesley. dilemma of allocating limited resources to The concept of the major should be dis- unlimited demand. These resources, whether cussed with the major advisor, and students human or material, must be mobilized for should consult with their advisors about belligerent nations to survive. Rosie the changes they may wish to make in the Riveter charmed the American imagination course of the junior and senior years. with her novelty, but she was far from alone. Her counterparts in Germany, Britain, and The colloquia are available to freshmen and Japan found a niche in their countries' more sophomores without prerequisite. Since collo- broadly conceived economic, propagandistic, quia enrollments are limited, special applica- military, agricultural and societal mobilization must be made. Incoming freshmen may tions. The problems of modern total war and obtain application forms from the Class Dean, mobilization, by forcing industrial societies to sophomores from the Registrar's Office,

make difficult choices, isolate the salient Green Hall. If a colloquium is oversubscribed, aspects of these societies. Seminar partici- the instructor will decide which applicants are pants will examine primary and secondary to be accepted. Students are advised to apply sources in English to analyze points of inter- for more than one, indicating first, second,

national congruence and difference. and third choices if they wish. Prerequisite; same as for 330. Some seminar work is strongly encouraged of Ms. Molony all majors. Seminars, unless otherwise indicated, are open by permission of the instruc- 370(1-2) Thesis tor to qualified juniors and seniors. Since 2 to 4 enrollments are limited, a student wishing to Open only to honors candidates. apply for admission to one or more seminars

must fill out an application blank, available in the department office, Founders Hall 219. Notification of which applicants are to be accepted will be made no later than the announced date for course changes without fee in each semester.

Directions for Election The general survey courses (100, 101, 102,

103) and Grade II survey courses in classical

A wide variety of programs may provide in- (229, 230, 231), Asian (271, 272, 273, 275, sight into the nature and scope of history as 276), Middle Eastern (284), and African (267, a discipline. Accordingly, the student major- 268) history are open to all students without

ing in history is given great latitude in de- prerequisite. In addition, freshmen and signing a program of study. Department offer- sophomores with a strong secondary school ings fall, for the most part, into three roughly background in European history (ancient, defined areas: (1) the modern West (Europe medieval, or modern) may elect as a begin- since 1600, the United States, modern ning course 232, 233, 236, 237, 238, 239,

Russia); (2) the premodern West (ancient 240, 242, 243, 244. Courses at the Grade I Greece and Rome, Europe before 1600, level, however, are strongly recommended for medieval and imperial Russia); and (3) the students planning to major in history. 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 114 Italian

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 of-

fers contrast both in Assistant Professor: a geographic and his- Ellerman, Jacoff (Chairman) torical setting to the novel used in 202. The contrast between these novels allows for dis- of cultural, historical, Instructor: cussions new and thematic issues. In this fourth semester of Mattii^, Fontanella Italian, there will also be a greater emphasis on critical and analytical reading of the novel. Three periods. All courses, unless otherwise listed, are con- Prerequisite: 202 or the equivalent. ducted in Italian. In all courses given in Italian, except seminars, some work may be The Staff required in the laboratory.

207 (1) Significant Moment of the Italian Qualified students may be recommended to Literature of the Middle Ages and the spend the junior year in Italy. See p. 39. Renaissance in Attention is called to the major 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 or by permission of the instructor. 100 (1-2) Elementary Italian 2 Mrs. Mattii Development of basic language skills for the purpose of acquiring contemporary spoken 208 (2) Italian Romanticism 1 Italian and a reading knowledge useful in the 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. Prerequisite: 207 or by permission of the The Staff instructor.

Mr. Fontanella 202 (1) Intermediate Italian I 1 Review of grammar, syntax, and development 211(1-2) Dante (in English) 2 of vocabulary. There will be short written 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 attempts to create context in Dante's topics. The topics will be suggested by the a which reading of a significant modern novel. The poetry can be carefully explored. It concen- trates on the novel will be supplemented by pertinent ar- Divine Comedy and Dante's use of his literary philosophical sources. The ticles which clarify its themes in historical and and social terms. Three periods. centrality and encyclopedic nature of the Prerequisite: 100 or the equivalent. comedy make it a paradigmatic work for students of the Middle Ages. Since Dante has The Staff 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 independently by permission of the instructor. Open to all students.

Ms. Jacoff Italian 115

212 (2) Literature of the Italian 249 (2) Significant fVloments 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 a historical ttie Italian Renaissance in depth: Boccaccio's context in which certain major cultural move- Decameron, selected Petrarch letters and ments and works of individual authors may be poems, Cellini's Autobiography. Castiglione's best studied. It follows a chronological order, The Courtier and Machiavelli's Prince and going from the 13th century up to the modern Discourses. The focus will be on stylistic and period, with particular attention to the his- thematic issues and on the problems of inter- torical periods of greatest cultural impor- pretation raised by these texts. tance, such as: the age of the city-state, the

Open to all students. Renaissance, the Enlightenment, the Unifica- tion of Italy, Fascism and the Resistance. The Not offered in 1980-81. readings will include analysis both of historical and literary texts. The course serves to integrate the curriculum of study offered

214 (2) Machiavelli (in English) by the Italian department but should also be

1 useful to students in other fields. An analysis of f\/lachiavelli's thought in terms Open to all students.

of its political, cultural and methodological Not offered in 1980-81. elements. The analysis will proceed according to two complementary lines: reading and Mrs. Mattii discussion of basic works (The Prince. Discourses. Art of War, Letters. History of 301 (1-2) Dante Florence): study of the historical context and 2

cultural tradition in which the various themes A study of Dante's Divina Commedia and developed. Interpretation of reality, the dicho- minor works. tomy between "virtu" and "fortuna"; force Prerequisite: same as for 208. and persuasion; the role of the aggregate and Not offered in 1980-81. of the individual "virtu." Evaluation of f\/lachiavelli's intellectual revolution: the emergence of a new relationship between empirical observation and theoretical elaboration. 302 (1)* The Theatre In Italy The science of politics. Discussion of some 1 significant historiographical interpretations. The development of the theatre from its Also, particular attention to Machiavelli in origins to the present time. An introduction to dell'Arte, relation to the intellectuals of his own time. the classical theatre, the Commedia drama; special emphasis on the Open to all students. the Pastoral modern theatre and experimental theatre of Not offered in 1980-81. today. Study of plays by authors such as Mrs. Mattii Machiavelli, Tasso, Goldoni, Pirandello, Betti, and Fo.

245 (2) Films and the Novel in Italy Prerequisite: same as for 208. 1 Mrs. Ellerman For description and prerequisite see Extrade- partmental 245. 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.

Not offered in 1980-81.

Mrs. Ellerman 116 Italian

308 (2) The Contemporary Novel Directions for Election 1 of Italian fiction since the 1940s as The study Course 100 is counted toward the degree but seen in the works by authors such as Pavese, not toward the major. Course 245 may count Pratolini, Levi, Volponi, novelists Vigano, and toward the major in Italian as specified in the of the 1970s. Special emphasis on themes course description. related to the literary, social, and cultural Students majoring in Italian are required to problems of the postwar era. take 207 and are advised to take 308; 211 Prerequisite: same as for 208. and 249 are strongly recommended. Courses offered in 1980-81. Not in one or more other languages, ancient or Mrs. Ellerman modern, art, history, and philosophy, are recommended as valuable related work.

310 (1) Italian Lyric Poetry Students interested in an individual major in 1 Italian culture are referred to the section in of lyric poetry. Background and development the Catalog where the program is described. Selected Medieval, Renaissance, and 19th- They should consult with the director of the century texts, with main emphasis on 20th- Italian Culture program. Note that 211, 212, century poetry. 214 and 245 count toward the major. Prerequisite: same as for 208. Majors planning to do graduate work in Italian Mr. Fontanella are advised to take at least one unit in French or Spanish literature and to have a 349 (2) Seminar. Literature and Society reading knowledge of Latin or of a third 1 Romance language. The works of one or two writers studied in relation to their historical context. The author(s) will be chosen according to the interests of the participants in the course. Open by permission of the chairman.

The Staff

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.

370(1-2) Thesis 2 to 4 Open only to honors candidates. Mathematics 117

103 (1) Review of Algebra with an Mathematics Introduction to Calculus I 1

This course is open to students who lack the necessary preparation for 115. Mathematics together with 104 provides the equivalent Professor: 103 trigonometry Wilcox of 1 15 plus a review of algebra, and logarithms necessary for work in solving; an em- Associate Professor: calculus. f\/lethods of problem of analytic and Stefiney (Chairman), Shuchat, Shultz, phasis on development algebraic skills an introduction to Prichett3 and calculus. Does not count toward the Group C distribution requirement. Assistarit Professor: by permission of the department. Sontag, Wang*, Beers*, fvlagid, Wolltzer, Open

Hirschhorn, Klein*, Criscenti3 Mr. Prichett •

Assistant Professor of Computer Science and 104(2) Review of Algebra with an

Mathematics: Introduction to Calculus II Roberts 1

This course is a continuation of 103 and in- Instructor: cludes further topics in pre-calculus and Cook, Edwards, Shull calculus. A student who completes 104 will be prepared to enter 116. Lecturer: Prerequisite: 103. Campbel|3, TrubekS Ms. Campbell

Calculus I Most courses meet for two periods weekly 115(1) (2) with a third period every other week. 1 Introduction to differential and integral calculus for functions of one variable. Differentia- tion and integration of algebraic and trans- cendental functions. Applications to curve sketching, extremal problems, velocities, related rates, areas, and linear approximation. 100(1) (2) Introduction to Mathematical Thought Open to all students who have not taken an equivalent course.

Topics chosen from areas such as strategies, The Staff computers, infinite sets, knots, coloring prob- theory. lems, number theory, geometry, group 116(1) (2) Calculus II

Neither 100 nor 102 may be counted toward 1 the major; both may be elected. Theoretical basis of limits and continuity. Not open to students who have taken 1 15, Mean Value Theorem, inverse trigonometric 150, or the equivalent. functions. Further integration techniques. Volumes of revolution. Sequences and series. The Staff L'Hospital's Rule and Improper Integrals. Prerequisite: 104 or 115, or the equivalent. 102 (1) (2) Applications of Mathematics without Calculus The Staff 1 Introduction to topics such as probability and statistics, matrices and vectors, linear programming, game theory; applications in the biological and social sciences. Neither 100 nor 102 may be counted toward the major; both may be elected. Open to all students.

The. Staff 118 Mathematics

150(2) Colloquium 206 (1) (2) Linear Algebra

1 1 For directions for applying see p. 43. Sets, functions, and relations. Algebra of Open by permission to a linnited nunnber of complex numbers. Vector spaces, subspaces, freshman and sophomore applicants. linear independence, bases, dimension, inner products. Linear transformations, matrix Discovery course in mathematics and its ap- representations, range and null spaces, in- plications. verses, eigenvalues. Applications to differen-

Mathematical reasoning and its applications. tial equations and Markov processes. Em- A discussion group in which students dis- phasis on proving theorems. cover mathematical structure in several Prerequisite: 205 or [215]. Not open to stu- fields, including some not often recognized as dents who have taken [216]. mathematical in nature. Topics chosen from: The Staff network analysis, mathematics in music and art, graphing and interpretation of data, ex- 209 (1) (2) Methods of Advanced Calculus ponential growth, computer programming. 1 Especially appropriate for students with an in- Inverse and implicit function theorems. terest in fields requiring quantitative reason- Multivariable integral calculus (multiple in- ing but who might otherwise avoid these tegrals, line integrals. Green's Theorem, fields because of the mathematics involved. numerical methods). Topics in partial differen- Two 70-minute meetings and another 1-2 hour tial equations, including harmonic functions, meeting weekly. Mandatory credit/noncredit. Fourier series, approximation methods. Appli- May not be counted toward the major. cations and computer use throughout. Prerequisite: reasonable knowledge of high Prerequisite: 205 or [215]. school level mathematics. Not open to those who have taken 100 or calculus. Ms. Stehney, Ms. Sontag

Mr. Shuchat 210 (2) Differential Equations 1 203 (1) Probability and Elementary An introductory course in ordinary differential Statistics equations. 1 Prerequisite: same as for 206. Topics selected from the theory of sets, discrete probability for both single and multi- Ms. Trubek variate random variables, probability density for a single continuous random variable, ex- 217 (1) Topics in Mathematics and pectations, mean, standard deviation, and Economics sampling from a normal population. 1 Prerequisite: 116 or the equivalent. Applications of calculus and linear algebra to economic analysis. Topics selected from: Mr. Hirschhorn linear and general optimization, input-output analysis, marginal analysis, analysis of 205 (1) (2) Multivariable Vector Calculus market equilibrium and stability. 1 Prerequisite: Economics 201 or 202 and Vectors, matrices, and determinants. Curves, Mathematics [201], [215], or 205, or permis- functions of several variables, partial and sion of the instructor. directional derivatives, gradients, vector- valued functions of a vector variable, Jaco- Mr. Shuchat, Mr. Grant bian matrix, chain rule. Introduction to first- order differential equations. Prerequisite: same as for 203. Not open to students who have taken [215].

The Staff IRKK 1 IVt^ CRb:SlbRN41'n: bRlGlNAL GU"1 Mathematics 119

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 trans- vector spaces, Galois theory, field theory. lating "real world problems" into mathemati- Prerequisite: 305. cal form (building a model), analysis of the Mr. Shull model, and interpretation of the results. The problems discussed will be chosen from such 307 (1)* Topology areas as public planning, demography, 1 economics, energy, ecology, chemistry, Introduction to point set, algebraic, and differ- physics, and renewable resource manage- ential topology. Topological spaces, continui- ment. Each student will develop a model of a ty, connectedness, compactness, product significant contemporary problem as part of spaces, separation axioms, homotopy, the the course. Calculus and linear algebra will fundamental group, manifolds. be used throughout; probability, differential Prerequisite: 302. equations, and computer usage will be introduced as needed. Mr. Wolitzer Prerequisite: [201], [215], or 205. 309 (1)* Foundations of Mathematics Not offered in 1980-81. 1 An introduction to the logical foundations of 249 (2) Selected Topics modern mathematics, including set theory, 1 cardinal and ordinal arithmetic, and the axiom Topic for 1980-81: Curves and surfaces —an of choice. Frenet- introduction to differential geometry. Prerequisite: 302 or 305. Serret formulas; curvature of curves and sur- in 1980-81. faces; second fundamental form; equations of Not offered Gauss, Coduzzi and Weingarten; geodesies and surfaces of constant curvature. Prerequisite: 205, [215], or permission of the 310 (2) Functions of a Complex Variable instructor. 1 Mr. Magid Elementary complex functions and their mapping properties; integration theory; series ex- pansions of analytic functions. 302 (1) Elements of Analysis I Prerequisite: or 209, and 302. 1 [216] Metric spaces; compact, complete, and con- Mr. Magid nected spaces; continuous functions; differ- of limit entiation, integration, interchange 349 (2) Selected Topics operations as time permits. 1 Prerequisite: [216] or 206. Normally a different topic each year.

Mr. Shuchat Not offered in 1980-81.

303 (2) Elements of Analysis II 1 350 (1) (2) Research or Individual Study Topics such as measure theory, Lebesgue in- 1 or 2 tegration, Fourier series, and calculus on Open to juniors and seniors by permission. manifolds. Prerequisite: 302.

Mr. Shultz 370(1-2) Thesis 2 to 4 305 (1) Modern Algebraic Theory I Open only to honors candidates who choose 1 to do honors research. See Directions for introduction to groups, rings, integral do- Election. mains, and fields. Prerequisite: 206 or [216].

Mr. Wilcox 5

120 Mathematics

Placement in Courses and All candidates for honors will be required to complete two of the following three courses: Exemption Examination 303, 306, and 310. The department offers the following options for earning honors in the Students entering with AP scores of 4 or 5 on major field: (1) completion of 303, 306, 310 the AB Examination, or 3 on the BC Examina- and one additional Grade III course, and two tion of the CEEB are eligible for 116; those written comprehensive examinations; (2) two entering with AP scores of 4 or 5 on the BC semesters of thesis work (370); or (3) partici- Examination of the CEEB are eligible for 205. pation in a two-semester seminar and a writ- Examinations for exemption from one or two ten examination on the seminar topics. An courses in mathematics to satisfy partially oral examination is required in all honors the College requirement in science and programs. mathematics will be offered to students who have been well prepared in the subject matter of 1 1 5 and 116. If students pass both 1 1 and 1 16 examinations, they will receive

exemption from two units in mathematics; if they should pass the 115 examination only, they will receive exemption from one unit in mathematics. Exemption examinations are not offered for other courses.

Directions for Election

A major in mathematics must include 205 or [215], 206 or [216], 209 or [216], 302, 305, and either 303 or 310. Students expecting to major in mathematics should complete 206 or

[216] before the junior year. It is desirable to take 303 in the same year as 302 and 306 in the same year as 305. In order to take 310, a student must first complete 209 or [216] as well as 302.

For the Classes of 1981 and 1982, units of AP credit and courses 100, [101], 102, 103, and 150 may not be counted toward the minimum of eight units in the major.

For the Class of 1983 and subsequent

classes, the major must include 115, 1 16 (or

the equivalent) and seven units of Grade II

and III courses.

Students expecting to do graduate work in mathematics should elect 303, 306, 310 and

another Grade III course. They are also advised to acquire a reading knowledge of one or more of the following languages: French, German, 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 mathematics department. Note that 303 was formerly called 302 (2) and 306 was formerly

305 (2).

:»• i. Music 121

100 (1) (2) Style in Music Music 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 (Chairman) Debussy, and Stravinsky). Not to be counted toward the major. Two lectures and one sec- Associate Professor: tion meeting. Barry* Open to sophomores, juniors, and seniors who have not taken more than one unit in with of Assistant Professor: music, and to freshmen permission the chairman. Proctor, Ladewig, Adams^, Brody Mr. Herrmann, Mr. Ladewig Lecturer: Fisk3, Tolkoff3, Davis3 104 (2)* American Music

1 Instructor in Performing Music: Normally a different topic each year. Not to Taylor (organ), Pappoutsakis (harp), Preble be counted toward the major in music. Nor- (flute), O'Donnell (voice). Plaster (bassoon mally alternates with 105 and 106. Society), and Assistant in Chamber fvlusic Open to all students. Hartzell (viola da gamba and Assistant in the Not offered in 1980-81. Collegium Musicum), Moran (French horn), Linfield (recorder and Assistant in the Col- legium Musicum), Cirillo (violin and Director of Chamber Music Society), Arnold (guitar), 105 (2)* An Introduction to World Music

Fisk (piano), Moerschel (cello), Cleverdon 1 (harpsichord), Pearson (oboe), Krueger (flute), Normally a different topic each year. Not to Reid (trumpet), Shapiro (piano and Director of be counted toward the major in music. Nor- Performance Workshop), Tolkoff (Assistant in mally alternates with 104 and 106. Chamber Music), Walant (trombone), Stillman Open to all students. (Assistant in the Collegium Musicum), Wurt- Not offered in 1980-81. zler (double bass), Vaverka (clarinet), Barnes (viola)

106 (2)* Afro-American Music

1 A survey of Black music in America, its origins, its development, and its relation to 99(1-2) Performing Music cultural and social conditions. Not to be Noncredit counted toward the major in music. Normally One half-hour private lesson per week. Stu- alternates with 104 and 105. dents may register for hour lessons for an Open to all students. additional fee. For further information, including fees, see Performing Music: Private Instruction. See also Music 344. 111 (1) (2) The Language of Music Open by interview with the performing music 1 faculty member(s) concerned. A basic skills Instruction in simple musical skills, such as test is given to students wishing to enroll in the reading and writing of notation, in a con- Music 99. For those who do not pass this text that encourages students to discover for test, a co-requisite to Music 99 is Music 111. themselves the ideas underlying musical per- Such students must pass the basic skills test ception, systems of notation, and the ele- before continuing with their second semester ments of composition. Consideration of new of study. ways of hearing and thinking about music. The Staff Not to be counted toward the major. Two section meetings and one 60-minute class devoted to lecture or laboratory. Open to all students.

Mr. Brody, Mrs. Proctor 122 Music

115(1) Musicianship 209 (1)* The Classical Era 1 1 Cultivation of the ability to see and hear what Topic for 1980-81: The classical symphony. A is in a musical score through practice in study of selected symphonies of Mozart, reading, ear-training, and keyboard skills. Stu- Haydn, and Beethoven including Mozart's No. dents develop a working understanding of 38 ("Prague"), No. 40 (G-minor), and No. 41 tonality through writing melodies, and through ("Jupiter"); Haydn's No. 92 ("Oxford") and reading and experiencing tonal works. Nor- No. 104 ("London"); and Beethoven's No. 3 mally followed by 202. Two class meetings ("Eroica"), No. 5 (C-minor), No. 6 and one 60-minute laboratory. ("Pastoral"), and No. 9 ("Choral"). Not to be Open to all students who have passed the counted toward the major in music. Normally basic skills test. alternates with 208, 210, and 214. Prerequisite; same as for 208. Mr. Fisk Mr. Adams 200 (1-2) Design in Music 1 or 2 210 (2)* The Romantic Era A survey beginning with Gregorian chant and 1 concluding with electronic music, with em- Topic for 1980-81: The rise of German roman- phasis on live performance and on the in- ticism — music in Leipzig and Dresden during cisive analysis of scores. One unit of credit the second quarter of the 19th century. A may be given for the first semester. Three study of selected orchestral and dramatic periods. works of Mendelssohn, Schumann, and Prerequisite: 202. Wagner including Mendelssohn's Overture to Midsummer Night's Dream, Symphony No. 3 Mr. Jander ("Scotch"), and Symphony No. 4 ("Italian");

Schumann's Symphony No. 1 ("Spring"), 202 (2) Harmony I Symphony No. 2 (C-major), and Scenes from 1 Goethe's "Faust"; and Wagner's Tannhauser A continuation of 115. Further development and Lohengrin. Not to be counted toward the of reading and listening skills. Figured bass: major in music. Normally alternates with 208, harmonic writing, analysis, and keyboard 209, and 214. realization. The study of classical tonal rela- Prerequisite: same as for 208. tionships. One lecture, two section meetings, and one 60-minute laboratory. Mr. Adams Prerequisite: 115 or [102]. 211 Instrumental Music Mr. Brody (2) 1 Normally a different topic each year. Not to

204(1)* Counterpoint I be counted toward the major in music. 1 Prerequisite: same as for 208. Writing and analysis of 16th-century modal counterpoint. A practical study based on the Not offered in 1980-81. vocal music of the period. Offered in alternation with 304. taken, or Open to students who have exemp- 214 (2)* The Twentieth Century ted, 115 or [102], 1

Not offered in 1980-81. An introduction to contemporary music. Not to be counted toward the major in music. Normally alternates with 208, 209, and 210. 208 (2)* The Baroque Era Prerequisite: same as for 208. 1

Studies in the music of the 17th and early Not offered in 1980-81. 18th centuries with emphasis on the works of Bach and Handel. Not to be counted toward the major in music. Normally alternates with 215(1) Vocal Music 209, 210, and 214. 1 Prerequisite: 100, 115, or [102]. Normally a different topic each year. Not to be counted toward the major in music. Not offered in 1980-81. Prerequisite: same as for 208.

Not offered in 1980-81. Music 123

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 supple- Prerequisite; 302. by individual projects relating directly mented Mr. Brody to the student's own performance interests and needs. Limited enrollment. Open by con- 306 (2) Tonal Analysis sultation and informal audition with the in- 1 structor. The normal continuation of 302. A study of Prerequisite: 202. the tonal forms of the 18th and 19th cen- Not offered in 1980-81. turies. Analysis emphasizing musical form as a process in time and tonality. Three class 251 (2)* Music in the Middle Ages meetings and one 60-minute laboratory.

1 Prerequisite; 302. survey of music in medieval society; Chris- A Mrs. Proctor tian chant and its offshoots; liturgical drama; liturgical music at Notre Dame and else- 307 (1)* The Opera where; the rise of secular lyric song; instru- 1 mental and dance music. A study of operatic forms, styles, and tradi- Prerequisite; 200 (1). tions from the time of Mozart to the present.

Not offered in 1980-81. Prerequisite; 200 or, with permission of the

instructor, two Grade II units in the literature 252 (2)* Music in the Renaissance of music.

1 Not offered in 1980-81. Music at the courts and cathedrals of France, Italy, England, and Flanders during the 15th and 16th centuries. A study of the Masses, Orchestral motets, madrigals, chansons, and instrumen- 308 (2) Choral and Conducting tal works of composers from Dunstable and Dufay to Byrd and Gabrieli. 1 practical exposure to techniques for con- Prerequisite; same as for 251. A ducting music from the Renaissance to the Mr. Ladewig present, emphasizing interpretation. In addition to conducting and criticizing each other, 302 (1) Harmony II students will intensively study a limited num- 1 ber of choral and orchestral works which harmonization of melodies. Improvisation The they will rehearse with the Wellesley College and elaboration of typical harmonic phrases. Madrigal Singers and the Wellesley Chamber continuation of figured bass studies with A Orchestra in lieu of a final examination. Re- realization. Further emphasis on keyboard quired reading will include commentaries on study in the structure of classical tonality. interpretation and orchestration by Berlioz, Two class meetings and one 60-minute Wagner, Rimski-Korsakov, Strauss, Weingart- laboratory. ner, Scherchen, Furtwangler, Walter, Kousse- Prerequisite; 202. vitsky, and Bernstein. At a weekly master Mrs. Proctor class, professional musicians will share their expertise regarding such matters as proper for the solution of specific 303 (1) The Middle Ages and the vocal production Renaissance choral problems, the nature of difficulties the 1 idiomatic to particular instruments, and Normally a different topic each year. effect of different bowings on a musical Prerequisite; 200. passage. Two class meetings and one 60-minute master class. 1980-81. Not -Offered in Prerequisite; 200, 302, and 306 (which may be taken concurrently), or permission of the instructor.

Mr. Adams 124 Music

313 (1)* Twentieth-Century Analysis and 322 (1)* Seminar. The Classical Era Composition 1 1 Topic for 1980-81: Beethoven. Free form and A study of compositional devices of 20th- fantasy. Pieces for study, mainly from the century music thiroughi the analysis of late quartet and piano music, will be selected selected short examples from the literature. for their rhapsodic and improvisational char- Techniques will be reinforced by the compo- acter and unconventional formal patterns. sition of solo and small ensemble pieces, Prerequisite: same as for 321. vocal and instrumental. Offered in alternation Mrs. Proctor with 314. Prerequisite: same as for 204. 323 (2)* Seminar. Selected Topics Mrs. Proctor 1 The topic to be decided by advance consulta- 314(2)* Tonal Composition tion between the instructor and the students. 1 Prerequisite: same as for 319. A study of tonal forms — the minuet, extended Not offered in 1980-81. song forms, and the sonata — through the composition of such pieces within the style of their traditional models. Offered in alternation with 313. 344 (1) (2) Performing Music— A Special Prerequisite: same as for 304. Program 1 or 2 Not offered in 1980-81. Intensive study of interpretation and of advanced technical performance problems in the literature. One hour lesson per week plus 319 (2)* Seminar. The Nineteenth Century required biweekly performance workshop.

1 Music 344 is a special program whereby stu- Topic for 1980-81: The art song of the dents receive academic credit for work done Romantic Era, with emphasis on Lieder of in performing music at Wellesley College. Schubert, Schumann, and Wolf. All of the One to four units may be counted toward the course repertory will be performed by the degree provided at least two units in the students. literature of music other than Music 200 (1-2), Open to students who have taken 200 and a prerequisite for 344, are completed. One of

who have taken or are taking 306. these units must be Grade III work, the other

either Grade III or Grade II work which Mr. Jander counts toward the major. Music 344 should ordinarily follow or be concurrent with such 320 (1)* Seminar. The Twentieth Century courses in the literature of music; not more 1 than one unit of 344 may be elected in ad- Normally a different topic each year. vance of election of these courses. Only one Prerequisite: same as for 303. unit of 344 may be elected per semester.

Not offered in 1980-81. Permission to elect the first unit of 344 is granted only after the student has success- fully auditioned for the department faculty 321 (1)* Seminar. The Age of Bach and Handel upon the written recommendation of the instructor in performing music. This audition or- 1 dinarily takes place in the second semester Topic for 1980-81: J. S. Bach. A study of of the sophomore or junior year. Permission representative vocal works to demonstrate to elect subsequent units is granted only to a the universality and extraordinary variety of student whose progress in 344 is judged Bach's style. The Lutheran church cantata, excellent. foundation stone of all of Bach's vocal music: Bach as musical dramatist (the St. John Pas- The Staff sion); settings of the Latin liturgy (Magnificat.

B Minor Mass). The final third of the course 350 (1) (2) Research or Individual Study will be devoted to an intensive study of the 1 or 2 B Minor Mass, considered as a summary of Directed study in analysis, composition, or- the vocal and instrumental practices of the chestration, or the history of music. Baroque era. Open to qualified juniors and seniors by per- Prerequisite: 200 and 306. mission. Mr. Herrmann Music 125

370(1-2) Thesis tion, and an essay on some aspect of perfor-

2 to 4 mance. Prerequisites for Program III: Music 344 Open only to honors candidates who choose (normally two units) in the junior year, and to do honors research, or an honors project evidence that year, through public performance, in composition or in performance. See Direc- of exceptional talent and accomplishment. tions for Election. Performing Music

Instrument Collection

In addition to a number of modern instru- the department owns an unusu- Directions for Election ments, music ally fine collection of early instruments, large-

ly reproductions, available for use by stu- The normal music major sequence is 115, dents. These include a clavichord, virginal, 202, 200 (1-2), 302, and 306. Also required two harpsichords, a positive organ, forte- for the major are four additional units of piano, and two Clementi pianos; a lute, eight Grade II or Grade ill work in courses de- violas da gamba, and a baroque violin; a signed for the music major. Two of these sackbut, krummhorns, shawms, recorders, a units must be in music literature; at least one renaissance flute, two baroque flutes, and a of the literature units must be Grade III work. baroque oboe. Students who major in music are encouraged to explore their special areas of interest: Performance Workshop composition, literature, performance, or theory. A biweekly performance workshop, directed Students who plan to undertake graduate by a member of the performing music faculty, study in music should be aware that a knowl- gives performing music students an opportu- edge of both German and French is essential nity to perform in an informal situation before for work at that level, and a proficiency in fellow students and faculty, to discuss the Italian is highly desirable. Also of value are music itself, and to receive helpful comments studies in European history, literature, and concerning performance. Required for 344 art. students, the workshop is open to Wellesley students who study performing music at Music majors are especially urged to develop Wellesley and elsewhere, on the recommen- their musicianship through the acquisition of dation of their instructor. basic keyboard skills, through private instruction in practical music, and through involve- Private Instruction ment in the Music Department's various performing organizations. The music department offers private instruc- Training in sight reading, keyboard harmony, tion in voice, piano, fortepiano, organ, harpsi- and score reduction is provided without chord, harp, violin, viola, cello, double bass, charge to all students enrolled in 115, 202, viola da gamba, flute (baroque and modern), 302, or 306. oboe, clarinet, bassoon, trumpet, French horn, recorder, lute, and classical guitar. The department offers a choice of three programs for Honors, all entitled 370. Under Pro- Information concerning interviews, auditions, gram I (two to four units of credit) the honors and course requirements for performing candidate performs independent research music study is given above under the course leading to a thesis and an oral examination. listings for Music 99 and 344. Interviews for Under Program II, honors in composition, one Music 99 are ordinarily given at the start of unit is elected per semester in the senior the first semester only; the basic skills test is year, these units culminating in a composition given before the beginning of both semesters. of substance and an oral examination on the honors work. Prerequsite for this program: 204, 306, distinguished work in 313, and evidence of independent work in 314; prerequisite or corequisite: 320. Program III, honors in performance, involves the election of one unit per semester in the senior year culminating in a recital, a lecture demonstra- 126 Music

There is no charge for performing music in- The Wellesley College Chamber Orchestra struction to students enrolled in Music 344. The Wellesley College Chamber Orchestra is All other students who contract for perform- a student-directed organization consisting of ing music instruction are charged $280 for approximately 30 members. Its concerts include one lesson per week throughout the year. An works from several periods for small orches- additional fee of $25 per year is charged to tra, with possibilities for solo performance. for the use of a performing music students The MIT Orchestra practice studio. The fee for the use of a prac- Through the Wellesley-MIT cross-registration studio for harpsichord and organ is $35. tice program, students on the Wellesley campus Performing music fees are payable in ad- are eligible to audition for membership in the and can be returned or reduced only vance MIT Symphony Orchestra. Wellesley mem- under limited conditions and upon the ap- bers of the orchestra have often held solo proval of the chairman of the Department of positions. Music.

Arrangements for lessons in performing music are made at the department office during the first week of the semester. Students may begin their performing music study at

the start of the second semester only if space permits.

Performing Organizations

The following six organizations are a vital extension of the academic program of the Wellesley music department. The Wellesley College Choir The Wellesley College Choir, with approximately 80 members, gives concerts on and off campus during the academic year, many of them with men's choirs. Endowed funds provide for at least one joint concert each year accompanied by a professional orchestra. The Wellesley Madrigal Singers The Madrigal Singers are a chamber chorus of about 25 mixed voices. The organization

elects its own student director. The Collegium Musicum The Collegium Musicum, directed by a faculty member and several assistants, specializes in the performance of early music. Members of the Collegium enjoy the use of an unusually fine collection of historical instruments. See under Performing Music: Instrument Collection.

Separate consort instruction is available in viola da gamba, renaissance winds, and recorder for both beginning and advanced players. Members of such groups are encouraged to take private instruction as well. The Chamber Music Society The Chamber Music Society, supervised by a faculty member and assistants, presents three concerts each year, plus a number of diverse, informal programs. Philosophy 127

119 (2)* History of Science: Scientific Philosophy Ideas and World Views 1 For description and prerequisite see Extrade-

partmental 1 19. Professor: Stadler, Putnam (Chairman), Chaplin, Congleton 150(1) Colloquium 1 Visiting Professor: For directions for applying see p. 43. Maclntyre, Henr^^ R. Luce Visiting Professor Open by permission to a limited number of freshman and sophomore applicants. Associate Professor: Menkiti Darwin, Marx, and Freud: pioneers of modern thought

Assistant Professor: An introduction to the thought of three 19th- L. Janik*'', Flanagan*, Winkler century thinkers who have provided the historical framework for the contemporary Visiting Assistant Professor: period. Emphasis will be placed on their inter- A. Janik3 pretations of human nature and history. A specific interest of this colloquium will be the psychological process of discovery, the origins of new ideas, and the process of social acceptance and assimilation of ideas which may appear to threaten the intellectual 101 (1) (2) Plato's Dialogues As an establishment. Introduction to Philosophy Not offered in 1980-81. 1 An introduction to philosophy through a study Mrs. Chaplin of Plato's views of the nature of man and society, and of the nature of philosophical in- 200 (1) (2) Modern Sources of quiry as found in the early and middle dia- Contemporary Philosophy logues taking Socrates as their central con- 1 cern. Some consideration will be given to A study of the work of Descartes, Hume, and Aristotle. Kant. The course is intended to introduce stu- Open to all students. dents to the most influential philosophers of Ms. Congleton, Mr. Winkler, Mrs. Chaplin, modern times. Key concepts, terms, and Mr. A. Janik arguments used by philosophers from the 17th century to the present day will be discussed. The course also provides preparation 102 (1) Education in Philosophical Perspective for more advanced work both in contemporary philosophy in the history of 1 and modern For description and prerequisite see philosophy. Education 102. Open to all students except freshmen in the first semester.

106 (1) (2) Introduction to Moral Mr. Winkler, Ms. Congleton Philosophy

1 An examination of the methods by which in- telligent moral decisions are made through an examination of the views of several major figures in the history of moral philosophy. An attempt to develop the capacity to recognize and critically analyze philosophical arguments pertinent to the resolution of concrete contemporary issues.

Open to all students.

Mrs. Putnam, Mr. Winkler, Mr. A. Janik 128 Philosophy

202 (2)* Introduction to African 211 (2) Philosophy of Religion Philosophy 1

1 An examination of basic problems regarding Initiation into basic African philosophical con- the nature of religion, the grounds of religious cepts and principles. The first part of the belief, and the character of ritual, with atten- course deals with a systematic interpretation tion to both traditional and contemporary of such questions as the Bantu African philo- positions. sophical concept of Muntu and related Prerequisite: same as for 203. beliefs, as well as Bantu ontology, metaphy- Mr. Menkiti sics, and ethics. The second part centers on the relationship between philosophy and ide- 215(1) Philosophy of Mind ologies and its implications in Black African 1 social, political, religious, and economic in- An investigation of selected problems in the stitutions. The approach will be comparative. fields of theory of knowledge and philosophy Prerequisite: same as for 203. of mind. Topics for discussion will include:

Mr. Menkiti behaviorism and its critics; our knowledge of our own minds and of others; human and 203 (1) Philosophy of Art nonhuman intelligence; intention and volition;

1 skepticism, verification and belief; the scope An examination of some major theories of art and limits of human knowledge. and art criticism. Emphasis on the clarifica- Open to sophomores, juniors, and seniors. tion of such key concepts as style, meaning, Not offered in 1980-81. and truth, and on the nature of judgments and arguments about artistic beauty and Offered in 1981-82. excellence. Open to freshmen who have taken one unit in philosophy, and to sophomores, juniors, and 216(1) (2) Logic seniors without prerequisite. 1 An introduction to the methods of symbolic Mrs. Stadler logic and their application to arguments in ordinary English. Discussion of validity, implica- 205 (1) Nature and Convention tion, consistency, proof, and of such topics 1 as the thesis of extensionality and the nature How much of our life depends on social con- of mathematical truth. vention? Are judgments of true and false, Open to sophomores, juniors, and seniors. good and bad, right and wrong possible in a Not recommended for freshmen. context of cultural relativity? Readings will include selections from the debates about Mrs. Putnam, Mr. Winkler nature and convention in ancient Greek philosophy and from the works of the 20th- 217 (2) Philosophy of Science century philosopher Ludwig Wittgenstein. 1 Open to sophomores, juniors, and seniors A course for both science and nonscience without prerequisite. majors to increase understanding and appre- ciation of scientific knowledge and the Ms. Congleton methods of scientists. An examination of concepts which philosophers of science have 206 (1) Selected Problems in Moral found to be particularly interesting, e.g., ex- Philosophy planation, law, theory construction, experi- 1 ment and observation, truth. Examples from A detailed and systematic exploration of the the history of science and contemporary sci- two premier concepts of moral philosophy: ence, drawn from both the "hard" and the justice and responsibility. Topics covered in- "soft" sciences. clude distributive and compensatory justice, Prerequisite: same as for 203. Kant and the idea of legal justice, the Rawl- sian position on the original contract, obliga- Mr. Winkler tions to future generations, and criminal re-

sponsibility and the mentally ill. Prerequisite: same as for 203, but especially recommended for those who have taken 106.

Mr. Menkiti .

Philosophy 129

220 (1) Topics in Early Modern 223 (2) Phenomenology and Existentialism

Philosophy 1

1 Central themes in contemporary European In-depth study of either a major theme or a philosophy with special emphasis on the con- small group of related figures in the tributions of Soren Kierkegaard, Edmund philosophy of the 16th to 18th centuries. Husserl, Martin Heidegger, and Jean-Paul Topics will change from year to year in order Sartre. eventually to cover the whole range of Prerequisite: 200 or other previous study of Kant philosophy in the period. Topic for 1980-81: accepted as equivalent by the instructor. Philosophy and the Scientific Revolution. In- Mrs. Stadler vestigation of the relationship between philosophy and the sciences in early modern 226 (1) History of Science: Historical Europe: the impact of philosophers' theories Foundations of Twentieth-Century Science about knowledge and reality, and the impact 1 of philosophical beliefs on the methods and For description and prerequisite see Extrade- underlying assumptions of practicing scien- partmental 226. tists. Readings from Galileo, Bacon, Newton, Leibniz. Prerequisite: 200 or other previous study of Descartes and Hume accepted as equivalent 234 (2) Philosophy of History by the instructor. 1 An introduction both to speculative and analy- Mrs. Chaplin tical philosophy of history. The course will first study some attempts at demonstrating 221 (2) History of Modern Philosophy in the existence of patterns or general laws in the Nineteenth Century the human past, then examine the main prob- 1 lems engendered in the process of translating A study of the Post-Enlightenment philosophy, historical events into written form, in particu- concentrating on the German tradition. Se- lar the nature of historical explanation and lected texts from Hegel, Dilthey, Schopen- the possibility of historical objectivity. hauer, and Nietzsche will illustrate the Prerequisite: same as for 203. themes of reason, history, and human nature. Some attention will also be given to the Mrs. Janik thought of John Stuart Mill and Auguste Comte. 249 (1) Medical Ethics Prerequisite: 200 or other previous study of Kant 1 accepted as equivalent by the instructor. A philosophical examination of some central problems at the interface of medicine and Mrs. Janik ethics. Exploration of the social and ethical implications of current advances in biomedi- 222 (2) American Philosophy cal research and technology. Topics dis- 1 cussed will include psychosurgery, gender- The development of American philosophy surgery, genetic screening, amniocentesis, from its beginnings as an attempt to come to euthanasia. terms with Puritanism, through the response Prerequisite: same as for 203. to revolution and slavery and the development of Transcendentalism, to its culmination Mr. Menkiti in Pragmatism. Pragmatism, exemplified by Peirce, James, and Dewey, as America's 271 (1) Action, Interpretation and unique contribution to world philosophy occu- Narrative pies roughly half of the course. This course is 1 intended for American studies majors as well For description and prerequisite see Extrade- as for philosophers. partmental 271 Prerequisite: 200 or by permission of the

instructor. 272 (2) Moral Theory and Moral Change Mrs. Putnam 1 For description and prerequisite see Extrade- partmental 272. 130 Philosophy

302 (1) Kant 326 (2) Philosophy of Law 1 1 Intensive studies in the philosophy of Kant A systematic consideration of fundamental with some consideration of his position in the issues in the conception and practice of law. history of philosophy. Such recurrent themes in legal theory as the Prerequisite: 200. nature and function of law, the relation of law to morality, the function of rules in legal Mrs. Stadler reasoning, and the connection between law and social policy are examined. Clarification 304 (2) The Theory and Practice of of such notions as obligation, power, con- Metaphor tract, liability, and sovereignty. Readings will 1 cover the natural law tradition and the tradi- A "discovery course," tracing the function of tion of legal positivism, as well as such con- nnetaphor in literature, the sciences, and temporary writers as Hart and Fuller. human creativity in general. Theoretical Open to qualified juniors and seniors, or by analysis of metaphorical thinking as well as permission of the instructor. studies of the role of some specific metaphors in past and present will be included. Mr. Menkiti

Prerequisite; one Grade II course, preferably 200, or permission of the instructor. 327 (2) Seminar. Ideas of Progress 1 Mrs. L. Janik The aim is to discover what exactly is at issue in discussions of the debts which the 311 (1)* Plato arts, sciences, and philosophies of the 20th 1 century owe to their respective historical Two issues in Platonic philosophy will be em- antecedents. The seminar will examine texts phasized. The so-called "Socratic paradox" in the history of art, science, and philosophy which holds that no one knowingly does evil with a view to clarifying the measure of and the theory of "forms" or "Platonic agreement between different answers to the ideas." Offered in alternation with 312. questions of what progress is and how it is to Prerequisite: 101 or Greek 201. be assessed. Readings will include Gombrich, Ms. Congleton Lakatos, and Collingwood. Offered jointly with MIT 21.367. 312(1)* Aristotle Open to juniors and seniors by permission of

1 the instructor. Intensive study of the thought of Aristotle Mrs. Stadler, Mr. Kibel (MIT) through detailed reading of selected texts. At- tention will be given especially to those works 328 (2) Problems in Twentieth-Century which present Aristotle's picture of nature, Art and Philosophy human nature, and society. Aristotle's influ- 1 ence on subsequent science and philosophy Twelve major painters of the last 100 years, will be discussed briefly. Offered in alterna- from Manet to Olitski, will be studied. Equal tion with 311. emphasis will be given to their stylistic devel- Prerequisite: 101 or Greek 201. opment through a close study of individual Not offered in 1980-81. paintings and to the critical issues raised by their work especially as these issues relate to Mrs. L. Janik the history of Modernist thought. Readings will include writings of the artists themselves, 320 (2) Seminar as well as relevant critical and philosophical 1 texts. Offered jointly with MIT 21.980. Topic for 1979-80: Intensive studies of the Open by permission of the instructor, thought of Friedrich Nietzsche and Martin Heidegger, based mainly on Nietzsche's "Will Mrs. Stadler, Mr. Ablow (Boston University) to Power" and Heidegger's late essays. The seminar's ever present question is, of course:

Does philosophy as we know it end with Nietzsche and Heidegger, or do they point, each in his own way, towards a fresh beginning of one of philosophy's truly new epochs? Open by permission of the instructor.

Not offered in 1980-81. Philosophy 131

335 (2) Theory of Meaning 345 (2) Philosophy and the Human 1 Sciences

A study of some contemporary discussions of 1

what it might mean to say language has A critical study of some major philosophical "meaning" in addition to grammatical struc- issues raised by the advent of sociobiology, ture. Theories to be discussed include the psychology, and anthropology as sciences. reference theories of such philosophers as Issues to be addressed are: Are there any Gottlob Frege, Bertrand Russell, Hilary Put- essential differences between the human and nam, and Saul Kripke, and the transforma- the natural sciences? Can the human tional theories of Noam Chomsky and the in- sciences give objective value-free knowl- terpretive and generative semanticists. edge? To what extent do the human sciences Prerequisite: 216 or equivalent study of logic. conceal political ideologies? What are the im- Ms. Congleton plications of the human sciences for our conceptions of human nature, values, and culture? Case studies include Freud's psycho- 336 (1) Contemporary Analytic Philosophy analysis and Wilson's sociobiology. Open by permission of the instructor. 1

A study of contemporary philosophy in the Not offered in 1980-81. English-speaking world. Points of contact with Mr. Flanagan the philosophical tradition and philosophy on the European continent will be emphasized. Offered in 1981-82. Among the topics: language and the world, philosophical method, moral psychology, the 350 (1) (2) Research or Individual Study self, skepticism, relativism. 1 or 2 Prerequisite: 200. Open to juniors and seniors by permission.

Mr. Winkler 370(1-2) Thesis 2 to 4 338 (1)* Equality Open only to honors candidates. For alter- 1 nate honors programs see Directions for A systematic philosophical examination of an Election. ambiguous social ideal. Critique of traditional attempts to distinguish legal, political, and economic equality. Clarification of new questions raised by current controversies regarding racial and sexual equality as well as by the notion of equality of opportunity. The seminar is intended to elucidate the concept(s) of equality; to subject arguments for and against it to critical scrutiny, and to Directions for Election reveal how equality relates to other moral and social ideals. Beginning with the Class of 1982, philosophy are least Prerequisite: at least one course in moral or majors expected to elect at two from of social philosophy or in political theory, or con- courses each the following three sent of the instructor. areas:

Not offered in 1980-81. A. (Historical): 101, 202, 205, 220, 221, 222, 223, 302, 311, 312 Mrs. Putnam B. (Value Theory): 106, 202, 203, 206, 211, 249, 326, 328, 338 341 (1) Epistemological Crises C. (Metaphysics and Theory of Knowledge): 1 202, 205, 215, 216, 217, 234, 304, 327, For Extrade- description and prerequisite see 335, 336, 345 partmental 341.

Philosophy 200 is required of all philosophy 342 (2) Seminar. Moral and Political majors; 216 is strongly recommended to stu- Philosophy and the Emergence of dents who plan to do graduate work in philos- Modernity ophy. 1 For description and prerequisite see Extrade- A knowledge of Greek, French, or German is partmental 342. desirable. Students planning graduate work in philosophy should acquire a reading knowledge of two of these languages. 132 Physical Education and Athletics

The department offers the following options for earning honors in the major field: (1) Physical writing a thesis or a set of related essays; (2) a two-semester project which replaces the thesis with some of the activities of a teach- Education and ing assistant; (3) a program designed particularly for students who have a general competence and who wish to improve their grasp of Athletics their major field by independent study in various sectors of the field. A student electing option (2) will decide, in consultation with the department, in which course she will eventually assist and, in the term preceding her teaching, will meet with the instructor to Professor; materials pertinent to the course. Op- discuss Vaughan (Chairman) tion (3) involves selecting at least two related areas and one special topic for independent Associate Professor: the student is ready, she will study. When Batchelder* take written examinations in her two areas and, at the end of the second term, an oral Assistant Professor: examination focusing on her special topic. Bauman, Cochran, Gibbs, Temin^

Instructor: Hughes, Magraw, Rappoli, Dean^, Hansa^, Katz3, Samelson3, Town3, Diekema, Cooper

121 (1-2) Physical Education Activities The instructional program in physical educa-

tion is divided into four seasons, two each semester. To complete the College work in physical education a student must earn 8 credit points within the first two years. These credit points do not count as academic units toward the degree, but are required for graduation. Most activities give 2 credit points each season, but certain activities give 3 or more credit points. Each activity is divided into skill levels to provide instruction in homogeneous groups. Special fees are charged for a few courses and are listed in the course descriptions. More detailed information on specific course offerings, skill levels, prerequisites, and numbers of points may be found in the Department of Physical Education and Athletics Curriculum Handbook

which is sent to entering students and is dis- tributed to each student prior to registration. The total program of activities offered in 1980-81 in very general terms follows.

235 (1) Looking at Ballet

1 For description and prerequisite see Theatre Studies 235.

Not offered in 1980-81. Physical Education and Athletics 133

236 (2) Looking at Modern Dance (2)

1 Scheduled throughout the second semester For description and prerequisite see Theatre Advanced Life Saving and Aquatic Safety Studies 236. Aerobic Running II Ballet (1) Jazz Scheduled throughout the first semester Modern Dance Advanced Life Saving and Aquatic Safety Self Defense Ballet Swimming First Aid WSI Horseback Riding Yoga Jazz Modern Dance Season 3, Scheduled in first half of second Self Defense semester Swimming Badminton Yoga Cross-Country Skiing CPR Downhill Skiing Season 1. Scheduled in first half of first Fencing semester First Aid

Aerobic Running I Horseback Riding Canoeing Individual Exercise Activities Crew Jazz Cycling Lacrosse: Skills and Conditioning Flag Football-Speedball Mask, Fin and Snorkel Golf Soccer: Indoors Individual Exercise Activities Squash Jazz Swimming Mask, Fin and Snorkel Table Tennis Sailing Yoga Soccer

Swimming Season 4. Scheduled in second half of Tennis second semester Volleyball Aerobic Running I Yoga Canoeing CPR Season 2. Scheduled in second half of first Crew semester Cycling

Aerobic Running I First Aid Badminton Folk Dance CPR Golf Fencing Horseback Riding First Aid Individual Exercise Activities Folk Dance Jazz Individual Exercise Activities Sailing Jazz Soccer Orienteering Softball Recreational Games Squash Soccer; Indoors Swimming Squash Tennis Swimming Volleyball Table Tennis Yoga Volleyball Yoga 134 Physics

Intercollegiate Program There are opportunities for those who enjoy Physics competition to participate in one of the intercollegiate teams presently sponsored by the Department of Physical Education and Athletics. Professor; Fleming (Chairman), Brown" These teams include: Basketball Assistant Professor: Crew Ducas*, Doyle3 Fencing

Field Hockey Instructor: Lacrosse Roberts^, Marshall, Snyder Soccer

Squash Laboratory Instructor: Swimming and Diving Benson^ Tennis Volleyball

All courses meet for two periods of lecture

weekly and all Grade I and Grade II courses have one three-hour laboratory unless otherwise noted.

Directions for Election

Each student is expected to complete a mini- of a until Physical mum two seasons year 101 (2)* Physics in Perspective Education 121 is completed. student A may 1 elect is a course which scheduled throughout A qualitative overview of the evolution of concurrently, a semester, two courses or physics, from classical to modern concepts. during may choose not to elect a course An introduction to the methodology and lan- seasons. some guage of physics. Laboratory in alternate Students should select courses which meet weeks. Not to be counted toward minimum their present and projected interests in physi- major, or to fulfill entrance requirement for cal activities. It is hoped that students will medical school. gain knowledge of the relation of physical Open to all students. activity to the maintenance of general well- being; that they will achieve a level of ability, understanding, and participation in sports, 102 (2) Physics of Perception and dance, and/or exercise so that they may ex- Aesthetics perience satisfaction enjoyment; and that and 1 they will skill be able to swim with sufficient Consideration of selected aspects of physics to participate safely in recreational swimming and their relation to other fields such as art, and boating. music, and/or psychology. Topic for 1980-81:

A student's choice of activity is subject to the To be announced. Each student will write a approval of the department and the College final paper applying physical principles to a Health Services. Upon recommendation of a particular field of interest. Laboratory in alter- College physician and permission of the nate weeks. Not to be counted toward the department, a student may enroll in a modi- minimum major, or to fulfill entrance require- fied program. ment for medical school. Open to all students. Students may continue to enroll in physical education after Physical Education 121 is completed. Members of the faculty may elect activities with permission of the department. Physics 135

103 (2) Contemporary Problems in 110 (1) Advanced General Physics

Physics 1 1 An intensive course which includes forces on Consideration of selected aspects of physics particles in gravitational, electric, and and physical concepts in their relationship to magnetic fields; rotational motion; wave mo- contemporary societal problems. Topic for tion; simple circuits. A student who success-

1981-82: Physics of whales and porpoises. fully completes 110 is eligible for Grade II Various aspects of these unusual mammals work in physics. Discussion meetings in alter- will be explored and viewed in the light of the nate weeks. physical principles they embody. Areas Open to students who offer physics for ad- covered include: diving, acoustics, and move- mission and have completed Mathematics ment through fluids. Each student will write a 115. final paper on a particular topic. Laboratory Miss Fleming in alternate weeks. Not to be counted toward the minimum major, or to fulfill entrance re- 201 (2) Electricity and Magnetism quirement for medical school. 1 Open to all students. Fundamental laws of electric and magnetic Not offered in 1980-81. fields; electric circuits; electric and magnetic properties of matter. Laboratory includes Mr. Ducas practice in the use of the oscilloscope and other measuring instruments. 104 (1) Basic Concepts in Physics Prerequisite: 106 or 110, and Mathematics 1 116. Mechanics including: statics, dynamics, and conservation laws. Introduction to waves. Miss Fleming Laboratory appointments and discussion meetings in alternate weeks. Open to all 202 (1) Optical Physics students who do not offer physics for admis- 1 sion and by permission of the instructor to Wave theory as applied to optical phenome- juniors and seniors who offer physics for na. Interference, diffraction, coherence, admission. polarization, dispersion, resolution. Introduc- tion to Prerequisite or corequisite: Mathematics 1 15. modern optics including lasers and holography. Sr. Doyle, Ms. Marshall Prerequisite: same as for 201.

105 (1) General Physics I 204 (2) Modern Physics 1 1 Elementary mechanics and applications to Basic principles of relativity and quantum gravitation and planetary motions; introduc- theory, and of atomic and nuclear structure. tion to wave phenomena; a special topic of Prerequisite: 106 or 110, and Mathematics classical physics, such as thermodynamics; 115. fluids. Discussion meetings in alternate weeks. Open to students who offer physics Sr. Doyle for admission and are not eligible for 110. Prerequisite or corequisite: Mathematics 115. 216 (2) Mathematics for the Physical Sciences Mr. Roberts 1 For description and prerequisite see Extrade- 106 General Physics II (2) partmental 216. 1 Electricity and magnetism; wave phenomena 222 (1) Medical Physics and optics. Discussion meetings in alternate weeks. 1 Biological applications of physics. Such areas Prerequisite: 104 or 105 and Mathematics as mechanics, electricity and magnetism, and 115, or permission to students who offer thermodynamics will be investigated. No physics for admission. laboratory. Mr. Roberts, Ms. Marshall Prerequisite: 106 or 110, and Mathematics 115, or permission of the instructor.

Not offered in 1980-81. 136 Physics

249 (1)* Selected Topics 350 (1) (2) Research or Individuial Study 1 1 or 2 Topics selected from areas not covered in Open by permission to juniors and seniors. the general physics courses. Nornnally a different topic each year. No laboratory. 370(1-2) Thesis Prerequisite: 106 or 110 and 216 or Mathe- 2 to 4 matics 116 or the equivalent, or permission of Open only to honors candidates. the instructor.

Not offered in 1980-81.

305 (2)* Thermodynamics 1 The laws of thermodynamics; kinetic theory of gases; statistical mechanics. Directions for Election

Prerequisite: 106 or 110, and one Grade II course; 216 or Mathematics 205 or [201] or Credit will be given for only one of the follow- [215]. ing courses: 104, 105, 110. Ms. Marshall A major in physics should ordinarily include 201, 202, 204 or [200], 306, 314, and 321. Ex- 306 (1) Mechanics tradepartmental 216 or or 1 Mathematics 209, A vector analytical presentation of Newtonian [216] is an additional requirement. One unit of another laboratory science is mechanics with emphasis on central fields, recommended. rotational motion, and small vibrations; A reading knowledge of two of the following

Lagrange's equations. languages is desirable for students planning Prerequisite: 201 or 202; 216; or permission to attend graduate school: French, German, of the instructor. Russian. Ms. Marshall

314(2) Electromagnetic Theory Exemption Examination

1 Maxwell's equations, boundary value prob- An examination for exemption from Physics 1 10 is offered to lems, special relativity, electromagnetic students who present one waves, and radiation. admission unit in physics. Students who pass Prerequisite: 201 and 306, and 216 or Mathe- this examination will be eligible for Grade II in physics. unit of credit will matics 205 or [215], work No be given for passing this examination.

321 (1) Quantum Mechanics 1 Introduction to quantum physics: the classical limit, crucial experiments, basic concepts, solutions to the Schrodinger equation; operator formalism and matrix mechanics; the hydrogen atom; a special topic — such as perturbation theory— if time permits. Prerequisite: 204 or [200] and Mathematics 210; 306 or 314 are strongly recommended.

349 (2)* Selected Topics

1 Advanced topics of mutual interest to faculty and students. Examples: random signals and noise; atomic and molecular physics; solid state; laser physics; astrophysics. Students will report on topics of special interest. Prerequisite: 321 or special permission.

Not offered in 1980-81. Political Science 137

Political Science comparative Politics

204 (1) Political Economy of Develop- ment and Underdevelopment Professor: 1 Evans, Miller, Schechter (Chairman), Stettner An analysis of the national and international context of political and economic problems in Visiting Professor: Third World countries, with special considera- Ronen^ tion of major explanations of development Barnette Miller Visiting Professor and underdevelopment. Topics discussed include colonialism, industrialization, rural Associate Professor: development, and economic dependency; Just*, Auspitz constraints of political and economic structures on national decision-making; and the Assistant Professor: potential for change. The course will include Grindle*, Paarlberg, Sheppard^, Krieger, case studies of specific political systems. Sancfiez-Jankowski, Saivetz^ Prerequisite: one unit in political science, economics, or European history; open to Instructor: juniors and seniors without prerequisite. Joseph, Lewis Mr. Joseph

Lecturer: 205 (1) Politics of Western Europe Wasserspring3 1 A comparative study of democratic politics in Western Europe. The course will focus on political development in Great Britain, France, and Germany and will examine the role of political culture, parties, interest groups, and 101 (1) (2) Introduction to Politics leaders in the political process. Contemporary 1 problems in civil rights, economics, and Euro- Study of political conflict and consensus, or pean integration will be explored. "who gets what, when, and how." Topics in- Prerequisite: one unit in political science or clude ways in which political systems deal European history; open to juniors and seniors with problems of leadership, economic devel- without prerequisite. opment, social and racial inequality. Compari- son of democratic and authoritarian systems, Mr. Krieger including the United States, Great Britain,

Nazi Germany, and the People's Republic of 207 (2) Politics of Latin America China. Emphasis on the relationship between 1 political thought, institutions, and policy pro- An analysis of political and economic prob- blems. Readings from Rousseau, f^^adison. lems of Latin America, including alternative Mill, Hitler, Marx, Lenin, and Mao as well as explanations of development and underdevel- contemporary political analysts. Strongly opment in the region. The course will focus recommended for all further work in political on major national problems such as urbaniza- science. tion, rural development and agrarian reform, Open to all students. economic dependency, industrialization and redistribution and explore the political conse- The Staff quences of public policies formulated to deal with these issues. Special consideration given to the political systems of Mexico, Brazil, Peru, Argentina, and Chile. Prerequisite: one unit in political science; by permission to other qualified students.

Ms. Wasserspring 138 Political Science

209 (2) African Politics 303 (2) The Political Economy of the 1 Welfare State An examination of tine politics of Africa, with 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 demo- the world. Attention will be paid to the prob- cracies. 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. Ronen 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 Prerequisite: one Grade II unit in American or radical political ideology and a response to comparative European politics or macro- the problems of economic development. economics or European history; open to Study of Japan will emphasize contemporary juniors and seniors without prerequisite by voting behavior and bureaucratic politics. permission of the instructor. Prerequisite: two units in political science or one unit in Asian history. Mr. Krieger

Mr. Joseph 304 (2) Studies in Political Leadership 1 301 (1) Politics of the Soviet Union and comparative of the resources and Eastern Europe A study constraints modern political leaders experi- 1 ence. Conceptual approaches and case Study of the ideology and political organiza- studies will be analyzed. Special attention will tion of Soviet and Eastern European Commu- be given to U.S. presidents and women as nism since the 1917 Bolshevik Revolution. political leaders. Individual research and stu- Topics include theory and practice of dent reports. Marxism-Leninism and Stalinism, internal poli- Open to students who have taken one Grade tics of the Communist Party, Soviet education II unit in international relations, American or and public opinion, and varieties of socialist comparative politics, or by permission of the democracy in contemporary Eastern Europe. instructor. Prerequisite: two units in political science or Russian language and/or history. Miss Miller

Ms. Saivetz 305 (1) Seminar 1 Topic for 1980-81: The military in politics. A comparative exploration of the role of the

military in the political process. Why and how does the military become involved in politics? What are the consequences of its involvement 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. Wasserspring Political Science 139

306 (2) Seminar. Revolutions in the 210 (1) Voters, Parties, and Elections Modern World 1

1 Analysis of political behavior in America. The Comparative analysis of the theory and prac- role of interest groups and public opinion in tice of revolutions in the 20th century. The policy issues. Study of voting decisions, politi- seminar will consider such questions as: Why cal campaigns, party organization, and the and when do revolutions occur? Why do meaning of elections. Special topics include some succeed while others fail? Are there dif- the use of media and technology in cam- ferent types of revolutions? What are the im- paigns, political alienation, and structural portant qualities of revolutionary leadership? reform. How are people mobilized to join and support Prerequisite: two units in political science or a revolutionary movement? Revolutionary American history or sociology, or permission writings by Lenin, Mao, Guevera, Debray, and of the instructor. Ho Chi fyiinh will be studied, along with con- Mr. Lewis temporary social science analyses of the phenomenon of revolutions. Case studies will 212(1) Urban Politics be drawn from revolutions in Russia, China, 1 Cuba, Vietnam, Chile, and Iran. Introduction to contemporary urban problems. Open to juniors and seniors by permission of Analysis of the various perspectives on the the instructor. nature of urban and suburban problems and Mr Joseph policies. Evaluation of the formation, implementation, and impact of selected urban policies concerning housing, education, race, criminal justice, welfare, finances, transportation. Examination of trends in national urban policy, intergovernmental relations, and patterns of political involvement and conflict.

American Politics Prerequisite: one Grade II unit in American politics, two units in American history, sociology, or economics, or permission of the

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

Ivlr. Schechter, Mr. Sanchez-Jankowski, Mr. Lewis 140 Political Science

313 (1) American Presidential Politics 316 (2) Mass Media and Public Opinion 1 1 Analysis of the central role of the President in Analysis of development and treatment of American politics, and the development and contemporary political issues in the mass operation of the institutions of the modern media and the written press. Relevant topics presidency, including the White House staff, in political behavior will also be explored. the Office of Management and Budget, the How consistent or mutable are popular opin- Council of Economic Advisors, and the Na- ions? How does public opinion influence or tional Security Council. The course will focus constrain democratic leadership^ Comparison on sources of presidential power and limita- will be made of the development of issues tions on the chief executive, with particular such as the Vietnam War, school desegrega- emphasis on congressional relations and tion, national health insurance, and ERA. leadership of the federal bureaucracy. Case Prerequisite: 200, or 210, or permission of studies will be drawn from recent adminis- the instructor. trations. Not offered in 1980-81. Prerequisite: 200, or the equivalent, or permission of the instructor.

Mr. Paarlberg 317(2) Seminar

1 314 (2) Congress and the Legislative Topic for 1980-81: Race and ethnicity in ur- Process ban politics. Examination of the roles of race 1 and ethnicity in the politics of American An examination of the structure, operation, cities, with some comparison to Montreal, and political dynamics of the U.S. Congress Mexico City, and other metropolitan areas in and other contemporary legislatures. Empha- the world. At the micro level, attention will be sis will be on Congress: its internal politics, given to the analysis of conventional forms of relations with the other branches, and re- individual participation (electoral politics, col- sponsiveness to interest groups and the lective action, and lobbying activity) and to public. The course will analyze the sources the analysis of unconventional forms of parti- and limits of Congressional power, and will cipation (protest activity, strikes, riots, and ur- familiarize students with the intricacies of ban terrorism). At the macro level, the focus lawmaking. will be on the ways issues of race and ethni- Prerequisite: 200, or 210, or permission of city influence public policy, with particular the instructor. regard to the response by urban governments Mr. Sheppard to demands made by members of minority groups.

315 (2) Public Policy and the Open to juniors and seniors by permission of Bureaucracy the instructor.

1 Mr. Sanchez-Jankowski Exploration of the expanding role of the federal bureaucracy. What are the causes of 318 (1) Field Research Seminar in Public bureaucratic growth? What impact has this Policy had on individuals, on institutions, and on the 1 policy process? Focus on processes of A seminar combining student internships in decision-making, problems of implementation, governmental agencies or public interest intergovernmental relations, and program groups with investigation of a particular area evaluation. Examination of specific bureau- of public policy. Emphasis on such topics as cratic responsibilities such as budgeting, health or welfare policy. Class sessions will regulating the private business sector, and explore substance of the policies, and proce- the Great Society programs of the 1960s. dures and structures of the different agencies Case studies of agencies such as the Office in which interns have been placed. of Management and Budget, the Environmen- Open to juniors and seniors by permission of tal Protection Agency, the Office of Economic the instructor. Opportunity, and the Occupational Safety and Health Administration. Mr. Sanchez-Jankowski Prerequisite: 200 or permission of the instructor.

Not offered in 1980-81.

Ms. Grindle Political Science 141

International Relations 324 (2) International Security 1 War as the central dilemma of international politics. Shifting causes and escalating con- 221(1) (2) World Politics sequences of warfare since the industrial 1 revolution. Emphasis on the risk and avoid- An introduction to the international system ance of armed conflict in the contemporary with emphasis on contemporary theory and period, the spread of nuclear and convention- practice. Analysis of the bases of power and al military capabilities, arms transfers, arms influence, the policy perspectives of principal competition, and arms control. states, and the modes of accommodation and Prerequisite: same as for 321. conflict resolution. Prerequisite: one unit in history or political Mr. Paarlberg science.

325 (2) Seminar Miss Miller 1 Topic for 1980-81: Negotiation and bargain- 222 (2) Comparative Foreign Policies ing. An examination of modern diplomacy em- 1 phasizing the behavior of states, international An examination of factors influencing the for- organizations, and other actors in a variety of mulation and execution of national foreign political settings. Case study material will be policies in the contemporary international drawn from the experience of World Wars I system. Comparisons and contrasts between and II, Vietnam, and the Middle East. Con- "advanced" and "developing" countries will sideration of the roles of personalities, be stressed, especially the varying signifi- national styles of statecraft, and domestic cance of domestic sources of foreign policy constraints in East-West and North-South in Western and non-Western settings. conflicts. Individual research and student Prerequisite: one unit in international relations reports on such topics as strategic arms or comparative politics. limitation, the Law of the Sea, and the Israeli- Mr. Paarlberg Egyptian peace treaty. Open to juniors and seniors by permission of 321 (1) The United States in World the instructor. Politics Miss Miller 1 An exploration of American foreign policy 326 (2) International Politics in the since 1945. Readings will include general Middle East critiques and case studies designed to illumi- 1 nate both the processes of policy formulation A systematic examination of the role of for- and the substance of policies pursued. Con- eign ideas and policies in the emergence of sideration of future prospects. nationalism, nationalist movements and in the Prerequisite: one unit in international relations contemporary political situation in the Middle or permission of the instructor. East. Topics to be discussed include: self-de- Miss Miller termination, the state, the policies of major powers; Arab, Jewish, Kurdish and Palestin- 323 (1) The Politics of Economic ian nationalist movements; the situation in Interdependence Iran and Afghanistan; and the Arab-Israeli 1 conflict. A review of political strategies for coping with Prerequisite: same as for 321. global economic interdependence. Emphasis Mr. Ronen on the promise and performance of national, regional, international, and transnational organizations, including multi-national corporations, in response to demands for a new international economic order. Global issues discussed will include food, oil, terms of trade, population, income inequality, and resource depletion. Prerequisite: one unit in international relations or comparative politics.

Mr. Paarlberg —

142 Political Science

Legal Studies 333 (2) Seminar 1 Topic for 1980-81; Law and social change emerging constitutional rights of women and 330 (1) (2) Law and the Administration of Justice racial minorities. Analysis of contemporary

1 legal, political, and administrative issues. Fundamentals of the American legal process, Focus on the equal protection clause of the including development of common law, courts Fourteenth Amendment, and statutes such as Title VII of Civil Act. and judges, civil and criminal proceedings, the 1964 Rights The will the role of interest consumer rights and duties, criminal liability, seminar examine interaction of law and politics, limits of a legal groups, political leaders, bureaucrats, and in conflicts system, some comparison with Civil Law judges such as employment dis- System. Legal research and moot court prac- crimination, affirmative action programs, school segregation, for tice. Recommended for further work in legal housing the poor and studies. racial minorities, welfare rights. Prerequisite; 332 or the equivalent and per- Prerequisite; two Grade II units in political mission of the instructor. science or two Grade II units in any combination of Group B disciplines; and by permission Mr. Schechter of the instructor to sophomores. Miss Evans 334 (2) The Criminal Justice System 1 An examination of the criminal justice 331 (2) International Law how 1 system works, considering the functions of The law applicable to the relations of States, police, prosecutor, defense counsel, and in of criminal international organizations, and individuals in court the processing cases; the international community, considering law- uses of discretionary power in regard to inter- making processes, settlement of public and national and national rendition of fugitive of- private disputes, national claims to marine fenders, arrest, bail, plea bargaining, and sen- areas, control of international terrorism, na- tencing; changing perceptions of the rights of tionality and alienage, regulation and protec- offenders and victims; current problems in tion of foreign trade and investments, revision criminal law. Legal research and moot court of laws of war. Legal research and moot practice. court practice. Prerequisite; 330 or permission of the Open to students who have taken 330 or two instructor. units in international relations, or by permis- Not offered in 1980-81. sion of the instructor. Miss Evans Miss Evans

332 (1) The Supreme Court in American Politics 1 Political Theory and Analysis of major developments in constitutional interpretation, the conflict over judicial Methods activism, and current problems facing the Supreme Court. Emphasis will be placed on judicial review, the powers of the President 240 (1) Classical and Medieval Political and of Congress, federal-state relations, and Theory individual rights and liberties. Each student 1 will take part in a moot court argument of a Study of selected classical, medieval, and major constitutional issue. early modern writers such as Plato, Aristotle,

Prerequisite; two Grade II units in political Cicero, St. Augustine, St. Thomas Aquinas, science, including one in American politics; Machiavelli, Luther, Calvin, and Hooker. or 330; or permission of the instructor. Views on such questions as nature of political man; interpretations of the concepts of free- Mr. Schechter dom, justice, and equality; legitimate powers of government; best political institutions. Some attention to historical context and to importance for modern political analysis. Prerequisite; one unit in political science, philosophy, or European history.

Mr. Stettner Political Science 143

241 (2) Modern Political Theory 340 (1)* American Political Thought

1 1 Study of political theory from the 17th to 19th Examination of American political writing, centuries. Among the theorists studied are with emphasis given to the Constitutional Hobbes, Locke, Hume, Rousseau, Burke, M\\\, period. Progressive Era, and to contemporary Hegel, Marx, and Nietzsche. Views on such sources. Questions raised include; origins of questions as the nature of political man: inter- American institutions, including rationale for pretations of the concepts of freedom, jus- federalism and separation of powers, role of tice, and equality; legitimate powers of gov- President and Congress, judicial review, etc.; ernment; best political institutions. Some at- American interpretations of democracy, tention to historical context and to impor- equality, freedom and justice; legitimate tance for modern political analysis. powers of central and local governments. At- Prerequisite; one unit in political science, tention paid to historical context and to im- philosophy, or European history. portance for modern political analysis.

Prerequisite; Grade II work in political theory, Mr. Stettner American politics, or American history, or permission of the instructor. 242 (1) Contemporary Political Theory

1 Mr. Stettner Study of selected 20th century political theories, including Marxism-Leninism, Social 341 (2) Issues and Concepts in Political Democracy, Fascism, Neo-conservatism. At- Theory tention will be paid to theories leading to con- 1 temporary approaches to political science, in- Study of such political concepts as freedom, cluding elite theory, group theory, functional- justice, equality, democracy, power, revolu- ism, and theories of bureaucracy. tion, civil disobedience, and political obliga- Prerequisite; one unit in political theory; 241 tion. Discussion of related issues, including is strongly recommended. implications for political systems of adopting these concepts and problems which result Mr. Krieger when these values conflict with one another. Emphasis on contemporary political problems 249 (2) Political Science Laboratory and sources. 1 Prerequisite; two Grade II units in political The role of empirical data and the use of the science, philosophy, or intellectual history, or computer in the study of comparative politics, permission of the instructor. public opinion, and political behavior. Fre- quent exercises introduce students to topics Mrs. Auspitz in descriptive statistics, probability and sampling, questionnaire design, cross tabula- 342 (1) Marxist Political Theory tion; tests of significance, regression, corre- 1 lation and modeling. Emphasis is on concepts Study of the fundamental concepts of Marx- in data analysis. No previous knowledge of ism as developed by Marx and Engels and mathematics, statistics, or computing is explored by later classical Marxist theorists required. including; Lenin, Stalin, Trotsky, Gramsci,

Prerequisite; one Grade II unit in political Kautsky, and Luxemburg. Attention will also science or permission of the instructor. be paid to the contemporary theoretical controversy surrounding both East European Not offered in 1980-81. communism and the "Eurocommunism" of France, Italy, and Spain. Concepts to be critically examined include; alienation, the materialist view of history, the bourgeois state, the transition to socialism, the dictatorship of the proletariat, and permanent revolution vs. statism.

Prerequisite; one Grade II unit in political theory or permission of the instructor.

Not offered in 1980-81.

Mr. Krieger 144 Political Science

349 (2) Seminar majors are encouraged to take a seminar. Of 1 the eight units comprising a minimum major, Topic for 1980-81: Political Utopias and the two units must be taken in each of three of state. An examination of "Classic" Utopias these five fields. At least three of these six such as Plato's Republic. More's Utopia. Har- distribution units must be taken in the Depart- rington's Oceana, Butler's Erewhon. and ment of Political Science at Wellesley. Units works by Fourier, Saint-Simon, and Comte. taken at another institution in order to fulfill Conceptions of the state embodied in these the field requirement must be approved by works will be counterposed to contemporary the department. pluralist, Weberian, and Marxist theories of Graduate work in political science leading to the state. Modern anti-utopias, such as Hux- the Ph.D. usually requires a reading knowl- ley's Brave New World. Orwell's 1984, and edge of two foreign languages and, for many Skinner's Walden Two, will be considered. specialties, a knowledge of statistical tech- Students will be asked to identify the com- niques or an introduction to the calculus. mon elements of ideal polities, assess the influence of historical factors upon Utopian Students participating in the Wellesley thought, and distinguish the Utopian elements Washington Summer Internship Program or within ostensibly pragmatic theories of the the Wellesley Urban Politics Summer Intern- state. ship Program may arrange with the respec- Open to juniors and seniors by permission of tive directors to earn credit for independent the instructor. study.

Mr. Krieger

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

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

Directions for Election

A major in political science may be broad in

scope, or it may have a special focus, e.g., metropolitan regional problems, environmental politics, area studies, international politics, legal problems of minorities, political ethics. Political Science 101, which provides an introduction to the discipline of political

science, is strongly recommended for students planning to major. The department offers courses, seminars, and research or independent study in five fields: American politics, comparative politics, international relations, legal studies, political theory and methods. All Psychology 145

207 (1) (2) Child Development Psychology 1 Behavior and psychological development in infancy and childhood. Theory and research pertaining to personality, social, and cognitive development are examined. Three periods of Professor: lecture, discussion, demonstration, and Zimmerman, Dickstein, Furumoto observation of children. Prerequisite: 101. Associate Professor: Schiavo, Clinctiy (Chairman), Finison^, Mr. Pillemer, Ms. Mansfield fvlansfield^

207R (1) (2) Research Methods in Assistant Professor: Developmental Psychology

Rierdan, Koff, Schwartz*, Pillemer, 1 Rohrbaugh3, Stout, Burrows, Erkut^, Keane3 An introduction to research methods appropriate to the study of human development. In- Instructor: dividual and group projects. Laboratory. Each Solomon section typically limited to twelve students. Not open to students who have taken or are Lecturer: taking 210R or 212R. Stiver3 Prerequisite: 205 or [201] and 207.

Mr. Pillemer, Mrs. Clinchy Research Assistant: Eister 210 (1) (2) Social Psychology 1

The individual's behavior as it is influenced by other people and the social situation. Study of social influence, interpersonal perception, social evaluation, and various forms of social 101 (1) (2) Introduction to Psychology interaction. Three periods of lecture, discus- 1 sion, and demonstration. Study of selected research problems from 101. areas such as personality development, learn- Prerequisite: ing, cognition, and social psychology to Mr, Schiavo, Ms. Solomon demonstrate ways in which psychologists study behavior. 21 OR (2) Research Methods in Social Open to all students. Psychology Miss Zimmerman, Ms. Solomon, Ms. Stout, 1 to research methods appro- Ms. Burrows An introduction priate to the study of social psychology. Indi- vidual and group projects on selected topics. 205 (1) (2) Statistics Laboratory. Each section typically limited to 1 twelve students. Not open to students who The application of statistical techniques to have taken or are taking 207R or 212R. the analysis of psychological data. Major em- Prerequisite: 205 or [201] and 210. phasis on the understanding of statistics found in published research and as prepara- Mr. Schiavo tion for the student's own research in more advanced courses. A considerable part of the 211 (1) Group Psychology course will be devoted to laboratory exer- 1 cises in and out of class. Three periods of Study of everyday interaction of individuals in combined lecture-laboratory. Additional op- groups. Introduction to theory and research tional periods may be arranged for review on the psychological processes related to and discussion. group structure and formation, leadership, Prerequisite: 101. communication patterns, etc. Prerequisite: 101. Mr. Finison, Mr. Dickstein Mr. Schiavo 146 Psychology

212(1) (2) Personality 215(2) Comparative Psychology 1 1 Selected theories of personality as applied to Study of the behavior of a variety of animal the normal individual. Some emphasis on species to provide insight into basic psycho- relation of theories to selected topics and/or logical processes and behavior patterns such case studies. as learning, cognition, communication, con- Prerequisite: 101. sciousness, courtship, mating behavior, and parenting. Course will include laboratory and Ms. Stout, Ms. Burrows, Mr. Keane field observations. Prerequisite: 101. 212R (1) (2) Research Methods in Personality Ms. Furumoto 1 An introduction to research methods appro- 216(2) Psycholinguistics priate to the study of personality. Individual 1 and group projects. Laboratory. Each section Consideration of psychological theories of typically limited to twelve students. Not open language, including such topics as origins to students who have taken or are taking and evolution of language, animal communi- 207R or 210R. cation, language acquisition, biological basis Prerequisite: 205 or [201] and 212. of language, and the relation between language and thought. Mr. Dickstein, Ms. Rierdan, Ms. Stout Prerequisite: 101.

213 (1) Introduction to Psychobiology Not offered in 1980-81.

1 An introduction to the study of the relationship between the nervous system and be- 217 (1) Cognitive Processes havior with particular emphasis on the struc- 1 ture and function of the nervous system. Examination of basic issues and research in Topics include basic neuroanatomy and human information processing, including neurophysiology, and brain mechanisms in- topics from attention and pattern recognition; volved in such aspects of behavior as emo- memory and conceptual processes; judg- tion, language, motivation, memory, sensa- ment, reasoning, and problem-solving. tion, and cognition. Emphasis on comparison Prerequisite: 101. of experiments with animal and human subjects in an effort to shed light on human cog- Ms. Mansfield nitive functions. Laboratory. Replaces [245]. Prerequisite: 101, or Biology 111 or [100] or 218 (2) Sensation and Perception 109. 1

Cross-listed in Biological Sciences. Survey of theoretical and experimental approaches to selected topics in sensation and Mrs. Koff perception, including sensory receptor processes; auditory and visual perceptual 214 (2) Research in Psychobiology phenomena; perceptual learning and adapta- 1 tion; influence of the social and personal An introduction to methods, design, and variables. analysis of experiment in psychobiology. Con- Prerequisite: 101. sideration of human and animal experimental methodology. Group and individual student Not offered in 1980-81. projects, with opportunity for students to design and execute an independent research project. 219(2) Learning Prerequisite: 205 or and 213; or [245] or [201] 1 Biology or permission of the instructor. 213; by Conditioning, verbal learning, and memory will Cross-listed in Biological Sciences. be discussed. There will be an emphasis on Mrs. Koff in-class exercises demonstrating principles of learning and a consideration of their relevance to everyday learning situations. Prerequisite: 101.

Ms. Furumoto Psychology 147

220R (1) Research Methods in Experi- 301 (2) Seminar. Child Development and mental Psychology Social Policy

1 1 An introduction to research methods em- Topic for 1980-81; An examination of the rele- ployed in experimental psychology including vance of psychological theories and research the fields of learning, information processing, in forming social policy, with particular em- animal behavior, and cognition. Group and in- phasis on policies affecting children. Con- dividual projects. Opportunity for student sideration of the applicability of develop- selection of an appropriate independent mental research to policy issues such as the project. Laboratory. content of federal regulations and the con- Prerequisite; 101 and 205 or [201] (205 may struction of social programs serving children be taken concurrently); and 213 or 215 or and adolescents. Topics include the effects 216 or 217 or 218 or 219 or [245]. of televised advertising and violence, educational television, day care, juvenile delin- fyis. Furumoto quency, and physical and sexual abuse of children. The adequacy of existing strategies 300 (1) Seminar. The Psychology of for synthesizing Education psychological research in order to increase its policy relevance will be 1 considered. Topic for 1980-81: The psychology of college Open by permission of the instructor to education. Exploration of different types of juniors and seniors who have taken two liberal arts colleges from the psychological Grade II units, including 207, and to other point of v\e\N. Topics will include changes in qualified students. student attitudes, values, and behavior during the college years; salient features of the col- Mr. Pillemer lege environment as perceived by students and faculty (e.g., competition, achievement); 303 (1) The Psychological Implications of student decision-making (e.g., the major, the Being Female career); relationships among students and 1 between students and faculty; the social Consideration of some of the changing pat- psychology of the classroom and the resi- terns in the behavior of women, including dence hall; innovative and traditional teaching literature in the area of sex differences. techniques; methods of evaluating student Some of the following topics will be exam- learning; single sex vs. coeducational col- ined; theoretical formulations of the psycholo- leges; the ideal college education for women. gy of women; female sexuality; men's libera- Open by permission of the instructor to tion; results of research on sex differences in students who have taken 101. humans and animals; social determinants of sex-stereotyped behavior. Miss Zimmerman Open to juniors and seniors who have taken

two Grade II units and by permission of the instructor to other qualified students.

Ms. Rohrbaugh

306 (1) States of Consciousness 1 An examination of various conceptual and empirical issues in consciousness study. Topics considered will include sleep and dreams, hypnosis and the induction of dis- sociated states, biofeedback, childhood states of consciousness, the unconscious, psychotic and hallucinogenic states, drug- induced states, and cross-cultural and psychotherapeutic concerns. Open to juniors and seniors who have taken

two Grade 11 units and by permission of the instructor to other qualified students.

Not offered in 1980-81. 148 Psychology

307 (2) Adolescence 312(1) Seminar 1 1 Consideration of physical, cognitive, social, Topic for 1980-81: Psychology of death. An and personality development during adoles- examination of the psychological meaning of cence. Ennphasis will be on recent research. death to the individual. Topics to be covered Prerequisite: sanne as for 303. will Include acquisition of the concept of death, antecedents and correlates of in- Ms. Erkut dividual differences in concern about death, psychological processes in dying persons and 309 (1) (2) Abnormal Psychology their relatives, and the psychology of grief 1 and mourning. Consideration of major theories of neurosis Open by permission of the Instructor to and psychosis. Illustrative case materials. juniors and seniors who have taken two Selected Issues In prevention and treatment Grade II units. of emotional problems. Open to juniors and seniors who have taken Not offered in 1980-81. two Grade II units. Including 212. Mr. DIcksteIn Ms. Rierdan, Mrs. Stiver 317(1) Seminar. Psychological 310(2) Seminar Development in Adults

1 1 The acquisition of schizophrenic behavior. A Exploration of age-related crises and dilem- definition of "schizophrenia" will be attempt- mas from late adolescence to mid-life in the ed through consideration of theoretical context of contemporary psychological theory models, case studies, and autobiographical and research. Changing conceptions of truth reports. Different approaches to explaining and moral value; identity, intimacy, and the the acquisition of schizophrenia, as well as evolution of commitment. The role of work strategies for the change of schizophrenic and play in adult life. Sex differences In behavior, will be considered. development. Primary focus on models Open by permission of the instructor to extending Plagetian cognitive-structural juniors and seniors who have taken two theory to adult development (e.g., Kohlberg,

Grade II units, including 212. Perry) and on recent revisions of these models. Ms. Rierdan Open by permission of the instructor to juniors and seniors who have taken two 311 (2) Seminar. Social Psychology Grade II units and to other qualified students. 1 Psychological study of family interaction. Ap- Mrs. Clinchy plication of social psychological variables and small group theories to the study of the inter- 318 (2) Seminar. Brain and Behavior nal processes of family Interaction. Topics 1 will include power, decision-making, coalition Selected topics in brain-behavior relation- formation, conflict resolution, and privacy. The ships. Emphasis will be on the neural basis of approach will consider both marital Interaction the higher-order behaviors. Topics will Include and processes Involving the family as a unit. language, perception, learning, memory, Some consideration given to the research hemispheric specialization, and sex differ- methods used to study family interaction. ences in lateralization. Open by permission of the Instructor to Open by permission of the instructor to juniors and seniors who have taken two juniors and seniors who have taken two

Grade II units. Including either 210 or 211. Grade II units, Including one of 213, 215, 216, 217, 218. 219, or [245]. Mr. Schiavo Mrs. Koff Psychology 149

325 (1) History of Psychology 335 (1) Seminar. Experimental 1 Psychology The history of selected topics and Issues In 1 psychology with an emphasis on the analysis Topic for 1980-81: The ape language contro- of primary sources. The field of psychology versy. Is language unique to humans, or does will be analyzed as a developing science. the potential for language exist at least in There will also be discussion of current some closely related species? This seminar issues in the historiography of psychology. will consider evidence from ape language re- Open to juniors and seniors who have taken search projects and recent criticisms which 101. question the validity of this research. Open by permission of the instructor to Not offered In 1980-81. juniors and seniors who have taken one of the following: 213, 215, 216, 217, 218, or 219, and to others by permission of the instructor. 327 (2) Selected Topics in Personality Ms. Furumoto 1 Topic for 1980-81: Behavioral Medicine. This 340 Seminar. Applied Psychology course focuses on behavioral-psychological (1) 1 factors in health care. It provides an overview Application of psychological research and of the concepts, theoretical applications, and principles to understanding occupations, research relevant to behavioral interventions work, and unemployment. Various work envir- in some "medical" disorders. Included will be onments will be studied in terms of their con- discussions of migraine and other forms of sequences for psychological stress and health. chronic pain, behavioral pediatrics, biofeed- Mechanisms for coping with psychological back interventions, seizure disorders, cardio- stress in the work situation will be explored. vascular disorders, and holistic medicine. Prerequisite: same as for 317. Prerequisite: same as for 303. Not offered in 1980-81. Ms. Stout

328 (1) Seminar 1 345 (1) Seminar The family and family therapy— focus on 1 learning how to observe and analyze interper- The psychological interview. Consideration of sonal and intrapsychic data from a family the psychological interview as a conceptual system's point of view. Each seminar mem- and methodological approach to small-scale, ber will be part of a "simulated" family that intensive research. Focusing on the interview will meet on a weekly basis. Differences be- situation as a context in which to observe tween family and individual treatment ap- and analyze dyadic processes, verbal and proaches will be discussed. nonverbal communication processes, and Prerequisite: same as for 310. individual psychodynamic processes, the seminar will examine and test principles of Not offered in 1980-81. psychological interviewing. Will include group laboratory work with videotape and individual student projects on selected developmental

330 (1) Seminar topics. 1 Open to juniors and seniors who have taken

Topic for 1980-81: Environmental psychology. 101 and two Grade II units in psychology. This seminar will examine the influence that Not offered in 1980-81. setting has on behavior. Important concepts in environmental psychology such as crowding, privacy, territoriality, and personal Selected Topics in Psychology space will be examined in detail. Sections of 349 (2) the course will focus on specific settings 1 different topic each year. (e.g., hospitals, offices, classrooms), and at- Normally a Prerequisite: as for 303. tention will be paid to investigating the urban same environment. The application of psychological Ms. Burrows variables in architectural planning and design will also be considered. 350 (1) (2) Research or Individual Study to Open by permission of the instructor 1 or 2 juniors and seniors who have taken two Open by permission to juniors and seniors.

Grade II units and to other qualified students.

Ms. Solomon —

150 Religion

370(1-2) Thesis 2 to 4 Religion Open only to honors candidates. Prerequisite: 207R, 210R, 212R, or 220R.

Professor: Johnson

Associate Professor: Kodera (Chairman)

Directions for Election Assistant Professor: Levenson*, Marini3/*2, Elkins3/*2, Hanson, Reynolds

A major in psychology must include 101; one of the following: 207, 210, 212; one of the Instructor: following: 213, 215, 216, 217, 218, 219, [245]; Geller and 205. Lecturer: The department offers four research courses: Santmire 207R, 210R, 212R, 220R. A major in psychology must include at least one of these. However, no more than one of 207R,

210R, 212R may be elected. It is possible to elect 220R in addition to one of the other R courses. 104 (1) (2) Introduction to the Hebrew The department recommends that students Bible plan a program in which 205, the research 1 course, and preferably all Grade II require- A critical study of the Hebrew Bible (Old ments are completed as early in the program Testament) from a variety of perspectives as possible and no later than the end of the as a cultural expression of the ancient Near junior year. East, as a source for the history of Israel, and as the record of the evolving religious Students interested in an interdepartmental tradition of the Israelites. Attention to this major in psychobiology are referred to the tradition as the matrix of Christianity and section of the Catalog where the program is Judaism. Emphasis upon the world views and described. They should consult with the direc- literary craft of the authors. tors of the psychobiology program. Open to all students.

Mr. Hanson, Ms. Geller

105 (1) (2) Introduction to the New Testament 1 An exploration of the writings of the New Testament as diverse expressions of early Christianity. Close reading of the texts, with particular emphasis upon the Gospels and the letters of Paul. Treatment of the literary, theological, and historical dimensions of the Christian scriptures, as well as of methods of interpretation, both ancient and modern.

Open to all students.

Mr. Hanson Religion 151

107 (1) (2) Crises of Belief in Modern 202 (1)* Biblical Arcfiaeology Religion 1

1 An archaeological approach to the recon- Religious and antireligious thinkers from the struction of daily life and historical events in Enlightenment to the present. An examination the eras of the Hebrew Bible and New Testa- of the impact of the natural sciences, social ment, with emphasis upon the period from theory, psychology, and historical method on 1000 B.C. to A.D. 300, Among topics covered traditional religion. Readings in Hume, Dar- are the cities of Jerusalem, Samaria, and win, Teilhard de Chardin, Marx, Reinhold Ephesus; the Dead Sea Community, an early Niebuhr, Freud, Tillich, and others. Gnostic community in Egypt, and the inter- Open to all students. relationship of text and material remains; synagogues and the earliest evidence for Mr. Johnson, Mr. Santmire church structures. Open to all students. 108 (1) (2) Introduction to Asian Religions 1 Mr. Hanson An introduction to the major religions of India, Tibet, China, and Japan with particular atten- 203 (2)* The Ancient Near East: An tion to universal questions such as how to Introduction overcome the human predicament, how to 1 perceive the ultimate reality, and what is the A discussion of the earliest civilizations which meaning of death and the end of the world. are basic to Western thought, focusing on the Materials taken from Islam, Hinduism, cultural history and especially the literature of Buddhism, Confucianism, Taoism, and Shinto. Egypt, Mesopotamia, Syria, and Canaan. Comparisons made, when appropriate, with Readings include Enuma Elish. Gilgamesh, Hebrew and Christian Scriptures. Course is the Code of Hammurabi, the Baal cycle, the also taught at MIT second semester. Keret and Aghat epics, and various hymns, Open to all students. omens, letters, treaties, chronicles, and royal inscriptions. Closes with a discussion of the Mr. Kodera, Ms. Reynolds relationship of Israel to its environment. Offered in alternation with 214. 109 (1-2) Elementary Hebrew Open to all students. 2 A systematic introduction to the grammar of Not offered in 1980-81. the Hebrew language, with attention to oral and written expression. Preparation for the reading of religious texts from all periods. No 204 (2)* Paul: The Controversies of an previous acquaintance with Hebrew assumed. Apostle all Open to students. 1 of of the Christian Not offered in 1980-81. A study the emergence movement with special emphasis upon those experiences and convictions which deter-

mined its distinctive character. Intensive 201 <1)* of Nazareth Jesus analysis of Paul's thought and the 1 significance of his work in making the transi- The life and teachings of Jesus within the tion of Christianity from a Jewish to a Gentile context of Roman Judaea. Includes a theolo- environment. Offered in alternate years only. gical analysis of the varieties of faith in Jesus Open to all students. as expressed by the synoptic gospels. 1980-81. Offered in alternate years only. Not offered in Open to all students, except those who elect- Mr. Hanson ed 105 before 1978-79.

Not offered in 1980-81.

Mr. Hanson 152 Religion

205 (2)* The Prophetic Institution in 211 (1) Religion and the Human Life Biblical Israel Cycle

1 1 A study of the institution of prophecy in its A cross-cultural study of the role of religion in literary, historical, sociological, and theolo- the major stages of the life cycle: birth, gical settings. A discussion of ecstatic ex- puberty, marriage, death. Attention given to perience and spirit-possession in general and the rituals that mark these critical episodes in the ancient Near East, followed by a care- and the religious questions they raise. Read- ful reading of all the prophetic anthologies in ings from autobiography, literature, anthro- the Hebrew Bible in an effort to understand pology, psychology, and ritual texts of the the world-views of the prophets and their major traditions. Opportunity to do field work. function within Israelite society. Offered in Open to all students. with 306. alternation Ms. Reynolds Prerequisite: 104.

Not offered in 1980-81. 212 (2) Sociology of Religion

1 For description and prerequisite see Sociology 212. 207 (1) New Testament Greek 1 Special features of Koine Greek. Readings 213(2) Rabbinic Judaism and discussions of selected New Testament 1 texts. The development of Judaism from the reign Prerequisite: Greek 102. of Alexander the Great to the seventh century C.E. An examination of the constituents of Mr. Hanson Jewish culture in relation to the major political, social, religious and economic trends of 208 (1) Ethics the Hellenistic world and late antiquity. Atten- 1 tion to archaeological evidence including An inquiry into the nature of values and the papyri and coins, synagogue and funerary art, methods of moral decision-making. Examina- as well as the writings of the rabbis, church tion of selected ethical issues including pro- fathers, and Roman historians. fessional morality, violence and oppression, Open to all students. sexism, social justice and revolution, and personal freedom. Introduction to case study Ms. Geller and ethical theory as tools for determining moral choices. 214(1)* Judaism Open to all students. 1 An introduction to the central ideas and insti- Mr. Marini tutions of the Jewish tradition in historical perspective. Emphasis upon three areas: the 209(1-2) Intermediate Hebrew adaptation of the religious traditions of the 2 Hebrew Bible in the Rabbinic period, with A rigorous review of Hebrew grammar with special attention to the theological universe readings in biblical and rabbinic texts and and legal dialectic of the Talmud and modern religious literature. Practice in the Midrash; Jewry under Islam and Christendom: development of oral competence. and the varying attempts to restate, reformu- Prerequisite: 109 or permission of the instructor. late, or redirect the tradition since the Ms. Geller Emancipation. Open to all students.

210 (1) Psychology of Religion Not offered in 1980-81, 1 An examination of psychological studies of Mr. Levenson religion including a variety of theoretical per- Offered in 1981-82. spectives and exercises in contemporary research methods. Readings in authors such as William James, Sigmund Freud, C. G. Jung, Erik Erikson, and Gordon Allport. Open to all students.

Mr. Johnson Religion 153

215 (1) Religious Autobiography 219 (1)* Religion and Politics in America

1 1 First person accounts of the search for A study of religious beliefs, institutions, and meaning. A connparison of classic Christian symbols in the political culture of the United autobiographies, modern narratives from di- States. Case studies and theoretical readings verse religious traditions, and works of fic- in selected topics, including religion and the tion. Readings include Augustine's Confes- Constitution, the ideological functions of reli- sions, Pascal's Pensees. Wiesel's Night. gion, politics and symbolic drama, religious Castaneda's Journey to Ixtlan, The Autobiog- identity and the electoral process, religious raphy of Malcolm X. Matthiessen's The Snow radicalism and political dissent, and civil reli- Leopard. Hesse's Siddhartha. and gion. Offered in alternate years only. Lagerkvist's The Sibyl. Open to all students. Open to all students, Not offered in 1980-81. Ms. Elkins Mr. Marini

216 (1)* History of Christian Thought: 220 (2)* Religious Themes in American 100-1400 Fiction 1 1 Good and evil, free will and determinism, or- Human nature and destiny, good and evil, thodoxy and heresy, scripture and tradition, love and hate, loyalty and betrayal, salvation faith and reason, love of God and love of and damnation, God and fate as depicted in neighbor; issues in Christian thought as ad- the novels of Hawthorne, Melville, James, dressed by Augustine, Thomas Aquinas, Fran- Twain, Hemingway, Faulkner, and others. cis of Assisi, and other shapers of Christianity Reading and discussion of these texts as ex- from its origins through the medieval period. pressions of religious thought and culture in Attention also to popular religious practices: 19th- and 20th-century America. Offered in pilgrimages, the cult of saints, asceticism, alternate years only. and mysticism. Open to all students. Open to all students. Not offered in 1980-81. Ms. Elkins Mr. Marini

218 (1)* Religion in America (2)* 1 221 Catholic Studies A study of major ideas, institutions, and 1 in Catholic events in American religions from the colonial Contemporary issues the Roman period to the present. Introduction to the prin- Church, with particular attention to the Ameri- morality, cipal ways Americans have interpreted reli- can situation. Topics include sexual gious reality and the historical impact of social ethics, spirituality, and modern theolo- these ideas on society and culture. Readings gy. Readings represent a spectrum of posi- in central thinkers including the Puritans, tions and include works by Thomas Merton, Jonathan Edwards, Ralph Waldo Emerson, Simone Weil, Karl Rahner, Hans Kung, and and Mary Baker Eddy as well as primary Second Vatican Council. sources from Native American, Black, Catho- Open to all students. traditions. lic, Jewish, and Pentecostal Not offered in 1980-81. Open to all students. Ms. Elkins Mr. Marini

223 (2) Foundations of Modern Theology 1 Primary attention to those late 18th- and early 19th-century theological positions that became dominant in the formation of modern theology: Kant, Schleiermacher, Hegel, and Kierkegaard. Also some consideration to radical theological critics, such as Feuerbach and Nietzsche. Open to all students.

Mr. Johnson 154 Religion

224 (1) Female and Male in Contem- 242 (2) Christianity in the Arts porary Christian Thought 1 1 The Christian tradition as expressed through An analysis of the feminist critique of tradi- the arts. Painting, architecture, and liturgy tional Christian theology, beginning with Mary viewed in their theological and historical con- Daly's Beyond God the Father, read in com- texts. Examples include the Catacombs, parison with modern expressions of the tradi- Byzantine Ravenna, Medieval monasteries tion, such as Karl Barth's The Humanity of and cathedrals, Renaissance Rome and God. Discussion of contested contemporary Florence, and Protestant London and New questions such as male and female in Gene- England. all sis 1 and 2, Paul's view of men and women, Open to students. misogyny in the Church Fathers, masculine Not offered in 1980-81. and feminine images of God, the lordship of Christ, the role of Mary, the Church as hier- Ms. Elkins archy, women as priests, submission in marriage, and sexual morality. 250 (1) Primitive Religions 1 Open to all students. An exploration of the religious life of preliter- offered in 1980-81. Not ate and archaic societies; animism, magic, Mr, Santmire totemism, taboo, the shaman, rites of passage, myth and ritual, ancestor worship.

225 (1) Modern Judaism Consideration given to theories of the origins 1 of religion and the religious life of specific An introduction to the post-Enlightenment societies, especially the American Indian. Jewish community in relation to its societal Open to all students. context in Europe and America. The impact Not offered in 1980-81. of major political, economic, social, and religious trends on the Jewish community. Read- Ms. Reynolds ings in seminal 19th and 20th century inter- preters of Jewish experience. 251 (1) Religion in India Open to all students. 1 An exploration of Indian religious expression Ms. Geller and experience from 2500 B.C. to the present. Concentration on the traditions of Hindu- 233 (1) The Civilization of the ism, Islam, and Buddhism, but with considera- Renaissance in Italy tion of the contributions of Jainism, Sikhism, 1 Christianity, and Judaism as well. Primary at- For description and prerequisite see History tention to myth, ritual, sacred time and 233. space, cosmology, religious community, and patterns of interaction among traditions. Sources include sacred texts, ethnographies, literature, personalities, arts, and symbol 234 (2) The Crisis of the Fifteenth and Sixteenth Centuries systems. Open to all students. 1 Individuals and institutions in a time of reli- Ms. Reynolds gious, economic, and social upheaval. Protes-

tants and Jesuits, intellectuals and peasants, 252 (2) The Islamic Tradition

mystics and witches, the old world and the 1 new, examined through literature, theology, An exploration of Islam from its 7th century letters, trial records, practical guidebooks, beginnings in Arabia to its impact on the con- and propaganda. Interdisciplinary approach temporary world. Emphasis on the religious emphasizing contrasting interpretations of the dimensions of Islamic life. Topics include: life period. of the Prophet, Qur'an, five pillars, communi-

Open to all students. ty, state, Sufism, revitalization movements, and Islam in the U.S. Not offered in 1980-81. Open to all students. Mr. Edwards, Ms. Elkins Ms. Reynolds Religion 155

253 (2)* Buddhist Thought and Practice 304 (1) Seminar. Zen Buddhism 1 1 A study of Buddhist views of the human Zen, the long-known yet little-understood predicament and its solution, using different tradition, studied with particular attention to

doctrines and forms of practice from India, Its historical and ideological development, Thailand, Tibet, China, and Japan. Topics in- meditative practice, and expressions in cluding Buddha's sermons, Buddhist psy- poetry, painting, and martial arts. chology and cosmology, meditation, bod- Prerequisite: one course in Asian Religions hisattva career, Tibetan Tantricism, Pure and permission of the instructor. Land, Zen, influence on Western thinkers Mr. Kodera (e.g., Eliot, Hesse), and adaptation to the West. Offered in alternation with 257. 305 (2) Seminar. Religion and Asian Open to all students. Literature

Mr. Kodera 1 A discussion of literature from India, China, 254 (1)* Chinese Thought and Religion and Japan as reflecting the religious, social, 1 and cultural concerns of the people. Continuity and diversity in the history of Open by permission of the instructor. Chinese thought and religion from the ancient Not offered in 1980-81. sage-kings of the third millenium B.C. to Mao. Topics including Confucianism, Taoism, Mr. Kodera Chinese Buddhism, folk religion and their further developments and interaction. Materials 306 (1)* Seminar in Biblical Hebrew drawn from philosophical and religious works Literature in Translation as well as from their cultural manifestations. 1 Offered in alternation with 255. A concentrated investigation of the Book of Open to all students. Psalms, from a variety of perspectives, including form-criticism, tradition-history, and Mr. Kodera theology, in an effort to ascertain the original settings of the psalms, the various types of 255 (2)* Japanese Religion and Culture poems included in the book, and the religious 1 ideas and imagery most prominent therein. Constancy and change in the history of Offered in alternation with 205. Japanese religious thought and its cultural Prerequisite: 104. and literary expressions. A consideration of Japanese indebtedness to, and independence Not offered in 1980-81. from, China, assimilation of the West and preservation of indigenous tradition. Topics including Shinto, Japanese Buddhism and its 307 (2)* Seminar. The New Testament arts, Neo-Confucianism and nationalism. 1 Christian impact and failure, and modern A study of the Christian movement, its life Japanese thought. Offered in alternation with and problems, in the post-Pauline period with 254. special emphasis on the Gospel according to Open to all students. John and its interpretive insights for an Not offered in 1980-81. understanding of the person and work of Jesus and of the Christian tradition. Mr. Kodera Prerequisite: 105 or permission of the instructor.

257 (1)* Contemplation and Action Mr. Hanson

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

Not offered in 1980-81. Not offered in 1980-81.

Mr. Kodera Mr. Johnson 156 Religion

315 (1) Theology as an Existential 325 (2) Seminar. Zionism Struggle: Paul Tillich 1

1 The development of Zionist ideologies and the A study of the cognitive and personal emergence of Zionism as a political move- dynamics of Paul Tillich's attempts to relate ment in response to the events of 19th and religion to philosophical insights, human pas- 20th century European and Middle Eastern sions, artistic creativity, politics, and the per- political history. The major social, economic, sonal quest for meaning. A close reading of religious and political trends which affected selected essays, including The Courage to the Jewish communities of Eastern and West- Be, Dynamics of Faith, The Theology of ern Europe. Culture, and Biblical Religion and the Search Open by permission of the instructor. Ultimate Reality. for Ms. Geller Prerequisite: one course in Western religion or philosophy. 339 (1) Seminar. American Jewish Mr. Santmire History 1 316(2)* Seminar. Ethics For description and prerequisite see History

1 339. An intensive study of an ethical issue or a set of related issues with readings in relevant 350 (1) (2) Research or Individual Study source materials. 1 or 2 Prerequisite: 208. Open to juniors and seniors by permission.

Not offered in 1980-81. 370(1-2) Thesis Mr. Marini 2 to 4 Open only to honors candidates. 317 (2)* Religion and the Social Sciences

1 The use of social scientific methods (psychological, sociological, and anthropological) in the study of religious communities. Readings in theoretical texts and exercises in current research methods. Offered in alternation with 314. Prerequisite: 210, or 211, or Anthropology 104, or Sociology 102. Directions for Election

Mr. Johnson

in a liberal arts college, the study of religion (2)* in American Religions 318 Seminar constitutes an integral part of the humanities 1 and social sciences. Recognizing religion as Selected topics in History of Religion in an elemental expression of human life and America. culture, past and present, the department of- Prerequisite: 218, 219, History 250, or per- fers courses in the major religious traditions of the instructor. mission of the East and the West. These courses ex-

Not offered in 1980-81. amine both the individual and the collective dimensions of religion and approach their Mr. Marini subject from a variety of perspectives including historical and textual, theological and 320 (1) Black Institutions social scientific. 1 For description and prerequisite see Black The total program of the major is designed Studies 320. around the principles of breadth and depth. To promote breadth, majors shall complete one course in each of three groups: Biblical, Western, and Asian. To insure depth, majors shall concentrate in a special field of interest. The structure of this concentration shall be determined in consultation with the advisor. Russian 157

In individual cases, studies in the original language of religious traditions may be espe- Russian cially valuable. Hebrew and New Testament Greek are available in this department: Latin and Chinese are available elsewhere in the College. Majors interested in pursuing Professor: language study should consult the advisor to Lynch, Bones (Chairman) determine the appropriateness of such work for their program. Visiting Professor: Kollmann3 The Kathryn W. Davis Professor in Slavic Studies

Instructor: Forman3

100(1-2) Elementary Russian 2 Grammar: oral and written exercises: reading of short stories: special emphasis on oral expression: weekly language laboratory assignments. Four periods. Open to all students.

The Staff

200(1-2) Intermediate Russian 2 Conversation, composition, reading, review of grammar. Three periods. Prerequisite: 100 or the equivalent.

The Staff

201 (1) Russian Literature in Translation I 1

Russian literature from its beginnings to the middle of the 19th century. The focus of the course is on the major prose of the first half of the 19th century. The authors to be considered include Pushkin, Lermontov, Gogol, Goncharov, Turgenev, and Dostoevsky. Open to all students.

Mrs. Bones

202 (2) Russian Literature in Translation II 1 Russian literature from the second part of the 19th century to the present with emphasis on the works of Tolstoy, Chekhov, Sologub, and such Soviet writers as Babel, Olesha, Bulgakov, and Solzhenitsyn. Open to all students.

Not offered in 1980-81.

Mrs. Bones 158 Russian

205 (2)* Intermediate Conversational 295 (2) Seminar. Russia Faces West: Art Russian and Architecture in the Imperial Period, 1 1700-1917 Practice in conversation and writing to in- 1 crease fluency and accuracy in the use of Interaction of native traditions and foreign in- idiomatic Russian, A variety of materials such fluences from Peter the Great's cultural revo- as newspapers, periodicals, tapes, and films lution to early 20th-century experimentation. will be used in the course. Regular use of The planning of Russia's new capital, St. language laboratory. Petersburg, the adaptation of baroque, Prerequisite or corequisite: 200 or permission rococo, classical, empire and neogothic of the instructor. styles in architecture, the medieval Russian revival and trends in painting. Slide illus- fvlrs. Bones trated. In English. Offered under the auspices of the Kathryn W. 225 (1) Soviet Film 1917-1980 (in English) Davis Professor in Slavic Studies in the aca- 1 demic year 1980-81 only. The history of Soviet film, Lenin's "most im- Open to all students. portant art." Close analysis of several films Mr. with extensive reading in film history and Kollmann theory, interrelation with other arts (literature and painting), fvlain genres to be examined: 300(1-2) Advanced Russian documentary, historical re-creation, social 1 or 2 drama, adaptation from literary sources. The structure of modern Russian. Extensive Landmark films of the 1920s and develop- reading of literary and historical works. Week- ments from 1956 (post-Stalin) through the ly written and oral reports on selected topics. periods weekly laboratory assign- present will be emphasized. Film theory by Two and Eisenstein, Pudovkin, Kuteshov, Vertov will be ments. discussed. Prerequisite: 200. Open to all students. Mrs. Lynch Ms. Forman 311 (1)* Russian Literature from Its 249 (1)* Language Beginnings up to Pushkin 1 1 General laws of phonology, syntax, and gram- Byzantine, Western, and folk influences in the matical categories. History, theory, and logic of chronicles and epics of the Kievan and language and their application to Russian and Moscovite periods. Reading of the Igor Tale. the problems of English-Russian translation. selections from Primary Chronicle, Zadon- Prerequisite or corequisite: 200 or permission shchina: and works of Ivan IV, Avvacum, of the instructor. Lomonosov, Derzhavin, Radishchev. Prerequisite or corequisite: 300. Not offered in 1980-81. Not offered in 1980-81. Offered in 1981-82. Offered in 1981-82.

317 (2)* Russian Writers Today: Emigre Icons Domes: Old 294 (2) and Onion and Soviet Russian Art and Architecture 1 1 Topic for 1980-81: Solzhenitsyn. Emergence of a Russian National Style out of Prerequisite or corequisite: 300. Byzantine and Kievan legacies, regional schools, and European and Asiatic influ- Ms. Forman

ences, 11th to 17th centuries. Icon and Not offered in 1981-82. Fresco painting, church architecture, monasteries and fortresses, the Moscow Kremlin. Slide illustrated. In English. Offered under the auspices of the Kathryn W. Davis Professor in Slavic Studies in the academic year 1980-81 only. Open to all students.

Mr. Kollmann Sociology 159

320 (2)* Seminar 1 Sociology Topic for 1979-80: A. S. Pushkin: Evgenij Onegin, Boris Godunov, Lyric Poetry, Prose. Prerequisite or corequisite: 300.

Not offered in 1980-81. Professor: Berger (Chairman) Mrs. Lynch

Offered in 1981-82. Visiting Associate Professor: Leventman^ 349 (2)* The Writer in a Censored Society: His Literary and Nonliterary Roles Assistant Professor: 1 Dimieri, Anderson-Khleif, Silbey3, Walsh^ Topic for 1980-81: Mayakovsky and Esenin. Prerequisite or corequisite: 300.

Mrs. Lynch

350 (1) (2) Research or Individual Study 102(1) (2) Sociological Perspective 1 or 2 1 Open by permission to qualified students. Basic concepts, examples of sociological 370(1-2) Thesis research, and some major theories in the field. Also 2 to 4 examines representative uses of sociological analysis. include Open only to honors candidates. May elementary training in computer exercise.

Open to all students.

The Staff

103 (1) American Society

1 How the experience of being "American" has changed during the past century, from our Directions for Election agrarian roots to the foundations of the corporate state. Readings in local community studies (e.g., Middletown, Poverty and Prog- Course 100 is counted toward the degree but ress. Everything in Its Path) and in social not toward the major. Courses 201 and 202 reports from de Tocqueville to the present are counted toward the distribution require- which analyze American society in terms of ments in Group A and are strongly recom- an ideology of equal opportunity. Attention to mended to students who intend to major in populism, racial and class conflict, and social Russian. However, only one of them may reform within the context of American Prag- count toward the major. A major in Russian is matism. expected to elect 249 or 205 in conjunction Open to all students. with 200, as well as three Grade III courses Mrs. Silbey beyond Russian 300.

Students majoring in Russian should consult 111(1) Family Sociology the chairman of the department early in the 1 college career, as should students interested The study of transition or change in the in an individual major which includes Russian. family system. Emphasis on the contemporary U.S. family but includes comparative History 246 and 247 are recommended as material. Scandinavian family, Israeli kibbutz related work. family. Middle East extended family, and The study of at least one other modern Dutch family discussed as cross-cultural and/or classical language is strongly recom- models for change. Topics include dating, mended for those wishing to do graduate family and work roles, marital relationships, work in Slavic languages and literatures. contacts with kin, divorce, and single-parent families, singlehood, and alternative family forms. Open to all students.

Mrs. Anderson-Khleif 160 Sociology

120 (1) Urban Sociology 207 (2) Criminology 1 1 Examines various theories of urban social How does crime differ from other forms of

life, and their perspectives on the social disapproved behavior and how do societies causes and consequences of the develop- respond to this? Systematic examination of ment of urban life in different societies. the meaning of crime and reactions to crime. Topics will include: analysis of the concept of Topics will include: theories regarding the urbanization and critiques of it in comparative cause of crime; nature and origins of criminal and historical perspective and concepts of ur- laws; extent and distribution of criminal be- ban planning in contemporary cities. havior; societal reaction to crime through the Open to all students. criminal justice system, penology and corrections. Attention to the relationship between Ms. Leventman crime, punishment, and justice. Prerequisite: same as for 201. 129 (2) Sociology of Work and Occupations Mrs. Silbey

1 Study of representative work and occupa- 208 (1) Demography tional experiences ranging from blue-collar 1 jobs to the professions. The nature of work in The analysis of population composition and traditional and in contemporary societies. change. Differential fertility, mortality, and Socialization to work roles; the process of migration of sociocultural groups are exam- professionalization; work careers; and other ined with reference to population theory and topics. national policies. Attention is also given to ur-

Open to all students. banization, over-population, and environmental limits. Mr. Dimieri Prerequisite: same as for 201.

138(2) Deviance Mr. Dimieri

1 The analysis of conformity and deviance. 209 (1) Social Stratification Theories of deviance view deviance as a 1 social process and include behaviors such as The concept of social stratification is the suicide, mental illness, drug use, crime, sex- core concept of sociology. This course will ual deviance, and delinquency. Attention is compare and contrast alternative theories of also given to the societal reaction to deviant stratification in terms of: the impact of strati- behavior. fication on social behavior, values, and per- Open to all students. sonality; changes in stratification systems over time, particularly in terms of industriali- Mr. Dimieri zation; indicators of stratification; causes and consequences of mobility. These dimensions 200 (1) Sociological Theory of stratification will be analyzed at the com- 1 munity, national, and international levels. Development of major sociological themes Prerequisite: same as for 201. and theoretical positions from the Enlighten- ment to the present. 210 (2) Racial and Ethnic Minorities Prerequisite: two Grade I units or permission 1 of the instructor. For description and prerequisite see Anthro- Mrs. Berger pology 210.

201 (1) Social Research

1 Nature of social research, problem specification, research design, techniques of data collection including field work, survey research, interviews and content analysis. Significance of values, ethics, and politics for research enterprise. One laboratory period required. Normally followed by 302.

Prerequisite: one Grade I unit or permission of the instructor.

Mr. Dimieri Sociology 161

212 (2) Sociology of Religion 224 (1)* Political Sociology

1 1 Examination of the social dimensions of reli- Analysis of the social basis of power and gion and the institutional interrelationship be- political action in modern societies. How does tween religion and society Sociological one's socially structured position influence

theories of religion, religious organization and political behavior, and is political action behavior, religion and social change, and the rooted in ideological structures or material processes of institutionalization and seculari- conditions? Special attention given to the zation. Special attention will be given to reli- relationship between the "ways of being poli- gion in America with wide use of comparative tical" and structures of power and authority. materials. Analysis of revolutions, political movements, Prerequisite: same as for 201, as well as ordinary citizen activities. Prerequisite: same as for 201. Not offered in 1980-81.

fvlrs. Silbey 213(1) Law and Society 225 (2) Social Movements 1 1 What distinguishes law from other forms of Social movements constitute one of the fun- social control? Do people obey laws because damental types of collective behavior in it is right or because they are compelled to? society. This course will look at different Is there a distinction between law and jus- types of social movements — revolutionary, tice? What is the relationship between law reformist, religious, and Utopian — in different and other social institutions, polity, family, types of societies and at different points of and economy? Examination of features of time. Special attention will be paid to different legal systems and legal reasoning which theories explaining social movements, and makes law an available device for problem the relationship between social movements, solving. Empirical study of the legal profes- social structure, and social change. sion, jury system, relationship of law to social Prerequisite: same as for 201. class and patterns of social change; the meaning of having one's day in court. 229 (1) Organizations and Organizational Prerequisite: same as for 201. Behavior

Not offered in 1980-81. 1 Various perspectives and methodologies used Mrs. Silbey in the investigation of organizations. Examina- tion of the nature of work. Emphasis on size, 215 (1) Mass Media and Communication complexity, and formalization of structure, 1 and on power, communication, and decision- Sociological forms and consequences of making processes. Roles and adaptation of communication with special attention to the individuals in organizations; the significance press, motion pictures, television, and other of social and cultural environments. mass media. Prerequisite: same as for 201. Not open to Prerequisite: same as for 201. students who have taken [219]. Not offered in 1980-81. Mrs. Anderson-Khleif

231 (2) Society and Self

216 (2) Education, Society, and Social 1 Policy How can the individual be at once cause and

1 consequence of society? Not only is the per-

For description and prerequisite see Educa- son a social product, but s/he is also clearly tion 216. unique, and in turn helps shape and modify

society. This course is concerned with the 220 (2) Ghettolzation relationship between the individual and socie- 1 ty, and the behavior of persons in groups. For description and prerequisite see Black Ways in which groups and institutions aid or Studies 220. inhibit individual experience will be discussed. Prerequisite: same as for 201.

Mrs. Berger 162 Sociology

302 (2) Analysis of Social Data 324 (2) Seminar. Social Change

1 1 Techniques for the analysis of quantitative Examination of theories of social change and data: creation and access of computer data the emergence of modern paradigms of of files; descriptive and inductive statistics in- social change. Analysis of the impact cluding measures of distribution, tests for change upon selected social institutions such significance, and measures for association. as the polity, economy, family, the stratifica- One laboratory period required. tional system. Social-psychological dimen- Prerequisite: 201. sions of change. The processes of rationaliza- tion and bureaucratization. Mr. Dimieri Prerequisite: two Grade II courses or permission of the instructor. 311 (2) Seminar. Family Studies in 1980-81. 1 Not offered Analysis of problems facing the contemporary U.S. family and potential policy directions. Discussion of the social meaning of income 329 (2) Internship Seminar in and the quality of family life. Emphasis on Organizations the impact of work on fami- welfare, housing, 1 care, the elderly, the working ly relations, day An internship seminar in organizational theory families with poor, and delivery of services to and analysis. Required internship assignment studied as a compara- special needs. Sweden in organizations concerned with health, cor- tive model for family policy. rections, housing, planning, media, other or 102, 111 Prerequisite: same as for 200, public or private services, government, or

II or permission of the and one Grade course, business and industry. The internship is util- instructor. ized for participant observation on some Mrs. Anderson-Khleif aspect of organizational behavior, structure, or process. Seminar sessions are focused on 314(2) Medical Sociology selected topics in organizational research in participant observation. 1 and on issues Social factors association with the definition, Limited to 12 students. Open to juniors and incidence, and treatment of health disorders. seniors. Topics include: differential availability of Prerequisite: same as for 200; or 229 and health care; social organization of health one other Grade 11 course in sociology, or delivery systems; role behavior of patients, permission of the instructor. toward professional staff and others; attitudes Mrs. Anderson-Khleif terminal patients or dying; movements for alternative health care. 338 (1) Seminar. Deviance Prerequisite: same as for 201. 1 Ms. Walsh Social factors associated with the incidence and treatment of crime. Focus on the rela- the criminal justice institu- 320 (2) Seminar. Urban Social Studies tionship between (police, courts, and prisons) and the 1 tions Systematic analysis of contemporary urban incidence of crime. problems and policies. Focus on theoretical Prerequisite: same as for 200. Not open to concepts and empirical observations compar- students who have taken [323]. ing different societies. Not offered in 1980-81. Prerequisite: 102, 120, or permission of the Mr. Dimieri instructor.

Ms. Leventman 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. Spanish 163

Directions for Election Spanish

Majors in sociology are required to include in their programs 102, 200, 201, and 302. In addition to the "core" of required courses, stu- Professor: dents may continue to develop a general ma- Lovett jor to consist of at least four additional courses of their choice or to construct a Associate Professor: more specialized program in an area of Gascon-Vera (Chairman) concentration, beginning in 1978-79 with one of the following: Family Studies and Role Assistant Professor: Behavior, Urban Studies, or Deviance, Ben-Ur, Lusky* Sociology of Law, Corrections, and Organiza- tion and Organizational Behavior starting with Instructor: an appropriate exploratory course in each Levy3, Renjilian-Burgy, Villanueva^ case. These are, respectively, 111, 120, 129, and 138, any of which may be taken without prerequisite. Courses of the department are normally conducted in Spanish; oral expression is stressed.

The department reserves the right to place new students in the courses for which they seem best prepared regardless of the number of units they have offered for admission.

Qualified students may be recommended to spend the junior year in a Spanish-speaking country. See p. 39.

100 (1-2) Elementary Spanish 2 Introduction to spoken Spanish through directed conversation; stress on audio-lingual approach. Intensive language laboratory exercises. Three periods. Open to students who do not present Spanish for admission.

The Staff

102 (1-2) Intermediate Spanish 2 Intensive review of grammar and language skills through practice in the classroom and with language laboratory exercises. Readings by contemporary Spanish and Spanish Ameri- can writers. Emphasis on vocabulary building and oral and written expression. Three periods. Prerequisite: two admission units in Spanish or 100.

The Staff 164 Spanish

103 (1-2) Intensive Spanish 204 (1)* Post-Civil War Spanish 3 Literature First semester: Concentrated introduction to 1 spol

201 (1) (2) Oral and Written Baroque Age, the Romantic period, and the Communication 20th century. Works by such outstanding

1 essayists, poets, and playwrights as El Inca Practice in conversation and writing to in- Garcilaso, Sor Juana Ines de la Cruz, Ruben crease fluency and accuracy in the use of Dario, Leopoldo Lugones, Pablo Neruda. Of- idiomatic Spanish. Through frequent oral fered in alternation with 209. presentations and the use of audio- and Prerequisite: same as for 203. videotapes, students develop their ability to Not offered in 1980-81. use Spanish comfortably in practical situations. Ms. Ben-Ur Prerequisite: 102, 103, [199] or [200] or four ad- Landmarks of Spanish Literature I mission units or permission of the instructor. 206 (1) 1 The Staff Intensive study of masterpieces and authors chosen from the Middle Ages to the Baroque: Literary Skills 202 (1) Linguistic and Poems del Cid, La Celestina, Lazarillo de 1 Tormes; Garcilaso, Fray Luis de Leon, Cer- A course to serve as a transition between vantes, Lope de Vega, Calderon. speaking language study and literary analysis; Prerequisite: same as for 203. and writing organized around interpretations Mr. Lovett of works by contemporary Hispanic authors; a review, at the advanced level of selected 207 (2) Landmarks of Spanish Literature II problems in Spanish grammar. Three periods. Open to students presenting three admission 1 From the virtue-extolling El si de las ninas by units, 102, 103, or 201. Morati'n through the turbulent works of the f^r. Lovett emotion-prone Romantics Rivas, Espronceda, and Becquer, and the biting satire of Larra, to 203 (2)* Modern Spanish Literature the realistic novel of Perez Galdos. 1 Prerequisite: same as for 203. From La Generacidn del '98 to the Spanish Not offered in 1980-81. Civil War. Dominant themes and innovations in such authors as Unamuno, Valle Inclan, Mr. Lovett Baroja, A. Machado, Garcia Lorca, Guillen, and Salinas. Offered in alternation with 204. Prerequisite: [199], [200], 201, or permission of the instructor.

Ms. Gascon-Vera Spanish 165

208 (2) The Spanish Realistic Novel of 215(1) Spanish Practicum

the Nineteenth Century 1 1 Students are placed with various Hispanic The masters of 19th-century peninsular prose organizations in the Boston area to increase studied through such classic novels as Pepita their fluency in Spanish through personal and Jim6nez by Juan Valera, Miau by Perez continued contact with the language. Class- Galdos, Los pazos de Ulloa by the Countess room seminars, Hispanic guest lecturers, and Pardo Bazan and La Barraca by Blasco films in Spanish complement the students' in- Ibanez. Discussions. Student interpretation. ternship experiences. Readings by Oscar Prerequisite: same as for 203. Lewis, Babin, Maldonado Denis, and others. Prerequisite: personal interview with the in- Mr. Lovett structor to establish adequate language skill, 211 helpful. 209 (1) The Spanish American Short Narrative Ms. Levy 1 The evolution, from the 19th century cuadro 228 (2)* Latin American Literature: de costumbres, of the realistic and fantastic Fantasy and Revolution short stories of contemporary Spanish 1 America. In-depth analysis of the master- Aesthetic and sociopolitical problems in the pieces of Quiroga, Borges, Cortazar, Rulfo, works of contemporary Latin American and Garcia f\/larquez. Offered in alternation writers, as seen by Garcia M^rquez, Cor- with 205. tazar, Paz, Donoso, and Neruda. Special Prerequisite: same as for 203. attention will be given to the imaginative vision of Jorge Luis Borges. Ms. Ben-Ur Open to all students except those who have taken Spanish 306 and 307. 210 (2)* Chicane Literature: From the Chronicles to the Present Ms. Ben-Ur 1 A survey of the major works of Chicano 260 (1)* History of Latin America literature in the context of the Hispanic and 1 American literary traditions. A study of the The political, social, economic, and cultural chronicles from Cabeza de Vaco to Padre evolution of the Latin American world from Junipero Serra and 19th-century corridas. A colonial days to the present. Emphasis on critical analysis of the themes and styles of colonial institutions and their relations to the contemporary renaissance in the light of historical developments in the Iberian penin- each author's literary values: Luis Valdez, sula and on the fundamental problems, Alberto Urista, Jose Montoya, Rodolfo Anaya. especially in certain key countries, of modern Prerequisite: same as for 203. and contemporary Latin America. Open to qualified freshmen and sophomores, Mr. Villanueva to sophomores who have had a course in history or art history, and to juniors and 211 (2) Caribbean Literature and Culture seniors without prerequisite. 1 An introduction to the important literary, Mr. Lovett historical and artistic traditions of the Carib- bean. Discussions will focus on the major 261 (1)* History of Spain Spanish speaking island countries: Cuba, 1 Puerto Rico, and the Dominican Republic. The period of Spain's hegemony and modern The course will also utilize supplementary developments culminating in the Civil War of audiovisual resources such as videotapes, 1936-39. filmstrips, slides, tapes, and films. Authors Prerequisite: same as for 260. will include Zeno Gandi'a, Pales Matos, Rene Not offered in 1980-81. Marques, Pedro Juan Soto, Alejo Carpentier, Lydia Cabrera, Nicolas Guillen, Severe Sar- Mr. Lovett duy, Juan Bosch, Cabrera Infante. Prerequisite: same as for 203.

Not offered in 1980-81.

Ms. Renjilian-Burgy 166 Spanish

301 (2)* Drama of the Seventeenth 310 (1) Seminar. From Dictatorship to Century Democracy: The '70s, Decade of Transition

1 1 The characteristics of the Spanish drama of The object of intensive study will be the liter- the Golden Age. Analysis of ideals of this ary, journalistic, and cinematographic mani- period as revealed in the drama. Representa- festations in Spanish life which embody the tive masterpieces of Lope de Vega, Guillen transition to democracy and social change. de Castro and Ruiz de Alarcon, Tirso de Examined will be authors like Goytisolo, Molina, Calderon. Offered in alternation with Benet, Umbral, and Trias; film directors like 302. Patino, Borau, Chavarri, and Franco; news- Open to juniors and seniors who have taken two papers like Camblo 16. El Pais; and

Grade II units including one unit in literature. periodicals like Triunfo. Cuadernos para el dialogo. Not offered in 1980-81. Prerequisite: same as for 301. Mr. Lovett Ms. Gascon-Vera

302 (2)* Cervantes 350 (1) (2) Research or Individual Study 1 1 or 2 A close reading of the Quijote with particular Open by permission, or to seniors who have emphasis on its significance in modern litera- taken two Grade III units in the department. ture: the hero versus the anti-hero; the development of plot; levels of reality and fantasy in 370(1-2) Thesis the novel; history versus fiction. Offered in 2 to 4 alternation with 301. Open only to honors candidates. Prerequisite: same as for 301.

Ms. Gascon-Vera

306 (1) Arts and Letters of Contemporary Mexico

1 Study of the fiction, poetry and essay in Mex- ico within the context of the interrelationship Directions for Election of the arts from the Revolution of 1910 to the present. Emphasis will be placed on the per- vading influence of myths originating in pre- Course 100 is counted toward the degree but Cortesian cultures and the Colonial period not toward the major. which appear as recurrent themes in literature and painting. Authors read to include Students who begin with 100 in college and Vasconcelos, Rulfo, Fuentes, Paz, Usigli, who wish to major should consult the chair- Revueltas, Gorostiza, Villaurrutia, Carballido, man in the second semester of their fresh- Garro, Sai'nz. man year. Prerequisite: same as for 301. Students may choose to major either in Peninsular or Latin American literature. The Not offered in 1980-81. Peninsular major should ordinarily include Ms. Ben-Ur 201, 203, and/or 204, 206, 207, and/or 208, 301, 302, either 205 or 307, and at least one

307 (2) The New Novel of Latin America additional unit of Grade ill literature in 1 Spanish. The Latin American major should Analysis and discussion of major Latin ordinarily include 201, 205, 209, 210 or 211, American novels from the 1960s and 1970s. 306, 307, 206 or 302, and at least one addi-

Special topics will be social conflict in the tional unit of Grade III literature in Spanish. novel, estheticism vs. engagement, literature History 260 is recommended for the Latin as a critique of values and a search for iden- American major; History 261 is recommend- tity. Works by Onetti, Cortazar, Fuentes, ed for the Peninsular major. Extradepartmen- Rulfo, Carpentier, Donoso, Garcia Marquez. tal 330 and 331 are recommended for both Prerequisite: same as for 301. majors.

Ms. Ben-Ur Individually planned majors in Latin American studies, which combine language and literature courses with a program of history, anthropology, political science, and economics courses, are encouraged. Theatre studies 167

208 (1)* Contemporary Theatre Theatre Studies 1 Late 20th-century dramatists and production styles; plays, producers, designers, and actors significant in the development of con- Professor: temporary theatre. Barstow (Chairman) Prerequisite: 203 or permission of the instructor. Open to juniors and seniors without pre- Lecturer: requisite. Levenson3 f\/!r. Barstow

209 (1)* Seminar. The Design of Lighting for Theatrical Production

1 Theory and technique of the lighting of perfor- 203 (2) Plays, Production, and mance as a major artistic component of

Performance theatrical production. Emphasis is on devel- 1 oping the analytical, organizational and The produced play considered as originally technical skills necessary to the lighting the creation of the dramatist but brought to designer. Offered in alternation with 206. completion in performance through the crea- Prerequisite: same as for 205. tive collaboration of producers, directors, Not offered in 1980-81. designers, and actors. Open to all students. Mr. Levenson

Mr. Barstow Offered in 1981-82.

205 (1)* Scene Study 210(1-2)* History of the Theatre 1 1 or 2 Study of the performed scene as the basic Study of theatre structures, crafts, and prac- building-block of playwright, director, and tices with emphasis on acting and production actor. Scenes from significant plays and styles as these relate to major developments scenes written for the course regularly re- in dramatic literature. One unit of credit may hearsed and performed for class criticism. be given for either semester by permission of Prerequisite: 203 or permission of the instructor. the instructor. Prerequisite: same as for 205. Not offered in 1980-81. Mr. Barstow f\/lr. Barstow

1981-82. Offered in 215 (1)* Shakespeare in the Theatre

1 (1)* 206 Design for the Theatre Study of production of Shakespeare's plays in 1 the theatre; particular attention to Elizabethan Study of the designer's function in the pro- stagecraft and to contemporary production duction process through development of styles; emphasis on acting and directing. scale models of theatrical environments for Reports, and scenes performed for class specific plays. The models are evaluated in a criticism. series of juried critiques focusing on perfor- Prerequisite: 203, and English 112, [215], or analytical inter- mance as a realization of the [305], [306], or 323, or 324. pretation of each play. Offered in alternation Not offered in 1980-81. with 209. Prerequisite: same as for 205. Majors are en- Mr. Barstow couraged to take Art 100 and one or more of the following before taking 206: Art 105, 108, 209, 210.

Mr. Levenson 168 Extradepartmental

235 (1) Looking at Ballet 1 Extradepartmental 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- The following section includes several ture and discussion. When possible, lectures separate courses of interest to students in will be supplemented by field trips to dance various disciplines. performances in the Boston area. Open to all students.

Not offered in 1980-81. Course may be elected to fulfill in part the Mrs. Temin distribution requirement in Group A

Offered in 1981-82.

236 (2) Looking at Modern Dance Course may be elected to fulfill in part the 1 distribution requirement in Group B'' or B^ as An analysis of modern dance focusing on designated.

what makes it "modern" and how it differs from ballet. Modern dance choreographers from Isadora Duncan and Ruth St. Denis to Course may be elected to fulfill in part the Martha Graham, Doris Humphrey, Paul distribution requirement in Group C Taylor, Merce Cunningham, and Twyla Tharp will be discussed. Frequent films and videotapes of modern dance will be supplemented Humanities when possible by field trips to dance perfor- Cambridge mances in the Boston area. Seminar Open to all students.

Mrs. Temin

350 (1) (2) Research or Individual Study The Cambridge Humanities Seminar is a col- 1 or 2 laborative effort by universities in the Boston- Open by permission to qualified students. Cambridge area to enrich and diversify their 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 humanities at participating institutions during the last two years of undergraduate and the first two years of graduate work, in an area Directions for Election of scholarship periodically determined by its membership. The program currently involves faculty in literature, history, philosophy, and

A student who wishes to pursue an interest in fine arts. Its current subject is the idea of the the of theatre should consult chairman past as it plays a role in the study of various theatre studies about course selection which cultural activities. All subjects have limited will emphasize dramatic literature in English enrollment. 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. Extradepartmental 169

of Semester I 1980-81 Ideas Progress Attempt to clarify the measure of agreement between different answers to the questions,

Issues in Literary Interpretation what is progress? and how is it to be assess- Examination of the ways in which issues aris- ed? The rise of the idea of progress from the ing in the interpretation of dreanns, folk tales, 17th century to its position as the universal sacred texts, works of visual art, and prinni- religion of the modern world. Topics and tive cultures have influenced the practice of readings include: Renaissance idea of artistic interpreting literary and narrative texts. and scientific progress (Bacon); battle be- Readings include Freud, T.S. Eliot, Empson, tween ancients and moderns (Fontenelle); Levi-Strauss, Derrida, Barthes, Gombrich, perfection through universal progress of Panofsky, Walter Benjamin. mankind (Condorcet, Kant, Hegel); progress through revolution (Marx); progress through Mr. Kibel (MIT) the formation of scientific elites (Comte); Dar- win and the origins of cultural history; the American Television: A Cultural History idea of progress in contemporary views of Television's evolution as a system of story- science and art (Wolfflin, T.S. Eliot, Popper, telling and myth-making, studied from anthro- Kuhn, Northrop Frye). Same course as pological, literary, and cinematic perspec- Philosophy 327. tives. The course centers on prime-time com- Mrs. Stadler, Mr. Kibel (MIT) mercial broadcasting but also examines theoretical perspectives as well as the me- The Theory and Practice of Metaphor dium's technological and economic history. A "discovery course" tracing the function of Open by permission of the instructor. metaphor in literature, the sciences, and Mr. Thorburn (MIT) human creativity in general. Theoretical analysis of metaphorical thinking as well as studies of the role of some specific Semester II 1980-81 metaphors in past and present will be included.

Prerequisite: one Grade II course, preferably Problems in Twentieth Century Art and 200, or by permission of the instructor. Philosophy Mrs. L. Janik Twelve major painters of the last 100 years, from Manet to Olitski, studied. Equal emphasis 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 Experimental Courses history of Modernist thought. Readings include writings of the artists fhemselves, as well as relevant critical and philosophical According to College legislation, the student- texts. Same course as Philosophy 328. faculty Committee on Educational Research Mrs. Stadler, Mr. Ablow (Boston University) and Development has the authority to recommend experimental courses and programs to the Dean of the College. Faculty members On Quality in Art and students are invited to submit their ideas An exploration of recent and older attempts to the Committee. There are three criteria for at formalizing critical and comparative an experimental course or program: a) it judgments of works of visual art, tracing the should address a defined problem in educa- subject back to its roots in the isolation dur- tion at Wellesley; b) it should test a set of ing the 16th century of a distinct aesthetic conscious assumptions about learning (and realm, in order to investigate the extent to the results of the test should be communi- which objectivity of such judgment can be ar- cated openly); c) it should not fit easily into rived at. Readings will be coordinated with conventional departmental contexts. The fol- analysis of art works to which they refer. lowing IS the experimental course that has Authors include selections from Vasari, Win- been approved for 1980-81: ckelmann, Baudelaire, Burckhardt, Hildebrand, Meier-Graefe, Berenson, Roger Fry, Apollinaire, Breton, Focillon, Panofsky, Gombrich, Jacob Rosenberg, Rhys Carpenter, James Ackerman.

Mrs. Martin (Boston University) 170 Extradepartmental

301 (2) Symbolism 106 (2) Introduction to Chinese Culture

1 1 In 1873, the English essayist and critic Walter An inquiry into the patterns and themes of Pater wrote: "All art constantly aspires China's culture by examining its history, towards the condition of music." On a num- philosophy, religion, literature, art and ber of occasions, both in essays and in inter- science. Particular themes will be explored views, the French poet Stephane Mallarme through a series of historical topics. The pat- implied strong agreement with this statement terns we will look for should help us answer of his English contemporary. This idea as part questions such as: why did the Chinese Em- of an aesthetics that attempts to bridge the pire continue to exist for four millenia? why various arts, is an important part of the move- did Chinese philosophy develop in the direc- ment called Symbolism. tion of Maoist ideology? Classes in English. Open to all students without prerequisite. This course will attempt to elucidate the Sym- bolist concept of music as the model art, and Mr. W. Liu to trace its development and application during the ensuing forty years, through the study 110 (1) (2) Introduction to Computer of some of the poetry, painting and criticism Programming and Computation commonly designated as Symbolist, and 1 through the study of several composers of The use of computers for practical applica- the same period, notably Wagner, Mahler, tions. Emphasis on gaining experience in pro- Debussy and Scriabin. gramming and running of numeric and non- Open to juniors and seniors with some read- numeric problems. ing knowledge of French and music, and to Open to all students. others only with permission of the instructor. Mr. Wolitzer, Mr. Roberts Mr. Fisk 1 1 2 (2)* * * * Evolution: Change Through Time 1 Extradepartmental Courses Study of the concepts of evolution in the physical and biological world and their impact on man's view of himself, his place in nature, and his expectations for future change. Evi- 100 (2) Tutorial in Expository Writing dence tor origins and change in the universe, 1 the earth, and life forms. Consideration of the An individual tutorial in writing, taught by historical development of evolutionary con- juniors and seniors from a variety of cepts will provide the opportunity to examine academic departments. Requirements for the the manner in which scientific concepts are course include completion of weekly formulated, revised, and restated; what it assignments in writing and revising; occa- means to be "objective" in science; and the sional reading assignments; weekly con- degree to which preconceived ideas affect ferences with a student tutor; occasional con- what we observe, record, and accept in ferences with faculty advisor. Mandatory science. Two periods for lecture and a credit/noncredit. biweekly 3-period demonstration section. Open by permission of the class dean. Meets the Group C distribution requirement Mrs. Stubbs as a nonlaboratory unit but does not count toward the minimum major in any Group C 104(1)** Classical Mythology department. 1 Open to freshmen and sophomores; to juniors For description and prerequisite see Greek and seniors by permission. 104. Miss Webster, Miss Widmayer Extradepartmental 171

114(1)***2 Introduction to Linguistics 141 (2) China on Film 1 1 Designed to familiarize the student with some West looks East through the camera's eye. of the essential concepts of language Charlie Chan in Shanghai, Shirley fvlacLaine description. Suitable problem sets in English at the Great Wall, Pearl Buck on the Good and in other languages will provide opportuni- Earth: a cinematic exploration of Western ties to study the basic systems of language conception of 20th-century China. A broad organization. Changes in linguistic selection of films, primarily documentary, will methodology over the last century will also be be analyzed in their historical context, sup- discussed. plemented by readings on both background Open to all students. material and film criticism. Focus on major shift of dominant Western opinion toward IVIs. Levitt China. Films by Felix Greene, Antonioni, Rene Burn, Shirley MacLaine, Edgar Snow to be in- 119 (2)* History of Science: Scientific cluded among others. Course conducted in Ideas and World Views English. Discussion following each film show- 1 ing. Short paper assignments through the A course designed for students whose techni- course. cal knowledge of science is limited, but who Open to freshmen and sophomores only; wish nevertheless to examine some of the upperclass students by permission of the scientific ideas which have shaped man's instructor. ideas of himself and his universe. Films from Jacob Bronowski's Ascent of Man series will Mr. W. Liu provide a perspective for examining the contributions of such scientists as Newton, Dar- 201(1)** Russian Literature in

win, and Einstein to the science of their time Translation I

as well as to our own. Critical evaluation of 1 the portrayal of scientific ideas and their im- For description and prerequisite see Russian pact in historical accounts, biography and 201. film. (There will be film showings outside of class hours.) 203 (2)** Greek Drama in Translation Open to all students. 1 For description and prerequisite see Greek Not offered in 1980-81. 203. Ivliss Webster 211(1-2) Dante (in English) 130(2) Comparative Literature 2 1 An introduction to Dante and his culture. This Topic for 1980-81; Transformation of myths in course presumes no special background and ancient and modern literature. Study of sev- attempts to create a context in which Dante's

eral classical myths which form the basis of poetry can be carefully explored. It concen- significant works of widely separated periods. trates on the Divine Comedy and Dante's use Analysis of essential plots of myths. Com- of his literary and philosophical sources. The parative study of their adaptations by ancient centrality and encyclopedic nature of the

as well as modern authors. "Universal" ap- comedy make it a paradigmatic work for peal of the myths, and the effects of using students of the Middle Ages. Since Dante has traditional material in 20th-century literature. profoundly influenced some key figures of the Readings available in translation, but students 19th and 20th centuries, students will find with reading knowledge of classical or mod- that he illuminates modern literature as well. ern languages will be encouraged to prepare First semester may be elected independently, in the original. second semester may be elected independ- Open to all students. ently by permission of the instructor. Open to all students. fvlrs. Boedeker Ms. Jacoff

212 (2) Literature of the Italian Renaissance (in English)

1 For description and prerequisite see Italian 212. 172 Extradepartmental

213(1) Russian Art: A Survey students will design research projects in the

1 history of science reflecting their particular For description and prerequisite see Art 213. areas of interest and expertise. Students will present their projects orally and in final

214 (2) Machiavelli (in English) papers. 1 Prerequisite: three units in Group C, at least For description and prerequisite see Italian one of which is with laboratory. Open to 214. juniors and seniors, and to sophomores by permission of the instructor. the Physical 216 (2) l\1athematics for Miss Webster Sciences

1 228 (2)* ** Latin American Literature: nnathematics Some basic techniques in applied Fantasy and Revolution are introduced via specific problenns in 1 natural sciences: random processes and Aesthetic and sociopolitical problems in the harmonic analysis; dimensional statistics; works of contemporary Latin American analysis and scaling; variational calculus; writers, as seen by Garcia Marquez, Cor- potential theory; elementary group theory; in- tazar, Paz, Donoso, and Neruda. Special at- troductory tensor calculus. No laboratory. tention will be given to the imaginative vision Discussion meetings in alternate weeks. of Jorge Luis Borges. Prerequisite: Mathematics 205 or [201] or Open to all students except those who have [215]. taken Spanish 306 and 307. Mr. Roberts Ms. Ben-Ur

220 (1) Proust and the Modern French 230 (1) (2) Topics in Computer Science Novel 1 1 Selected topics: Advanced programming Psychology and aesthetics in works by techniques, sorting, recursion, information Flaubert, Gide, Sartre, Beckett, and Robbe- structures, computer organization, assembly Grillet, with emphasis on Proust's Remem- language. brance of Things Past. Lectures, papers, Prerequisite: Extradepartmental 110 or per- and class discussion in English. Students mission of the instructor. may read the texts in French or in English translation. Mr. Wolitzer, Mr. Roberts

Open to all students except those who have Interpretation of taken two or more Grade II courses in French 231 (2) and Judgment literature. Films 1 Mr. Stambolian Close analysis of masterpieces of film art, drawn from the work of such directors as 225 (1) Soviet Film 1917-1980 (in English) Eisenstein, Chaplin, Keaton, Dreyer, Ophuls, 1 Welles, Bergman, Fellini, Godard, and Anto- prerequisite Russian For description and see nioni. Many short written assignments. Fre- 225. quent screenings in the early part of the week of the film under discussion; students 226 (1) History of Science: Historical are required to see each film at least twice. Foundations of Science Modern Open to ail students. 1 Mr. Garis A course designed for students who have completed their introduction to science and at Ballet who wish to put some aspects of that knowl- 235 (1) Looking edge into historical perspective, emphasizing 1 For description and prerequisite see Theatre the historical development rather than the Studies 235. textbook version of scientific ideas, and the context — historical, political, economic, and 236 (2) Looking at Modern Dance philosophical — of pivotal episodes. The lat- 1 ter will be selected as much as possible to For description and prerequisite see Theatre reflect the interests of the students electing Studies 236. the course. With this introduction to history of science as a discipline and with several case histories from different sciences as models, Extradepartmental 173

237 (2)* History and Structure of the 242 (2)* ** Chinese Fiction in Romance Languages Translation

1 1 Open to students of French, Italian, Spanish, A survey of Chinese narrative literature from and Latin, this course deals with the develop- the medieval period to the present. Readings ment of the modern Romance languages include short stories from the T'ang Dynasty from Vulgar Latin. Primary emphasis will be to the end of the Ming, selections from the placed on examining this development from a great classic novels of the Ming and Ching linguistic point of view, stressing general prin- Dynasties, and prose fiction by 20th-century ciples of historical change. Some reading and authors. Discussions will focus on the dif- comparison of early texts in each of the ferent stylistic developments of high- and low- languages will also be included. Offered in culture literature, the social significance of alternation with 238. this literature, and the writer's perceptions of Prerequisite: Extradepartmental 114 or by the customs, institutions, and conflict of permission of the instructor. his/her historical environment. Classes in English. Ms. Levitt Open to all students without prerequisite.

238 (2)* Linguistic Analysis of Social and Mr. W. Liu 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 and paper writing in Italian may count this Not offered in 1980-81. course toward the major in Italian. Ms. Levitt Open to sophomores, juniors, and seniors.

Mrs. Ellerman 241 (2)* ** Chinese Poetry and Drama in Translation 246(2)***1 Ancient Medicine 1 1 A survey of Chinese literature of classical A survey of medical practice in the Near antiquity, with emphasis on works of lyrical East, Greece, and Rome focusing on the nature. Readings include selections from development of rational medicine under Hip- Book of Songs, elegiac poetry of Ch'u Yuan pocrates and the medical achievements of and works by the great poets of the T'ang the Hellenistic era. Also, theories of physical and Sung periods. The course concludes with and mental diseases and their consequences the introduction to poetic drama of the Yuan for later Western medical practice, doctor- Dynasty. Comparative analysis with other patient relations, malpractice suits, the cult of literature will be encouraged. Classes in the healing god Asklepios, and miracle cures. English. Open to all students. Open to all students without prerequisite. Not offered in 1980-81. Not offered in 1980-81. Mr. Engels 174 Extradepartmental

247 (2) Arthurian Legends 261 (2) Programming Languages and 1 Their Relationship to Computer Science A survey of legends connected with King Ar- 1 thur from the 6th century through the 15th This course identifies several issues in the with some attention to the new interpretations design of advanced programming languages in the Renaissance, the 19th, and the 20th and examines programming techniques in the centuries. Special lectures by members of context of modern "structured-programming" the medieval/renaissance studies program. environments. The language LISP, Pascal and Open to sophomores, juniors, and seniors. Ada will be covered in detail, along with such concepts as grammars, and parsing tech- Miss Lever niques, and the general structure of interpre- ters and compilers. 249 (2) History of Italian Culture (in Prerequisite: General familiarity with BASIC English) or some other high-level language such as 1 that provided by the Extradepartmental 110 This course is designed to supply a historical course. Students should also feel relatively context in which certain major cultural confident with their ability to write a simple movements and works of individual authors program from an algorithmic description. may be best studied. It follows a chronological order going from the 13th cen- Mr. Roberts tury up to the modern period, with particular attention to the historical periods of greatest 271 (1) Action, Interpretation and cultural importance, such as the age of the Narrative city-state, the Renaissance, the Enlighten- 1

ment, the Unification of Italy, Fascism and How can I know what others are really doing? the Resistance. The readings will include Do rival interpretations of the actions of analysis both of historical and literary texts. others resemble rival interpretations of a dra- The course serves to integrate the curriculum matic narrative? Philosophical texts will be of study offered by the Italian department but brought to bear upon problems of literary and should also be useful to students in other historical interpretation. fields. Offered under the auspices of the Henry R. Open to all students. Luce Professorship in the academic year 1980-81 only. f\/lrs. f^attii Mr. Maclntyre 251(1)*** Ancient Science

1 272 (2) Moral Theory and Moral Change A study of our Western scientific heritage 1 from its origins to about 200 A.D. Egyptian A study of the philosophical and practical and Babylonian mathematics and astronomy conflict in the 18th and 19th centuries be- and their later transformation into deductive tween those who make happiness the goal of sciences by the Greeks. The boundary be- morality and those who declare that happi- tween non-science and science, the cultural ness is irrelevant to morality. Diderot, Kant, values necessary for scientific development George Eliot, Sidgwick and Kierkegaard will in the ancient world, early theories of biologi- be the protagonists chiefly studied. cal and cultural evolution, conflicts among Offered under the auspices of the Henry R. science, religion, and philosophy. Medical Luce Professorship in the academic year practices not included in this course. 1980-81 only.

Open to all students. Mr. Maclntyre Mr. Engels 294 (2) icons and Onion Domes: Old Rus- 252 (2)***1 Women in Antiquity sian Art and Architecture (in English) 1 1 For description and prerequisite see Greek For description and prerequisite see Russian 252. 294.

254 (2)** The Greek Experience 295 (2) Seminar. Russia Faces West: Art in Imperial Period, 1 and Architecture the 1700-1917 (in For description and prerequisite see Greek English) 254. 1 For description and prerequisite see Russian 295. Extradepartmental 175

308 (1-2) Seminar for Materials Research 333 (2) Comparative Literature in Archaeology and Ethnology 1 2 Topic for 1980-81: Ideas of typology in the Bi- Each year the Boston area interinstitutional ble and literature. Examination of certain Center for Materials Research in Archaeology basic typological structures established in the and Ethnology sponsors a graduate seminar Old Testament and how the New Testament on the analysis of materials frequently en- adopts and transforms them Typology both

countered in field work: metals, floral and as a historical phenomenon (why was it so faunal remains, lithics, and ceramics. This important and ubiquitous?) and a theoretical year the seminar will concentrate on metals, one (what are its implications for theology, and will include topics on ore formation and historiography, and hermeneutics?). Ques- extraction, principles of smelting and refining tions posed and answered in different terms slags, alloys, and techniques of manipulating by both texts and iconography in art and metal into desired forms. Examples of ancient architecture. Readings from Vergil's Aeneid. or ethnographically reported metal production Augustine's Confessions, Dante's Inferno and and use will be related to the social setting in Purgatorio. and Milton's Paradise Lost. which these activities occurred. Readings available in translation, but students Open only to juniors and seniors who present with reading knowledge of Latin or Italian two years of a laboratory science by permis- encouraged to prepare in original languages. sion of the instructor. Open to all students who have taken at least one unit of foreign language beyond the col- Ms. Lechtman (MIT), Mr. Kohl lege requirement and one Grade II course in literature. 330 (1) Comparative Literature

1 Miss Jacoff Topic for 1980-81: Joan of Arc — History and

Legend. A study of Joan of Arc's personality, 335 (2) Seminar. American History her role in politics and church history of the 1 15th century, and her image in western Euro- Topic for 1979-80: America as the promised pean literature. Readings: the proceedings of land. An examination of selected texts drawn the Trial of Joan of Arc, Shakespeare, from various disciplines and historical eras Voltaire, Schiller, Shaw, Brecht, and Anouilh. which attempt to define the promise of the Open to all students who have taken at least American experience and analyze the fulfill- one unit of foreign language beyond the col- ment or failure of that promise.

lege requirement and one Grade II course in Open to qualified juniors and seniors by per- literature. mission of the instructor.

Ms. Goth Ms. Jacobs

331 (2) Seminar. The Theatre since 1945 341 (1) Epistemological Crises 1 1 Comparative study of the major innovative When an intellectual crisis disrupts some forms of contemporary drama from the works established mode of thought and practice, of Beckett, Brecht, and Artaud to the most how are standards of knowledge and rational recent theatrical experiments in Europe and justification reestablished? Problems in the America. New critical approaches and play- theory of knowledge will shop the importance wrighting encouraged. of this question for morality, science and Open by permission of the instructor to philosophy. juniors and seniors. Offered under the auspices of the Henry R. Luce Professorship in the academic year Mr. Stambolian 1980-81 only.

Mr. Maclntyre 176 Interdepartmental Majors

342 (2) Seminar. Moral and Political Philosophy and the Emergence of Interdepartmental Modernity

1 A study of how moral and political philoso- Majors phies, particularly those of Adam Smith and Hegel, contribute to the emergence of specifically modern social forms and conceptions of the individual, the state, liberty, justice and productive work. Offered under the auspices of the Henry R. Luce Professorship in the academic year 1980-81 only. The College offers six established inter- Mr. Maclntyre departmental major programs: Chinese studies, classical civilization, classical and

349 (2) Studies in Culture and Criticism Near Eastern archaeology, medieval/ 1 renaissance studies, molecular biology, and Topic for 1980-81: Narrators and readers of psychobiology. In addition, a student may the self. Questions of personal authenticity, design an individual major. All interdepart- rhetoric, and literary structure raised by the mental and individual majors must include at convergence of artist and model, in both fic- least four units of work in one department tional and autobiographical novels of the self. above the Grade I level, and at least two

Authors to be studied include Montaigne, Grade III units. Some representative in- Prevost, Rousseau, Proust, Sartre, Violette, dividual majors and courses available for Leduc, Barthes, and recent critics of them are included in this section. autobiography and autobiographical fiction.

Prerequisite: one Grade III unit in literature.

Mr. Lydgate

Chinese Studies Directors: Cohen, Lin

Students interested in graduate work and a career in Chinese studies should take extensive Chinese language work.

The following courses are available for majors in Chinese studies.

Art 120(1) Themes and Meaning in Asian Art

Art 248 (1) Chinese Art

Art 337 (2)* Seminar. Chinese Art

Chinese 101 (1-2) Elementary Spoken Chinese

Chinese 102(1-2) Basic Chinese Reading and Writing

Chinese 151 (1) Advanced Elementary Chinese

Chinese 201 (1-2) Intermediate Chinese Reading Interdepartmental Majors 177

Chinese 202 (1-2) Religion 253 (2)* Intermediate Conversational Chinese Buddhist Thought and Practice

Chinese 252 (1) Religion 254 (1)* Readings in Modern Style Writings Chinese Thought and Religion

Chinese 300 (2) Religion 305 (2) Readings in Contemporary Chinese Literature Seminar. Religion and Asian Literature

Chinese 301 (1) Readings in Expository Writings of People's Republic of China

Chinese 310(1) Classical Civilization Introduction to Literary Chinese Director: Geffcken

Chinese 311 (2) Readings in Classical Chinese Students who wish a classical civilization major can plan with the Departments of Greek Chinese 316(2) and Latin an appropriate sequence of Seminar. Chinese Literature in the Twentieth courses, which should include work in art, Century history, philosophy, and literature. Such a program should always contain at least four Chinese 349 (1) units in the original language. Basic Seminar. Topics in Literary Chinese knowledge of French or German is recommended. Extradepartmental 106 (2) The selections listed below are available for Introduction to Chinese Culture majors in classical civilization.

Extradepartmental 141 (2) Greek: All courses in the original. Latin: All China on Film courses in the original.

Extradepartmental 241 (2)* Art 100 (1-2) Chinese Poetry and Drama in Translation Introductory Course

Extradepartmental 242 (2)* Art 200 (1)* Chinese Fiction in Translation Classical Art: History of Greek Art

History 150(1)8 Art 201 (2)* China in Outside Perspective Egyptian Art

History 274 (2) Extradepartmental 251 (1) Social and Economic History of China, Ancient Science 1100-1800

Greeic 104 (1) History 275 (1) Classical Mythology Premodern Chinese History Greek 252 (2) History 276 (1) Women in Antiquity Modern Chinese History Greek 254 (2)*

History 345 (1) The Greek Experience Seminar. Chinese History Greek 328 (2)*

History 346 (2) Problems in Ancient History and Seminar. Chinese History Historiography

Political Science 300 (2) History 150(2)c Politics of East Asia Early Greece

Religion 108 (1) (2) Introduction to Asian Religions 178 Interdepartmental Majors

History 231 (1)* Students should plan for at least one summer History of Rome of excavation and travel. Scholarship aid for

this travel is available from the Stecher Fund Philosophy 101 (1)(2) for qualified students. See p. 39. Plato's Dialogues as an Introduction to Philosophy

Philosophy 312(1)* Aristotle Medieval/Renaissance Religion 104 (1) (2) Studies Introduction to the Hebrew Bible Director: Cox

Religion 105(1) (2) Introduction to the New Testament

The major in medieval/renaissance studies Religion 202 (1)* enables students to explore the infinite Biblical Archaeology richness and variety of Western civilization from later Greco-Roman times to the Age of Religion 203 (2)* the Renaissance and Reformation, as The Ancient Near East: An Introduction reflected in art, history, music, literature, and language. Religion 207 (1) New Testament Greek Numerous opportunities for study abroad exist for those who wish to broaden their Religion 307 (2)* experience and supplement research skills Seminar. The New Testament through direct contact with European and Mediterranean culture. Majors who are contemplating postgraduate academic or profes- Classical and Near Eastern sional careers should consult faculty advis- Archaeology ors, who will assist them in planning a sequence of courses that will provide them Director: Marvin with a sound background in the linguistic and critical techniques essential to further work in their chosen fields. Individual interests and needs can be accommodated through inde- The purpose of a major in classical and Near pendent study projects carried out under the Eastern archaeology is to acquaint the stu- supervision of one or more faculty members dent with the complex societies of the Old and designed to supplement, or substitute for, World in antiquity. advanced seminar-level work. Extradepart- The program for each student will be planned mental 330 and Art 330 are the seminars individually from courses in the Departments recommended for majors in medieval/ of Anthropology, Art, Greek, History, Latin, renaissance studies in 1980-81. Among the Philosophy, and Religion as well as from the courses available for majors and prospective architecture and anthropology programs at majors are: MIT. Certain courses in statistical methods, geology, and chemistry are also useful. The Art 100 (1-2) introductory course in archaeology (Anthro- Introductory Course pology 106) or its equivalent is required for all archaeology majors. Art 202 (1) Students who concentrate in classical Medieval Art archaeology must normally have at least an elementary knowledge of both Greek and Art 203 (2) Latin. Students who concentrate on the an- Cathedrals and Castles of the High Middle cient Near East must have knowledge of one Ages ancient Near Eastern language and have taken Anthropology 344 which details the Art 215(1) emergence of early urban societies, and European Art to the Renaissance Religion 203 which traces their later history. Art 250(1)* From Giotto to the Art of the Courts Interdepartmental Majors 179

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

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

Art 304 (2)* Medieval French Literature II Problenns in Italian Sculpture German 202 (1) Art 309 (1)* Introduction to German Literature Renaissance and Baroque Architecture Greek 328 (2)* Art 311 (1)* Problems in Ancient History and Northern European Painting and Printmaking Historiography

History Art 330 (1) 100(1) (2) History Seminar. Italian Art Medieval and Early Modern European

Art 332 (2)* History 150 (2) d Seminar. Medieval Art Henry VIM: Wives and Policy

History 230(1)* English 112(1) (2) Shakespeare Greek History from the Bronze Age to the Death of Philip II of Macedon English 211 (1)* Medieval Literature History 231 (1)* History of Rome English 213(1) Chaucer History 232 (2) Medieval Civilization, 1000 to 1300

English 222 (1) Renaissance Literature History 233 (1) The Civilization of the Renaissance in Italy English 282 (2)* Tragedy History 235 (2) Medieval and Early Modern European Intellec- English 313(2)* tual History Advanced Studies in Chaucer History 238 (1) English History: 1066 and All That English 323 (1)

Advanced Studies in Shakespeare I History 239 (2) English History: Tudors and Stuarts English 324 (2)

Advanced Studies in Shakespeare II History 330 (1) Seminar. The Age of Chivalry English 381 (1) The English Language Italian 207 (1) Extradepartmental 211 (1-2) Significant Moments of the Italian Literature Dante (in English) of the Middle Ages and the Renaissance

Extradepartmental 247 (2) Italian 301 (1-2) Arthurian Legends Dante

Extradepartmental 330 (1) Latin 207 (2) Joan of Arc: History and Legend Medieval Latin

Extradepartmental 333 (2) Ideas of Typology in the Bible and Literature 180 Interdepartmental Majors

Music 251 (2)* Psychobiology Music in the Middle Ages Directors: Koff, Eichenbaum

Music 252 (2)* Music in the Renaissance The Departments of Psychology and Biologi- Music 303 (1) cal Sciences offer an interdepartmental major The Middle Ages and the Renaissance in psychobiology which provides opportunity for interdisciplinary study of the biological Political Science 240 (1) bases of behavior. Classical and Medieval Political Theory A major in psychobiology must include Psychology 101 and 205 [201], Biology 110 Religion 216(1)* [101] and 111 [100], and Psychobiology 213 History of Christian Thought: 100-1400 and 214. In addition, majors must elect at

least one Grade II course from each depart- Religion 242 (2) ment, and two relevant Grade III courses Christianity in the Arts from either department, or the equivalent.

It is recommended that students plan a pro- Spanish 206 (1) gram in which the core sequence (first six Landmarks of Spanish Literature I courses) be completed as early in the pro- as possible, and no later than the end Spanish 302 (2)* gram Cervantes of the junior year.

Molecular Biology Director: Levy Individual Majors

The Departments of Biological Sciences and Chemistry offer an interdepartmental major in molecular biology which gives opportunity for Students who are interested in inter- advanced study of the chemistry of biological disciplinary work may design an individual systems. major, in consultation with two faculty advisors. The program for the individual major is In addition to two units of biochemistry (323 subject to the approval of the Committee on and 324 or [221] and [326]), the area of con- Curriculum and Instruction. In setting up centration consists of four units of chemistry guidelines for the individual major, the com- which must include 211 and 231; five units of mittee hopes to extend the possibility for a biology (110 or [101], 1 1 1 or [100], 205, 200, major which crosses traditional departmental and one Grade III unit with a scheduled labo- lines to those students who could most bene- ratory taken at Wellesley excluding 350 or fit from such a major and to assure suitable 370); Physics 104, 105, or 110; and Mathe- guidance to the student in selecting appro- matics 1 16 [1 1 1] or the equivalent. Students priate courses for the major. The program for should be sure to satisfy the prerequisites for the individual major should include four units the Grade III biology course.

in one department above the Grade I level,

and two Grade III units.

The majors and suggested courses listed below are representative of the more established programs. Interdepartmental Majors 181

American Studies English 263 (1) (2) American Literature III Director: Preyer

History 250 (1) The First Frontier

American studies is a highly flexible, interdis- History 251 (2) ciplinary program designed to illuminate The United States in the Eighteenth Century varieties of the American experience. A wide selection of courses in different departments History 252 (1) within the College may be taken for credit in The United States in the Nineteenth Century the major. This flexibility enables students to develop individual programs of study. History 253(2) Students are encouraged to integrate diverse The United States in the Twentieth Century elements of American experience by working closely with their advisors and by taking History 310(1-2) courses which focus on what is enduring and Social History of the United States characteristic in American culture.

Four courses in one department above the History 355 (1-2) Intellectual History of the United States Grade I leel and two Grade III units are required. Music 104(2) The following is a partial list of other courses American Music available that may be included in an American studies major: Philosophy 222 (2) American Philosophy

Anthropology 210 (2) Racial and Ethnic Minorities Political Science 210 (1) Voters, Parties, and Elections

Art 231 (1) The Art and Architecture of the English Col- Political Science 310 (1) onies and the United States to the Civil War Political Decision-Making in the United States

Art 232 (2) Political Science 332 (1) The Art and Architecture of the United States The Supreme Court in American Politics from the Civil War to World War II Political Science 340 (1)*

Black Studies 206 (1) American Political Thought Afro-American History Religion 218(1)*

Black Studies 230 (2) Religion in America The Black Woman

Black Studies 264 (1-2) Black Literature in America East Asian Studies Black Studies 320 (1) Directors: Cohen, Lin Black Institutions

Economics 204 (1) American Economic History A student who is interested in an East Asian Studies major may take a minimum of Economics 305 (1) language work or none; and may Industrial Organization Chinese check Chinese Studies Interdepartmental for suggested course list and add Education 212(1) major courses as follows: History of American Education

Art 249 (2) English 261 (1) Far Eastern Art American Literature I

History 271 (1) English 262 (2) Japanese History American Literature II 182 Interdepartmental Majors

History 272 (1) Extradepartmental 249 (2) Traditional and Early Modern Japanese History of Italian Culture (in English) History History 233 (1) History 273 (2) The Civilization of the Renaissance in Italy Society and Economy in Modern Japan Italian 202 (1)

Religion 255 (2)* Intermediate Italian I Japanese Religion and Culture Italian 203 (2)

Intermediate Italian II

Italian 207 (1) Significant Moments of the Italian Literature Italian Culture of the Middle Ages and the Renaissance. Director: Jacoff Italian 208 (2) Italian Romanticism

The major in Italian culture offers students Italian 212 (2) the opportunity of becoming proficient in the Literature of the Italian Renaissance language and of acquiring knowledge and (in English) understanding of Italy through the study of its art, history, literature, music, and thought. Italian 214(2) Machiavelli (in English) The program for each student will be planned on an individual basis and is subject to the Italian 302(1)* approval of the director. At least four units in The Theatre in Italy Italian above the Grade I level, one of which shall be of Grade III level, must be included Italian 303 (1)* in the program. The Short Story in Italy Through the Ages The following courses are available for majors in Italian culture: Italian 308 (2) The Contemporary Novel Art 220 (1) Painting and Sculpture of the Later Sixteenth Italian 310(1) and Seventeenth Centuries in Southern Italian Lyric Poetry Europe

Italian 349 (2) Art 250 (1)* Seminar. Literature and Society From Giotto to the Art of the Courts Music 208 (2)* Art 251 (2) The Baroque Era Italian Renaissance Art Music 252 (2)* Art 254 (1)* Music in the Renaissance Art of the City: Medieval, Renaissance, and

Baroque Music 303 (1) The Middle Ages and the Renaissance Art 304 (2)* Problems in Italian Sculpture Music 307 (1)* The Opera Art 309 (1)' Renaissance and Baroque Architecture

Art 330 (1) Seminar. Italian Art

Extradepartmental 211 (1-2) Dante (in English)

Extradepartmental 245 (2) Films and the Novel in Italy Interdepartmental Majors 183

Language Studies Italian, Russian, or Spanish), with emphasis on dramatic literature. At least two units

above Grade I normally should be elected in art or music. Two of the six units thus specified (or their equivalents) must The following courses are available in be Grade ML language studies:

Students electing to design a major in theatre English 381 (1) studies normally will take at least one resi- The English Language dent semester of concentrated work in the discipline either with the National Theater In- Extradepartmental 114 (1) stitute at the Eugene O'Neill Theater Center Introduction to Linguistics in Waterford, Connecticut, or at another institution in the Twelve College Exchange Pro- Extradepartmental 237 (2)* gram, to supplement and enrich their work at History and Structure of the Romance Wellesley. Languages Since developments in the theatre arts are Extradepartmental 238 (2)* the results of stage experiments, and Linguistic Analysis of Social and Literary because the theatre performance is an ex-

Expression pression of theatre scholarship, it is expected that theatre studies majors will elect to com- of French 308 (1) plement formal study theatre history and theory with practical experience in the co- Advanced Studies in Language I curricular production program of the

French 309 (2) Wellesley College Theatre.

Studies in Language II Advanced In addition to the offerings of the Theatre Studies Department, the following courses Psychology 216 (2) are specifically relevant to the individual ma- Psycholinguistics jor in theatre studies;

Russian 249 (1)* English 112(1) (2) Language Shakespeare

English 127(1) (2) fvlodern Drama

English 150 (1) b Theatre Studies The American Dream: The Idea of Success in Director: Barstow America

English 282 (2)* Tragedy The individual major in theatre studies offers opportunity for of the theatre through study English 323 (1) its history, literature, criticism, and related Advanced Studies in Shakespeare I arts and through the disciplines of its practi- tioners: directors, designers, playwrights, English 324 (2) producers. actors, and Advanced Studies in Shakespeare 11

The student's program in the major may be 331 adapted to individual interests. Focus may be Extradepartmental (2) Seminar. The Theatre since 1945 on the theatre and a national dramatic literature, on the theatre and related arts, or, within French the general demands of the curriculum, a 213(1) (2) French Drama in the Twentieth Century variety of emphases may be evolved, including work in such areas as philosophy, history, French 301 psychology, sociology, and religion. (1) The French Classical Theatre Theatre Studies 203 and both semesters of Theatre Studies are required for the ma- 210 German 210 (2)

I normally jor. At least four units above Grade Theatre in Germany should be elected in a literature department (English, French, German, Greek and Latin, Greek 203 (2)* Greek Drama in Translation 184 Interdepartmental Majors

Greek 302 (2)* Urban Studies Aeschylus and Sophocles Director: Case

Greek 304 (2)* Euripides

An individual major in urban studies may be History 236 (1)* designed by students in consultation with two The Emergence of Modern European Culture: faculty advisors, representing different The Seventeenth and Eighteenth Centuries departments. Each program is subject to the approval of the Committee on Curriculum and (1)* Italian 302 Instruction. The Theatre in Italy The program should include a minimum of units in Music 200 (1-2) four one department above the Grade

I level. at least of Design in Music Moreover, two those units must be at the advanced (Grade III) level. Music 307 (1)* This concentration is to provide majors with a The Opera sound disciplinary background and to equip them for further academic or professional work. Such concentration usually occurs Philosophy 203 (1) Philosophy of Art within the Departments of Anthropology, Art, Black Studies, Economics, History, Political Science, Psychology, or Sociology. Theatre Studies 235 (1) Looking at Ballet Students should note carefully the course

prerequisites set by each department. It is Theatre Studies 236 (2) also strongly recommended that majors elect Looking at Modern Dance basic methodology courses in their field of concentration (e.g.. Economics 211; Political The following courses are specifically rele- Science 249; Sociology 201, 202 sequence, to individual nnajor in theatre vant the design etc.). This focus will provide techniques and studies: tools of analysis pertinent to a discipline perspective on urban processes and/or Art 100(1-2) policy. Introductory Course The interdisciplinary approach, based on particular student interests, may emphasize Art 105 (1) (2) urban problem-solving and public administra- Draw/ing I tion, urban design, urban education, or the urban environment. An understanding of the Art 108(1) (2) processes which create and sustain urban Photography I systems should be at the core of an urban studies major. Art 209 (1-2) Basic Design Students are also encouraged to apply for ex- perientially based programs such as the Art 210 (1) Urban Politics Summer Internship, programs Color sponsored by the Career Services Office, and to elect Political Science 318 (Field Research Majors taking Design for the Theatre (206) Seminar in Public Policy) and Sociology 329 are encouraged to take Art 100 and one or (Internship Seminar in Organizations). Addi- more of the following, before taking 206: Art tional opportunities for courses and field work 105, 108, 209, 210. are available through MIT cross-registration. Interdepartmental Majors 185

Women's Studies Education 312(2) Directors: Matthaei, Ward Seminar. History of Child Rearing and the Family

English 150(1) a Faculty Advisors: Amott (Economics), Ander- Colloquium. American Women Writers of the son-Khlief (Sociology), Ben-Ur (Spanish), Short Story Berger (Sociology), Brenzel (Education),

Campbell (Mathematics-Semester II), Clinchy English 150 (2) d (Psychology), Darling (Black Studies), Fried- Colloquium. Elizabeth I: "Cynthia's Revels" man (Art), Hirsch (Biology), Hules (French), Jacoff (Italian), Janik (Philosophy), Jones English 203 (1) (2) (History), Koff (Psychology), Lefkowitz (Greek Short Narrative and Latin), Magraw (Physical Education), Mathe (French), Matthaei (Economics), Moss English 301 (2) (English-Semester II), Respaut (French), The Short Story Robinson (History), Rock (Chemistry), Sant- mire (Religion), Schechter (Political Science), French 319 (1) Schiavo (Psychology), Silbey (Sociology), Women and Literary Expression. Subversion (Psychology), Ward (German). Solomon and Creativity: Twentieth Century Women

A major in women's studies offers the oppor- Writers in France tunity for the interdisciplinary study of

women's experience as it is reflected in his- French 321 (2) tory, the humanities and social sciences. An Seminar. Literary Fantasies of Contemporary understanding of the new intellectual frame- Francophone Women Writers works contributing to a reevaluation of the

models and theories which have conditioned German 208 (2) thought about women should be at the core Literature Since 1945: Women and Women of the women's studies major. Authors in the Two Germanies The program should include a concentration Greek 252 (2) in one department: four units above the Women in Antiquity Grade I level. In addition two units of the ma-

jor must be at the advanced level (Grade III). History 150(2) d It is strongly recommended that majors elect Colloquium. Henry VIM: Wives and Policy basic method and theory courses in their field of concentration. History 257 (2) Students design their programs in consulta- Women in American History tion with two faculty advisors, one of whom concentra- should be from the department of History 332 (2) tion. The directors are available for prelimi- Seminar. The "Woman Question" in Victorian nary consultation and referral to the other England faculty advisors. Political Science 333 The following courses are available in women's (2) Seminar. Law and Social Change studies. Other courses are available each semester through cross-registration with MIT. Psychology 303 (1) The Psychological Implications of Being Anthropology 269 (1) Female Sex Roles in Cross Cultural Perspective

Black Studies 217(1) Psychology 317 (1) Sociology of the Black Family Psychological Development in Adults

Black Studies 230 (2) Sociology 111 (1) The Black Woman Family Sociology

Economics 243 (1) Sociology 311 (2) Issues in Social Policy: The Sexual Division of Seminar. Family Studies Labor Extradepartmental 330 (1)

Education 206 (1) Comparative Literature Women, Education and Work Joan of Arc: History and Legend

187

Board of Trustees

Nelson J. Darling, Jr. LL B Walter Hunnewell MBA. Chairman of the Board Wellesley, Massachusetts Swampscott, Massachusetts David O. Ives MBA Betty Freyhof Johnson MA Lincoln, Massachusetts Vice Chairman Cincinnati, Ohio Barbara Loomis Jackson Ed D Baltimore, Maryland Horace Nichols B S Treasurer Howard Wesley Johnson MA. Weston, Massachusetts Cambridge, Massachusetts

William M. Boyd II Ph D. Mary Gardiner Jones LL B Concord, Massachusetts Washington, D.C.

Mary Dooley Bragg B A. Hilda Rosenbaum Kahne Ph D Wellesley Hills, Massachusetts Lexington, Massachusetts

Walter M. Cabot MBA Mildred Lane Kemper B A Dover, Massachusetts Kansas City, Missouri

Frances Clausen Chapman B A Robert A. Lawrence B A. St. Louis, Missouri Westwood, Massachusetts

Harriet Segal Cohn B.A. Grace Mills B A Brookline, Massachusetts West Hempstead, New York

Dorothy Dann Collins B A Suzanne Carreau Mueller B A. Dallas, Texas New York, New York

Allison Stacey Cowles MA Samuel H. Proger M D Spokane, Washington Brookline, Massachusetts

Prudence Slitor Crozier Ph D. George Putnam MBA Wellesley, Massachusetts Manchester, Massachusetts

Luella Gross Goldberg 6 A Katherine Curtis Rigler B A Minneapolis, Minnesota Bethesda, Maryland

Harvey H. Guthrie, Jr. Th D William L. Saltonstall MBA Cambridge, Massachusetts Manchester, Massachusetts

Barbara Barnes Hauptfuhrer B A Mary Ann Dilley Staub B A Huntingdon Valley, Pennsylvania Winnetka, Illinois

Anne Cohen Heller M D David B. Stone LL D New York, New York Marion, Massachusetts

Nancy Angell Streeter B A New York, New York 188 Board of Trustees

Margaret Westheimer Tishman MA Beatrice Strand MacDonald B A , ex officio New York, New York President of the Weliesley College Alumnae 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 Weliesley College Doris E. Drescher B S Massachusetts Weliesley, Needham, Massachusetts

Trustees Emeriti

Eleanor Wallace Allen '25 John R. Quarles Boston, Massachusetts Weliesley, Massachusetts

O. Kelley Anderson Rose Clymer Rumford '34 Boston, Massachusetts Baltimore, Maryland

Sirarpie Der Nersessian John K. Spring Paris, France Concord, Massachusetts

Byron Kauffman Elliott Edward A. Weeks, Jr. Boston, Massachusetts Boston, Massachusetts

Alexander Cochrane Forbes Mary Sime West '26 South Dartmouth, Massachusetts Katonah, New York

Mary Cooper Gaiser '23 Henry Austin Wood Spokane, Washington Newport, Rhode Island

Elisabeth Luce Moore '24 Katharine Timberman Wright '18 New York, New York Columbus, Ohio 189

Acting President Carol Johnson Johns, M.D. and her husband, Dr. Richard J. Johns

Presidents

Ada Howard Ellen FItz Pendleton 1875-1881 1911-1936

Alice Freeman Palmer Mildred McAfee Horton 1881-1887 1936-1949

Helen Shafer Margaret Clapp 1887-1894 1949-1966

Julia Irvine Ruth M. Adams 1894-1899 1966-1972

Caroline Hazard Barbara W. Newell 1899-1910 1972-1980

Carol Johnson Johns, M.D. Acting President 1979- < i

\ J

m^:.,: 191

Faculty

F. John Adams3 Joan Bamberger^ A.B., A.M., Ph.D., Harvard University B.A., Smith College; A.M., Radcliffe College; Assistant Professor of f^usic Ph.D., Harvard University

Marie J. Adams^ Associate Professor of Anthropology B.A., M.A., University of Chicago; M.A., Ph.D., Columbia University Robert Barnes^

Associate Professor of Art Instructor in Viola

Mary Mennes Allen Evelyn Claire Barry* B.S., M.S., University of Wisconsin; A.B., A.M., Radcliffe College Ph.D., University of California (Berkeley) Associate Professor of Music Professor of Biological Sciences Paul Rogers Barstow Teresa Louise Amott B.A., Williams College; B.A., Smith College; M.F.A., Yale University Ph.D., Boston College Professor of Theatre Studies Assistant Professor of Economics Director, Wellesley College Theatre

Susan Anderson-Khleif Ann Streeter Batchelder* B.A., University of Minnesota; B.A., Wheaton College; A.M., Ph.D., Harvard University M.Ed., Framingham State College; Ed.D., Boston University Assistant Professor of Sociology Associate Professor of Physical Education Harold E. Andrews III and Athletics B.A., College of Wooster; M.A., University of Missouri; Sandra R. Baum^ Ph.D., Harvard University B.A., Bryn Mawr College; M.A., M.Phil., Columbia University Associate Professor of Geology

Instructor in Economics Lilian Armstrong B.A., Wellesley College; Connie Lynn Bauman A.M., Radcliffe College; B.S., Illinois State University; Ph.D., Columbia University M.S., Arizona State University

Professor of Art Assistant Professor of Physical Education and Athletics Louis W. Arnold^ Athletic Trainer

Instructor in Guitar Donna Lee Beers* B.A., M.S., Ph.D., University of Connecticut Jerold S. Auerbach B.A., Oberlin College; Assistant Professor of Mathematics M.A., Ph.D., Columbia University Carolyn Shaw Bell Professor of History B.A., Mount Holyoke College; Ph.D., London University Katherine Auspitz A.B., Radcliffe College; Katharine Coman Professor of Economics Ph.D., Harvard University Priscilla Benson^ Associate Professor of Political Science B.A., Smith College; M.S., Massachusetts Institute of Technology

Legend for superscripts is on page 43. Laboratory Instructor in Physics 192 Faculty

Lorraine Elena Ben-Ur Renata Hofmann Briggs^ B.A., Mount Holyoke College; Lecturer in German A.M., Ph.D., Harvard University

Assistant Professor of Spanish Martin Alan Brody B.A., Amherst College; Brigitte Berger M.M., M.M.A., Yale University M.A., Ph.D., The New School of Social Assistant Professor of Music Research

Professor of Sociology Judith Claire Brown* B.A., Rice University; Priscilla Berman Ph.D., University of California (Berkeley) B.A., Wellesley College Professor of Physics

Teaching Assistant in Chinese Barry Leonard Bull James R. Besancon B.A., Yale College; B.S, Yale University; M.A., University of Virginia; Ph.D., Massachusetts Institute of M.A.T., University of Idaho; Technology Ph.D., Cornell University

Assistant Professor of Geology Assistant Professor of Education

Frank Bidart Phyllis Burrows B.A., University of California (Riverside); B.A., University of Michigan; A.M., Harvard University M.A., Boston University; Ph.D., Harvard University Associate Professor of English Assistant Professor of Psychology D. Scott Birney B.S., Yale University; William E. Cain M.A., Ph.D., Georgetovi/n University B.A., Tufts University; M.A., Ph.D., Johns Hopkins University Professor of Astronomy Assistant Professor of English Deborah Dickmann Boedeker^ B.A., Wellesley College; Stanford Calderwood^ M.A., Ph.D., St. Louis University B.A., University of Colorado

Assistant Professor of Greek and Latin Visiting Professor of Economics

Ella P. Bones Molly S. Campbell^ B.A., Cornell University; B.A., Wellesley College; A.M., Radcliffe College; A.M., Harvard University Ph.D., Harvard University Lecturer in Mathematics Professor of Russian Class Dean

John Bowlt3 Hella Carlson^ B.A., M.A., University of Birnningham, A.B., Vassar College; England; M.A., Boston University Ph.D., St. Andrews University, Scotland Instructor in German Kathryn W. Davis Visiting Professor in Slavic Studies William Robert Carlson^ B.A., Trinity College; Barbara Miriam Brenzel M.Phil., Ph.D., Yale University B.A., University of Toronto; Assistant Professor of French Ed.M., Ed.D., Harvard University

Assistant Professor of Education Margaret Deutsch Carroll B.A., Barnard College; A.M., Ph.D., Harvard University

Assistant Professor of Art Faculty 193

Karl E. Case* Betsy Cooper A.B,, Miami University; B.S., Boston University A.M., Ph.D., Harvard University Instructor in Physical Education and Athletics Associate Professor of Econonnics Christine D. Cooper Maud H. Chaplin B.A., MA, Wellesley College B.A., Wellesley College; Laboratory Instructor in Biological M.A., Ph.D., Brandeis University Sciences Professor of Philosophy Dean of the College Helen Storm Corsa*2 B.A., Mount Holyoke College; Nancy Cirillo^ M.A., Ph.D., Bryn Mawr College

Instructor in Violin Martha Hale Shackford Professor of Director of Chamber Music Society English

Anne de Coursey Clapp Eugene Lionel Cox

B A , Smith College; B.A., College of Wooster; M.F.A., Yale University; Ph.D., Johns Hopkins University A.M., Ph.D., Harvard University Professor of History Associate Professor of Art Mary 0. Coyne Suzanne Cleverdon^ A.B., Emmanuel College; M.A., Wellesley College; Instructor in Harpsichord Ph.D., University of Virginia

BIythe McVicker Clinchy Professor of Biological 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; Marsha J. Darling Ph.D., Brow/n University A. A., City University of New York; B.A., Vassar College; Assistant Professor of Greek and Latin M.A., Duke University

Ann Congleton Instructor in Black Studies B.A., Wellesley College; M.A., Ph.D., Yale University Jeanne A. Darlington B.A., Knox College; Professor of Philosophy M.A., Wellesley College

Edith Cook Laboratory Instructor in Chemistry A.B., Wheaton College; M.A., University of Rochester

Instructor in Mathematics 194 Faculty

Stanton Davis^ Howard Brook Eichenbaum* B.M., New England Conservatory of Music B.S., Ph.D., University of Michigan

Lecturer in Music Assistant Professor of Biological Sciences Gerald Dean^ Dorothy Z. Elster Instructor in Physical Education and Athletics B.A., Hood College; M.A., Mount Holyoke College Margaret A. Dermody A.B., Emmanuel College; Research Assistant in Psychology M.A., Wellesley College Sharon K. Elkins3/-2 Laboratory Instructor in Biological B.A., Stetson University; Sciences M.T.S., Harvard Divinity School; Ph.D., Harvard University Louis S. Dickstein B.A., Brooklyn College; Assistant Professor of Religion M.S., Ph.D., Yale University Mel-Mel Akwal Ellerman Professor of Psychology Lie, University of Geneva; M.A., Boston University; Jeffrey Diekema Ph.D., Harvard University B.S., Central Michigan University Assistant Professor of Italian Instructor in Physical Education and Athletics

Janet Elliott Thomas J. DImleri B.S., University of Michigan; A.B., Fordham University; Ph.D., California Institute of Technology M.A., Ph.D., Brown University Assistant Professor of Chemistry Assistant Professor of Sociology Donald Engels Sister Mary Ann Doyle^ B.A., University of Florida; A.B., Regis College; M.A., University of Texas; M.S., Ph.D., Ohio State University Ph.D., University of Pennsylvania Assistant Professor of Physics Assistant Professor of History and of Greek and Latin William A. Drew B.F.A., M.F.A., Rhode Island School of Sumru Erkut3 Design B.S., Middle East Technical University; Assistant Professor of Art Ph.D., Harvard University

Assistant Professor of Psychology Theodore William Ducas* B.A., Yale University; Alona E. Evans Ph.D., Massachusetts Institute of B.A., Ph.D., Duke University Technology Elizabeth Kimball Kendall Professor of Assistant Professor of Physics Political Science Katherlne Dyer Doris Holmes Eyges^ A.B., Radcliffe College; B.A., University of Michigan; M.Phil., Warburg Institute, University A.M., Radcliffe College of London Lecturer in English Instructor in History

Peter Fergusson Kathleen Edwards B.A., Michigan State University; B.A., M.A., University of Rochester; A.M., Ph.D., Harvard University M.S., University of Chicago Professor of Art Instructor in Mathematics

David Ferry B.A., Amherst College; A.M., Ph.D., Harvard University

Sophie Chantal Hart Professor of English Faculty 195

Lorenz J. Finison^ Richard G. French^ A.B., Wesleyan University; B.A., M.Sc, Ph.D., Cornell University Ph.D., Columbia University Assistant Professor of Astronomy Associate Professor of Psychology Alice T. Friedman Philip Finkelpear|3 B.A., Radcliffe College; A.B., Princeton University; M.Phil, University of London; A.M., Ph.D., Harvard University Ph.D., Harvard University

Visiting Professor of English Assistant Professor of Art

Charles Fisk^ Joanna H. Frodin*'' A.B,, Harvard College; B.A., Bryn Mawr College; M.M.A., Yale School of Music M.A., University of Chicago; Ph.D., University of Connecticut Lecturer in Music Instructor in Piano Assistant Professor of Economics

Ellen Fitzpatrick Robert Dean Frye B.A., Hampshire College A.B., M.A., Ph.D., University of Illinois

Instructor in History Assistant Professor of French

Owen J. Flanagan, Jr.* Laurel Furumoto B.A., Fordham University; B.A., University of Illinois; M.A., Ph.D., Boston University M.A., Ohio State University; Ph.D., Harvard University Assistant Professor of Philosophy Professor of Psychology Phyllis J. Fleming B.A., Hanover College; Ann Gabhart^ M.S., Ph.D., University of Wisconsin B.A., Wellesley College; A.M., Harvard University Sarah Frances Whiting Professor of

Physics Lecturer in Art Director, Wellesley College Museum Luigi Fontanella Doctorate in Letters, University of Rome Rene Galand Lic.-es-Lettres, University of Rennes; Instructor in Italian Ph.D., Yale University

Betty Y. Forman^ Professor of French B.A., University of Pennsylvania; M.A., Yale University; Robert Garis A.M., Harvard University B.A., Muhlenberg College; A.M., Ph.D., Harvard University Instructor in Russian Katharine Lee Bates Professor of English Carlo Roger Frangois Lie. en Philosophie et Lettres, Agrege, Elena Gascon-Vera University of Liege; Lie, University of Madrid; A.M., Ph.D., Harvard University M.Phil., Ph.D., Yale University

Professor of French Associate Professor of Spanish

Barbara M. Fraumeni^ K. Celeste Gaspari B.A., Wellesley College; B.A., Manhattanville College; Ph.D., Boston College M.A., Ph.D., University of Wisconsin

Assistant Professor of Economics Assistant Professor of Economics

Nan Burks Freeman Katherine Allston Geffcken B.A., Smith College; B.A., Agnes Scott College; M.A., University of Pennsylvania; M.A., Ph.D., Bryn Mawr College Ph.D., Massachusetts Institute of Professor of Greek and Latin Technology

Assistant Professor of Art 196 Faculty

Barbara Geller Merilee Serrill Grindle* B.A., Princeton University; B.A., Wellesley College; M.A., Duke University M.A., Brown University; Ph.D., Massachusetts Institute of Instructor in Religion Technology

Marilyn Jean Gibbs Assistant Professor of Political Science B.S., East Stroudsburg State College; M.A., University of lov^/a Arlene Grossman^ B.F.A., M.F.A., Boston University Assistant Professor of Physical Education School of Fine Arts and Athletics Athletic Director Instructor in Art

Anne Glllain Vachik Hacopian Licence de Lettres Classiques, Sorbonne, B.A., University of California; Universite de Paris; M.S., University of Massachusetts Ph.D., Harvard University Laboratory Instructor in Biological Sciences Assistant Professor of French Wendy Hagen Arthur Ralph Gold B.A., Mount Holyoke College; B.A., Princeton University; M.S., Ph.D., University of Hawaii A.M., Ph.D., Harvard University Assistant Professor of Astronomy Professor of English Ellen M. Hall Marshall Irwin Goldman A.B., Smith College B.S., Wharton School, University of Laboratory Instructor in Biological Sciences Pennsylvania; A.M., Ph.D., Harvard University Jyoti LaPeer Hansa^ Class of 1919 Professor of Economics Instructor in Physical Education and Athletics

Maja J. Goth Thomas S. Hansen* Mittellehrerdipl., Oberlehrerdipl.; B.A., M.A., Tufts University; Ph.D., University of Basel Ph.D., Harvard University Professor of German Assistant Professor of German Frances Gouda John S. Hanson B.A., M.A., University of Washington A.B., University of California (Berkeley); Instructor in History B.D., Luther Theological Seminary; Ph.D., Harvard University Robert A. Gough, Jr.3 Assistant Professor of Religion A.B., Bates College; A.M., Ph.D., Duke University Barbara Leah Harman* Lecturer in Economics B.A., Tufts University; M.A., Ph.D., Brandeis University James Howard Grant Assistant Professor of English B.S., Grand VIley State College; M.A., Ph.D., Michigan State University Gary C. Harris* Assistant Professor of Economics B.S., Bates College; M.S., Ph.D., University of Massachusetts Michel Grimaud Assistant Professor of Biological Sciences B.A., M.A., University of Aix-en Provence; M.A., Ph.D., University of Wisconsin Adrienne Hartzell^ Assistant Professor of French B.Mus., New England Conservatory of Music

Instructor in Viola da Gamba Faculty 197

Bunny Harvey Weldon Jackson B.F.A., M.F.A., Rhode Island School of Design B.A., Morehouse College; Ph.D., Harvard University Assistant Professor of Art Assistant Professor of Black Studies Michael J. Hearn* B.A,, Rutgers College; Rachel Jacoff f\^.S., M.Phil., Ph.D., Yale University B.A., Cornell University; A.M., M.Phil., Harvard University; Assistant Professor of Chemistry Ph.D., Yale University

David A. Hendricks Assistant Professor of Italian B.S., University of Toledo; M.A., Bowling Green State University; Owen Hughes Jander Ph.D., University of California (Berkeley) B.A., University of Virginia; A.M., Ph.D., Harvard University Assistant Professor of Biological Sciences Catherine Mills Davis Professor of Music William A. Herrmann B.A., M.A., Ph.D., Columbia University Allan S. Janik3 A.B., St. Anselm's College; Professor of f\/lusic M.A., Villanova University; Director of the Choir Ph.D., Brandeis University

Sonja E. Hicks Visiting Assistant Professor of Philosophy B.S., University of Maine; Ph.D., Indiana University Linda Gardiner Janik*1 B.A., University of Sussex; Professor of Chemistry M.A., Ph.D., Brandeis University

Ann l\1ary Hirsch Assistant Professor of Philosophy B.S., Marquette University; Ph.D., University of California (Berkeley) Eugenia Parry Janis* B.A., University of Michigan; Assistant Professor of Biological Sciences A.M., Ph.D., Harvard University

Philip Steven Hirschhorn Professor of Art B.S., Brooklyn College of CUNY; Ph.D., Massachusetts Institute of Carol Johnson Johns Technology B.A., Wellesley College; M.D., Johns Hopkins University Assistant Professor of Mathematics Visiting Professor of Chemistry Ann Chandler Howell Acting President B.A., M.A., Ph.D., Temple University Roger A. Johnson Assistant Professor of Black Studies B.A., Northwestern University; Yale University; Susan Hughes B.D., Th.D., Harvard University B.S., Northeastern University Professor of Religion Instructor in Physical Education and Athletics Jacqueline Jones Virginia Thorndike Hules B.A., University of Delaware; B.A., Wellesley College; M.A., Ph.D., University of Wisconsin A.M., Ph.D., Harvard University Assistant Professor of History Assistant Professor of French William Joseph David Hume B.A., Cornell University; B.A., M.A., University of California M.A., Stanford University (Los Angeles); Ph.D., University of Minnesota Instructor in Political Science

Visiting Professor of Chemistry 198 Faculty

Marion R. Just* Joel Krieger B.A., Barnard College; B.A., Yale College; M.A., Johns Hopkins University; Ph.D., Harvard University Ph.D., Columbia University Assistant Professor of Political Science Associate Professor of Political Science Christopher Krueger^ Stephen B. Kahl B. Music, New England Conservatory B.S., Duke University; Instructor in Flute Ph.D., Indiana University

Assistant Professor of Chemistry James Leslie Ladewig B.M., Northwestern University; Laurie Katz^ M.A., Ph.D., University of California (Berkeley)

instructor in Physical Education and Athletics Assistant Professor of Music

W. IVIIchael Keane^ Yuan-Chu Ruby Lam*2 B.S., Trinity College; A.B., A.M., Ph.D., Harvard University M.A., University; Columbia Assistant Professor of Chinese Ph.D., City University of New York

Assistant Professor of Psychology Beverly Joseph Layman B.A., Roanoke College; Vivian Susan Klein* M.A., University of Virginia; B.A., Cornell University; A.M., Ph.D., Harvard University M.S., Ph.D., University of Washington Professor of English Assistant Professor of Mathematics Mary Rosenthal Lefkowitz Jonathan B. Knudsen B.A., Wellesley College; B.A., Michigan State University; A.M., Ph.D., Radcliffe College Ph.D., University of California (Berkeley) Andrew W. Mellon Professor in the Assistant Professor of History Humanities

T. James Kodera Eric Levenson3 B.A., Carleton College; A.B., Harvard College; MA, M.Phil., Ph.D., Columbia University M.F.A., Brandeis University

Associate Professor of Religion Lecturer in Theatre Studies Design Director, Wellesley College Theatre Elissa Koff B.S., Queens College, CUNY; Jon D. Levenson* M.S, Ph.D., Tufts University A.B., Ph.D., Harvard University

Assistant Professor of Psychology Assistant Professor of Religion

Philip L. Kohl*2 Paula Leventman^ B.A., Columbia University; B.A., Temple University; A.M., Ph.D., Harvard University M.A., University of California (Berkeley); Ph.D., Bryn Mawr College Assistant Professor of Anthropology Visiting Associate Professor of Sociology Jack Edward Kollman^ B.A., University of Kansas; Katherine Lever M.A., Ph.D., University of Michigan B.A., Swarthmore College; M.A., Ph.D., Bryn Mawr College Kathryn W. Davis Visiting Professor in Slavic Studies Professor of English

Nancy Harrison Kolodny Andrea Gayle Levitt^ B.A., Wellesley College; B.A., Wellesley College; Ph.D., Massachusetts Institute of M.A., M.Phil., Ph.D., Yale University Technology Assistant Professor of Linguistics and Associate Professor of Chemistry of French Class Dean Faculty 199

Judith T. Levy Yen-lung Liu^ A.B., Goucher College: B.A., M.A., University of Massachusetts Ph.D., Johns Hopkins University (Boston)

Associate Professor of Chennistry Lecturer in Chinese

Nancy Ruth Levy3 James Herbert Loehlln B.A., M.A., American University B.A., College of Wooster; Ph.D., Massachusetts Institute of Technology Instructor in Spanish Professor of Chemistry Jeremy Lewis B.A., Keble College, Oxford University Gabriel H. Lovett B.A., M.A., Ph.D., New York University Instructor in Political Science Professor of Spanish Elizabeth C. Lieberman^ B.A., Wellesley College; Bisong Lu^ M.A., Brandeis University B.A., National Shanghai Normal University

Laboratory Instructor in Chemistry Visiting Professor of Chinese

Helen T. Lin Mary H. Lusky* B.S., National Taiwan University B.A., Wellesley College; M.A., Ph.D., Columbia University William R. Kenan Professor of Chinese Assistant Professor of Spanish David Lindauer B.S., City University of New York Barry Lydgate (City College); B.A., M.Phil., Ph.D., Yale University A.M., Ph.D., Harvard University Assistant Professor of French Assistant Professor of Economics Irina Borisova-Morosova Lynch Eva Linfield^ A.M., Ph.D., Radcliffe College

Instructor in Recorder Professor of Russian Assistant in Collegium Musicum Alasdair Maclntyre Bonnie Susan Lipschutz^ B.A., Queen Mary College, B.A., State University of New York; University of London; Diploma, University of Oxford; M.A., Manchester University; M.Phil, Yale University M.A., (Oxon.)

Instructor in Anthropology Henry R. Luce Visiting Professor of Philosophy

Stephen J. Little* B.A., M.A., University of Kansas Wendy MacNeil^ (Lawrence); A.B., Smith College; Ph.D., University of California M.A.T., Harvard University Angeles) (Los Assistant Professor of Art Assistant Professor of Astronomy Martin Andrew Magid Irene R. Little-Marenin* B.A., Brown University; B.A., Vassar College; M.S., Yale University; M.A., Ph.D., Indiana University Ph.D., Brown University

Assistant Professor of Astronomy Assistant Professor of Mathematics

William W. Liu Sukie Magraw Nankai University; A.B., Radcliffe College B.A., University of Tennessee Instructor in Physical Education and Athletics Assistant Professor of Chinese 200 Faculty

Helen C. Mann Ifeanyi A. Menkiti A.B., Fresno State College; B.A., Pomona College; M.A., Wellesley College M.S., Columbia University; M.A., New York University; Laboratory Instructor in Chemistry Ph.D., Harvard University

Annick Mansfield^ Associate Professor of Philosophy A.B., Radcliffe College; Ph.D., Columbia University Sally Engle Merry* B.A., Wellesley College; Associate Professor of Psychology M.A., Yale University; Ph.D., Brandeis University Frederique Marglln Ph.D., Brandeis University Assistant Professor of Anthropology

Assistant Professor of Anthropology Linda B. Miller A.B., Radcliffe College; Stephen Anthony Marini3/*2 M.A., Ph.D., Columbia University A.B., Dickinson College; Ph.D., Harvard University Professor of Political Science

Assistant Professor of Religion Vicki E. Mistacco B.A., New York University; Elizabeth Marshall M.A., Middlebury College; B.S., St. Lawrence University M.Phil., Ph.D., Yale University

Instructor in Physics Associate Professor of French

Tony Martin Joel Moerschei^ Barrister-at-Law, Gray's Inn; B.Sc, University of Hull; Instructor in Cello M.A., Ph.D., Michigan State University Barbara A. Molony Professor of Black Studies A.B., A.M., Harvard University

Miranda Constant Marvin Instructor in History B.A., Bryn Maw/r College; Ph.D., Harvard University Bernard G. Moran^

Associate Professor of Art and of Instructor in French Horn Greek and Latin Rodney Morrison Sylvie Mathe B.S., M.A., Boston College; Docteur de I'Universite de Paris M.S., Ph.D., University of Wisconsin Agregfee de I'Universite Professor of Economics Ancienne eleve de I'Ecole Normale Superieure de Jeunes Filles Rose Moss^ Paris, France B.A., University of the Witwatersrand; Assistant Professor of French B.A., (Hons) University of Natal

Lecturer in English Julie Ann Matthaei B.A., University of Michigan; Frank Muhly, Jr.3 M.A., M.Phil., Ph.D., Yale University A.B., Brown University

Assistant Professor of Economics Assistant Professor of Art

Cecilia Mattii^ Barbara F. Muise Dott. in Lett., University of Florence B.A., Bates College;

Instructor in Italian M.A., Smith College

Laboratory Instructor in Biological Florence McCulloch Sciences B.A., Vassar College; M.A., Ph.D., University of North Carolina

Professor of French Faculty 201

Len M. Nichols Charlotte Carroll Prather B.A., Hendrix College; B.A., Barnard College; M.A., University of Arkansas; M.A., M.Phil., Ph.D., Yale University M.S., University of Illinois Assistant Professor of German Instructor in Econonnics Elinor Preble^

Hazel F. 0'Donnel|3 B.Mus., New England Conservatory of Music B.Mus., M.Mus., Boston University Instructor in Flute

Instructor in Voice Kathryn Conway Preyer James F. O'Gorman B.A., Goucher College; B.Arch., Washington University; M.A., Ph.D., University of Wisconsin M.Arch., University of Illinois (Urbana); Professor of History A.M., Ph.D., Harvard University

Grace Slack McNeil Professor of Gordon Pritchett3 American Art B.A., Williams College; M.A., Ph.D., University of Wisconsin Robert L. Paarlberg Associate Professor of Mathematics B.A, Carleton College; Ph.D., Harvard University Arlene Zailman Proctor Assistant Professor of Political Science Diploma, Juilliard School of Music; M.A., University of Pennsylvania

Louise Came Pappoutsakis^ Assistant Professor of Music

Instructor in Harp Joseph Provo3 Peggy Pearson^ A.B., Assumption College

Instructor in Oboe Instructor in Economics

Timothy Walter Hopkins Peltason Ruth Anna Putnam A.B., Harvard College; B.S., Ph.D., University of California M.A., Ph.D., Yale University (Los Angeles)

Assistant Professor of English Professor of Philosophy

David Burrell Pillemer Patrick F. Quinn B.A., University of Chicago; B.A., M.A., University of Wisconsin; Ph.D., Harvard University Ph.D., Columbia University

Assistant Professor of Psychology Professor of English

Robert Pinsky* Susan Randolph^ B.A., Rutgers University; B.A., University of Oregon; M.A., Ph.D., Stanford University M.A., Cornell University

Professor of English Instructor in Economics

Isabelle C. Plaster^ Carlene A. Raper B.A., Wellesley College; B.S., M.S., University of Chicago; Ph.D., University M.Mus., New England Conservatory of Music Harvard Assistant Professor of Biological Sciences Instructor in Bassoon and Assistant in Chamber Music Society Carol Ann Rappoli Robert Polito B.S., Northeastern University

B.A., Boston College; Instructor in Physical Education and Athletics M.A., Harvard University Wilson Rayen Instructor in English James B.A., B.F.A., M.F.A., Yale University

Professor of Art 202 Faculty

John D. Reid3 Dov Ronen3 B. Music, Boston University B.A., Hebrew University; M.A., Ph.D., Indiana University Instructor in Trumpet Barnette Miller Visiting Professor of Political Gail Relmer Science B.A., Sarah Lawrence College; M.A., Rutgers University Stuart Michael Rosenfeld B.A., Colby College; Instructor in English Ph.D., Brown University

Joy Renjillan-Burgy Assistant Professor of Chemistry A.B., Mount Holyoke College; A.M., Harvard University Lawrence Rosenwald B.A., Columbia College; Instructor in Spanish M.A., Ph.D., Columbia University

Michele Respaut Assistant Professor of English Faculte des Lettres, Universite de Montpellier; Elyce Rotella M.A., Assumption College; A.B., University of Pittsburgh; Ph.D., Brown University M.A., Ph.D., University of Pennsylvania

Assistant Professor of French Assistant Professor of Economics

Holly Baker Reynolds Ellas N. Saad B.A., Rockford College; B.A., M.A., American University of Beirut; M.A., Ph.D., University of Wisconsin Ph.D., Northwestern University

Assistant Professor of Religion Assistant Professor of History

Jill Rierdan Margery Sabin* B.A., M.A,, Ph.D., Clark University A.B., Radcliffe College; A.M., Ph.D., Harvard University Assistant Professor of Psychology Associate Professor of English Dana L. Roberts^ B.S., Massachusetts Institute of Technology Lorna Sage^ B.A., University of Durham; Instructor in Physics M.A., University of Birmingham Eric Roberts Florence I. Tucker Visiting Professor of A.B., S.M., Ph.D., Harvard University English

Assistant Professor of Computer Science and Mathematics Carol Saivetz^ B.A., Brandeis University; Alice Birmingham Robinson M.Phil., Ph.D., Columbia University B.A., Wellesley College; Assistant Professor of Political Science A.M., Ph.D., Radcliffe College

Professor of History Debby Lynn Samelson^ B.A., City College of the City University of Elizabeth Jane Rock New York

B.S., College of Mount St. Vincent; Instructor in Physical Education and Athletics M.A., Smith College; Ph.D., Pennsylvania State University Martin Sanchez-Jankowski B.A., Western Michigan University; Arthur J. and Nellie Z. Cohen Professor M.A., University; of Chemistry Dalhousie Ph.D., University of California (San Diego)

Joanna B. Rohrbaugh^ Assistant Professor of Political Science B.A., Brown University; M.A., Ph.D., Harvard University Gary R. Sanford B.A., University of California (Berkeley); Assistant Professor of Psychology M.A., Chico State College; Ph.D., University of California (Davis)

Assistant Professor of Biological Sciences Faculty 203

H. Paul Santmire Frederic W. Shultz A.B., Harvard College; B.S., California Institute of Technology; B.D., The Lutheran Theological Seminary; Ph.D., University of Wisconsin Th.D., Harvard University Associate Professor of Mathematics Lecturer in Religion Chaplain Heddi Vaughan Siebel B.F.A., Rhode Island School of Design; Elisabeth Scharlack^ M.F.A., Yale University B.A., Wellesley College; Assistant Professor of Art M.A., University of Michigan

Instructor in Art Susan S. Silbey3 B.A., Brooklyn College; Alan Henry Schechter MA. Ph.D., University of Chicago B.A., Amherst College; Assistant Professor of Sociology Ph.D., Columbia University

Professor of Political Science Dennis Smith B.S., Ph.D., Loyola University R. Steven Schiavo Assistant Professor of Biological Sciences B.A., Lehigh University; Ph.D., Columbia University Elaine L. Smith^ Associate Professor of Psychology B.A., M.A., Wellesley College Director of Science Center Laboratory Instructor in Chemistry Wynn Randy Schwartz^ Mark Snyder B.S., Duke University; B.S., Massachusetts Institute of Technology; M.A., Ph.D., University of Colorado M.S., Columbia University Assistant Professor of Psychology Instructor in Physics Lois Shapiro^ Susan K. Solomon B. of fVlusic, Peabody Institute of Music; B.A., State University of New York M. of Music, Yale University School of Music;

D. of Music, Indiana University School of Instructor in Psychology Music Alexia Henderson Sontag Instructor in Piano B.A., Pacific Lutheran University; Director of Performance Workshop M.A., Ph.D., University of Minnesota

Burton David Sheppard^ Assistant Professor of Mathematics B.A., Johns Hopkins University; D.Phil., Oxford University Ingrid Stadler B.A., Vassar College; Assistant Professor of Political Science A.M., Ph.D., Radcliffe College

Annemarie A. Shimony Professor of Philosophy B.A., Northwestern University; Ph.D., Yale University George Stambolian B.A., Dartmouth College; Professor of Anthropology M.A., Ph.D., University of Wisconsin

Alan Shuchat Associate Professor of French B.S., Massachusetts Institute of Technology; M.S., Ph.D., University of Michigan Raymond James Starr A.B., University of Michigan; Associate Professor of Mathematics M.A., Ph.D., Princeton University

Randy Shull Assistant Professor of Greek and Latin A.B., Humboldt State University; MS,, University of New Hampshire; A.M., Dartmouth College

Instructor in Mathematics 204 Faculty

Thomas Stehling* Frank Cochran Taylor l|3 B.A., Georgetown University; B.A., Yale University M.A., Ph.D., University of California Instructor in Organ (Berkeley)

Assistant Professor of English Christine Temin^ A.B., Bryn Mawr College; Ann Kathryn Stehney M.F.A., University of North Carolina A.B., Bryn Mawr College; Assistant Professor of Physical Education and M.A., Ph.D., State University of New York Athletics (Stony Brook)

Associate Professor of Mathematics Margaret D. Thompson A.B., Smith College; Katherine Steinback A.M., Ph.D., Harvard University A.B., University of California Assistant Professor of Geology (Berkeley) A.M., Ph.D., Harvard University Lyn Tolkoff3 Assistant Professor of Biological Sciences B.A., Wellesley College; Ph.D., Yale University Edward A. Stettner Lecturer in Music B.A., Brown University; Assistant in Chamber Music M.A., Ph.D., Princeton University

Professor of Political Science Donald Town^ Associate Dean of the College Instructor in Physical Education and Athletics

Daniel Stillman^ William D. Travis B.A., Brandeis University B.F.A., Philadelphia College of Art; Assistant in Collegium Musicum M.F.A., Temple University

Assistant Professor of Art Irene Pierce Stiver^ B.A., Brooklyn College; M. Jeanne Trubek^ M.A., Ph.D., Cornell University A.B., Bryn Mawr College; Lecturer in Psychology M.S., Northeastern University

Lecturer in Mathematics Martha Stout B.A., University of Pennsylvania; Nina Tumarkin Ph.D., State University of New York B.A., University of Rochester; (Stony Brook) A.M., Ph.D., Harvard University Assistant Professor of Psychology Assistant Professor of History Todd Thomas Straus Luther Terrell Tyler, Jr. B.A., M.A., University of Iowa; B.A., Southwestern University at Memphis; Ph.D., University of California (Berkeley) M.A., M.Phil., Ph.D., Yale University Assistant Professor of French Assistant Professor of English Marcia Stubbs^ Joyce Van Dyke B.A., M.A., University of Michigan B.A., Stanford University; Lecturer in English M.A., Brandeis University; Director of Expository Writing Ph.D., University of Virginia;

Assistant Professor of English Kathleen C. Swallow* B.S., Westhampton College, University of Linda Kent Richmond; Vaughan B.S., M.A., Russell Sage College; Ph.D., Massachusetts Institute of Technology Ph.D., Ohio State University Assistant Professor of Chemistry Professor of Physical Education and Athletics Faculty 205

Julie Vaverka^ Eleanor Rudd Webster B A., Wellesley College; Instructor in Clarinet M.A., Mount Holyoke College; Tino Villanueva^ A.M., Ph.D., Radcliffe College B.A., Southwest Texas State University; Professor of Chemistry M.A., State University of New York Dorothea J. Widmayer Instructor in Spanish B.A.. MA., Wellesley College; Ph.D., Indiana University Glen Albert Walant3 Professor of Biological Sciences Instructor in Trombone

Howard J. Wilcox Richard William Wallace B.A., Hamilton College; B.A., Williams College; Ph.D., University of Rochester M.F.A., Ph.D., Princeton University Professor of Mathematics Professor of Art

Ernest H. Williams, Diana Chapman Walsh^ Jr.» B.S., Trinity College; B.A., Wellesley College; M.A., Ph.D., Princeton University M.S., Boston University Assistant Professor of Biological Sciences Assistant Professor of Sociology

Kenneth P. Winkler Helen Wang* B.A., Trinity College; B.A., University of Wisconsin; Ph.D., University of Texas at Austin A.M., Ph.D., Harvard University Assistant Professor of Philosophy Assistant Professor of Mathematics

Donald Lewis Wolitzer Margaret Ellen Ward B.S., State University of New York B.A., Wilson College; (Stony Brook); M.A., Ph.D., Indiana University M.S., Ph.D., Northeastern University Associate Professor of German Assistant Professor of Mathematics Lois Wasserspring^ Bela Wurtzler^ B.A., Cornell University; M.A., Princeton University Instructor in Double Bass

Lecturer in Political Science Theresa C-H Yao B.A., Taiwan Normal University Andrew C. Webb B.Sc, Ph.D., University of Southampton Lecturer in Chinese

Assistant Professor of Biological Sciences Claire Zimmerman B.A., Wellesley College; Ph.D., Radcliffe College

Professor of Psychology 206 Faculty

Professors Emeriti

Ruth Elvira Clark Litt D Dorothy Mae Robathan Ph D Professor of French Professor of Latin

Mary Bosworth Treudley Ph D. Agnes Anne Abbot Professor of Sociology Professor of Art

Grace Elizabeth Howard Ph.D. Eva Elizabeth Jones Ph D Associate Professor of Botany Professor of Zoology

Louise Pettibone Smith Ph D. Edith Brandt Mallory Ph D Professor of Biblical History Professor of Psychology

Lucy Wilson Ph D Evelyn Faye Wilson Ph D Professor of Physics and Dean of Students Professor of History

Edna Heldbreder Ph D Teresa Grace Frisch Ph D Professor of Psychology Professor of Art and Dean of Students

Ada May Coe MA. Dorothy Heyworth Ph D Professor of Spanish Professor of Physics

Louise Overacker Ph D Margaret Elizabeth Taylor Ph D. Professor of Political Science Professor of Latin

Jorge Guillen Catedratico de Universidad Concha Breton Doctora en Letras Professor of Spanish Associate Professor of Spanish

Waclaw Jedrzejewicz Barbara Salditt Ph D Associate Professor of Russian Associate Professor of German

Helen Thayer Jones Ph.D. Louise Wilson Roquemore Ph D. Professor of Chemistry 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

Grace Ethel Hawk B.Litt. (Oxon.) Barbara Philippa McCarthy Ph D Professor of English Professor of Greek

Lucy Winsor Killough Ph D Mary Ruth Michael Ph D Professor of Economics Professor of English

Magdalene Schindelin Ph D Ernest Rene Lacheman Ph D Associate Professor of German Professor of Religion and Biblical Studies Faculty 207

Sylvia Leah Berkman Ph D Richard Vernon Clemence Ph D Professor of English Professor of Economics

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 SIM Professor of Astronomy Professor of Religion and Biblical Studies

Germaine Lafeuille Ph D Edward Gulick Ph D Professor of French Professor of History

Justina Ruiz-de-Conde Ph D. Alice Schafer Ph D Professor of Spanish Professor of Mathematics

Elizabeth Frisch Associate Professor of Art &^-3^"- v^- es 209 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 Peter McE. Buchanan Ed D Assistant to the President for Administration Phyllis Kelley MS Associate Director

Emiko I. Nishino B.A Assistant to the President Carol Marsh Assistant Director and Coordinator of Doris E. Drescher B S Student Work Assistant to the President Clerk of the Board of Trustees Constance Koeneman B S Assistant Director Katherine M. MacDonald B A Executive Secretary to the President Sylvia Watkins B S Administrative Assistant

Office of Admission Office of College Relations Mary Ellen Ames B A Director Alia O'Brien B A Vice President, College Relations Elizabeth M. Chandler B A. Associate Director Rosemarie Matthees Cummings Director, Publications Alice M. Palubinskas M Ed. Associate Director Margaret Galloway Lafferty B A. Director, Special Events Audrey Smith-Whitaker M Ed. Senior Assistant Director Carolyn Harmon Scott Manager, Information Bureau Karen S. Andrews M S S W Assistant Director Ann J. O'Sullivan B A Director, Media Relations Joellen O'Neil B.A. Assistant Director Steven A. Russo B A Press Officer Nancy Steves M Ed Admission Counselor

Dorothy Beard Office Manager

Jan Eckert Administrative Assistant 210 Administration

Office of the Dean of the Mary Wallace Davidson M.S. Music Librarian College Katherine D. Finkelpearl B L S iVIaud H. Chaplin Ph D. Art Librarian Dean of the College Professor of Philosophy Ann Davis Greene MS. Serials Librarian Edward A. Stettner Ph D Associate Dean of the College Judith Kahl MS Professor of Political Science Acting Acquisitions Librarian

Mary Lorantos Irene Shulman Laursen MS Secretary to the Dean of the College Science Librarian

Ruth Anne Nuwayser MA Sally Blumberg Linden MS Assistant to the Dean of the College, Readers Services Librarian Faculty Appointnnents Claire Tucker Loranz MS. Documents Librarian Audiovisual Services Jane Ann McNichols MS Florence Carlson Technical Services Librarian Director of Audiovisual Services and Language Laboratory Eleanor Louise Nicholes Ph D. Special Collections Librarian

Computer Center Wilma Ruth Slaight Ph D Archivist Gene Ott Ph D Director Joan Spillsbury Stockard MS Readers Services Librarian Lorraine H. Keating B A. Software Analyst Registrar Eleanor D. Lonske M Ed Courseware Specialist Barbara 8. Farquhar M Ed Registrar Director of Institutional Research Office of Sponsored Research Eleanor Witten Elizabeth Jane Rock Ph D Assistant to the Registrar Director

Arthur J, and Nellie Z. Cohen Professor of Chemistry Science Center

R. Steven Schiavo Ph D Margaret Clapp Library Director, Science Center Associate Professor of Psychology Eleanor Adams Gustafson MS Librarian Rosamond V. White B S Manager, Science Center Edith Shapero Aipers MS Senior Cataloger Administration 211

Office of the Dean of Continuing Education

Students Rosemary D. Hutcheson B A Assistant Director Florence C. Ladd Ph.D. Dean of Students Margarita Balcom Administrative Assistant and Office Manager Class Deans Exchange Coordinator Andrea Levitt Ph D tfie Class of 1981 Dean of Dorothy B. Moeller B A Assistant Professor of Frenchi and Linguistics

Shirley Quinn B A Harambee House Dean of tfie Class of 1982 Director of Academic Assistance Progranns Wynne Holmes Director Karen Whitmore IVIaxwell B A Dean of tfie Class of 1983 College Health Service Molly Campbell MA thie Class of 1984 Dean of Thomas J. Keighley M D Lecturer in Matfiematics Director, Healtfi Service

Elizabeth Veeder M D. Office for Careers Associate Pfiysician

Barbara B. Lazarus Ed D Gertrude E. Murray M D Director Associate Physician

Patricia L. Meaney B A Ann Stewart-Burton M D Special Assistant to tfie Director Staff Gynecologist

Diane L. Redonnet fvl B A Charlotte Sanner M D. Associate Director Associate Physician

Sylvia E. McMullen MA Lionel Abbott Schwartz M D Career Counselor Senior Psychiatrist

Catherine E. Solmssen M Ed Rona Klein M D Career Counselor Staff Psychiatrist

Nancy Tobin A B Clevonne Turner M S W Resource Center Coordinator Psychiatric Social Worker

Floy Stryker MLS Eve Rassiga Ed D Resource Center Librarian Counseling Psychologist

Marianne Nee internsfiip Coordinator Residence

Dorothy Duquet Chaplaincy Assistant Director

The Rev. H. Paul Santmire Th D June Murphy-Katz MA, M Ed Chaplain Assistant Director Lecturer in Religion 212 Administration

Schneider College Center Barry F. Monahan MA Chief, Campus Police

Alice IVI. Roodkowsl(y Coordinator for Schneider Center Activities Anthony R. Oteri Assistant Director, Physical Plant

Slater International Center Adel A. Rida B S Director, Physical Plant Sylvia S. Hiestand MA Director and Foreign Student Advisor Samuel A. Seeds M Ed Manager, Wellesley College Club

Study Abroad Advisor

Ruth G. Rose MA Office for Resources

Peter McE. Buchanan Ed D Vice President for Resources Office for Financial and Business Affairs Phyllis S. Fanger M Ed Director, Key Gifts John W. Hartley MBA Emiko 1. Nishino B A Vice President for Financial and Director, Planned Giving and Business Affairs Government Programs

Elizabeth K. Bark B A Elsie A. Dorain B.A Director, Budget and Financial Planning Director, Class Programs

William L. Biggart, Jr. Jennifer S. Matthews MA Manager, Duplicating Services Director, Geographic Programs

Robert A. Bower M.B.A./C.P.A. Ann Wadsworth Controller Office Manager and Assistant Director Susan O. Cheston B A Benefits Administrator

Elizabeth Cornwall B S Director, Food Services

Carolynn E. Jones B A Director, Personnel

Susan Phillips Kehoe B S /C PA Manager, Accounting

Lucille M. Knight B A Assistant to the Vice President

John Louis Leiievre Director, Purchasing

Richard L. Lewis B S Bursar

John C. McManus Manager, College Post Office Administration 213

Center for Research on Janice Mokros Ph D Women Research Associate Brigid O'Farrell Ed M Laura Lein PhD Research Associate Acting Director Jan Putnam B.A Grace Baruch Ph D Assistant to the Director Program Director Michelle Seltzer MA Margaret Mcintosh Ph D. Program Associate Program Director Ann Stueve MA. Joseph Pleck Ph.D. Research Associate Program Director Kathy Weingarten Ph D Rosalind Barnett Ph.D. Research Associate Research Associate Carol Weiss Ph.D. Lois Biener Ph.D. Research Associate Research Associate

Pamela Daniels MA Research Associate Child Study Center

Erkut Ph.D. Sumru Marian S. Blum A M T Research Associate Educational Director

Jacqueline Fields Ph D. Mary E. Ucci M Ed. Program Associate Head Teacher

Andrea Genser MS Rita C. Chrappa B.A. Program Associate Head Teacher

Wendy Gray B S Lynette P. Burke B A Program Associate Head Teacher

Anne Harlan Ph.D. Trase D. Rourke Research Associate Assistant to the Director

Sharon Harlan Ph D Research Associate

Barbara Heyns Ph D Research Associate

Ruth Jacobs Ph.D. Program Associate

Michelene Malson Ph D. Research Associate '.^^-^.^

^ ^^=- 215 Alumnae Organization

Alumnae Office Chairman, Campus Mrs. Edmund H. Geschickter Anne Mitchell Morgan B A 787 Pleasant Street Executive Director Framingham, Massachusetts 01701

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 49445 Associate Director for Clubs

Chairman, Class Caroline Canterbury Riem B A Fund Programs Associate Director for Classes and Reunions Mrs. Richard Bodine Lantern Hill Road Easton, Connecticut 06612

Alumnae Magazine Chairman, Clubs

Mrs. Robert L. Wiley Phyllis Meras MS. 22 Holly Lane Editor Mercer Island, Washington 98040

Mary Jane Ertman B.A. Chairman, Communications Assistant Editor Mrs. Berton V. Phinney, Jr. 354 Hemlock Circle Alumnae Association Lincoln, Massachusetts 01773 Board of Directors Chairman, Academic Programs

Mrs. Judah Folkman President 18 Chatham Circle

Mrs. William I. MacDonald Brookline, Massachusetts 02146 64 Liberty Avenue Lexington, Massachusetts 02173 Ex Officils

Anne Mitchell Morgan First Vice President Executive Director Mrs. Donald M. Stewart Reynolds Cottage Phyllis Meras Spelman College Editor, Wellesley. the alumnae magazine Atlanta, Georgia 30313 Nancy Wanderer Mackenzie Second Vice President Alumnae Admission Coordinator

Mrs. Chester E. Finn Alumnae Trustees 514 Valevi^ood Lane

Dayton, Ohio 45405 Mrs. William J. Chapman (1976-1982) St. Louis, Missouri Secretary Mrs. Lawrence D. Bragg, Jr. (1977-1983) Mrs. Paul Christopherson Wellesley Hills, Massachusetts 2 Cross Gates Short Hills, New Jersey 07078 Mrs. William H. Cowles III (1978-1984) Spokane, Washington Treasurer

Miss Thelma M. Blackmore Mrs. Douglas V. Rigler (1980-1986) 70 East Tenth Street Bethesda, Maryland New York, New York 10003 Miss Grace M. Mills (1980-1983) W. Hempstead, New York %i ^r^

m. V*,

.*aL lt>^

f% m m 217 National Development Fund Committee

The National Development Fund Committee sets policy and provides leadership for all efforis 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 1980-81 the members of the National Development Fund Committee are as follows.

fyirs. Carl Ivl. Mueller Mrs. Francis G. Jenkins (Suzanne Carreau '46) (Anne Mather '43) Chairman Co-chairman, Planned Giving 435 East 52nd Street Post Office Box 684 New York, New York 10022 Williamstown, Massachusetts 01267

Mrs. Richard Bodine Mrs. Stephen Mochary (Barbara Ann Butterfield '48) (Mary Kasser '63) Chairman, Class Fund Programs Member-at-Large Lantern Hill Road 60 Undercliff Road Easlon, Connecticut 06612 Montclair, New Jersey 07042

Mrs. William H. Cowles III Mrs. Robert P. Schauss (Allison Stacey '55) (Martha Schwanke '40) Co-chairman, Key Gifts Chairman, Geographic Programs 1727 East 20th Avenue 633 Park Avenue Spokane, Washington 99203 River Forest, Illinois 60305

Mrs. Shelby Cullom Davis Mrs. Alan V. Tishman (Kathryn Wasserman '28) (Margaret Westheimer '41) Co-chairman, Planned Giving Co-chairman, Key Gifts Broad Oak, Wilson Park 1095 Park Avenue Tarrytown, New York 10591 New York, New York 10028

Donna R. Ecton '69 Mrs. Robert L. Wiley Chairman, Corporations and Foundations (Mary Ann Townsend '53) 20 West 64th Street, #37F Chairman, Clubs New York, New York 10023 22 Holly Lane Mercer Island, Washington 98040 Mrs. Arnold G. Fraiman (Genevieve Lam '49) Member-at-Large Ex Officiis 1140 Fifth Avenue Dr. Carol Johnson Johns New York, New York 10028 (Carol Johnson '44) Acting President Mrs. F. Daniel Frost (Camilla Chandler '47) Mr. Nelson J. Darling, Jr. Co-chairman, Key Gifts Chairman, Board of Trustees 470 Columbia Circle 100 Federal Street, Suite 3100 Pasadena, California 91105 Boston, Massachusetts 02110

Mrs. Stanley M. Goldberg (Luella Gross '58) Member-at-Large 7019 Tupa Drive Minneapolis, Minnesota 55435 218 National Development Fund Committee

Mrs. Morse Johnson Mr. Horace S. Nichols (Betty Freyhof '44) Treasurer Vice Chairman, Board of Trustees 75 Federal Street 9 Far Hills Drive Boston, Massachusetts 02110 Cincinnati, Ohio 45208 Mr. Peter McE. Buchanan

Mrs. William I. MacDonald Vice President for Resources (Beatrice Strand W) President, Alumnae Association Miss Alia O'Brien '44 64 Liberty Avenue Vice President for College Relations Lexington, Massachusetts 02173 218

Travel Instructions

If you arrive by plane: If you arrive by bus: MBTA (subway) Greyhound Take the shuttle bus (25c) 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 ($7.00). If necessary, call (50c). Go upstairs and change to a car Wellesley Community Taxi at 235-1600. marked "RIVERSIDE-D" on the Green Line, Trailways & Peter Pan Get off at Woodland (the second-to-last stop). Get off at the FRAMINGHAfyl/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 ($7.00). 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 (25c). The bus will stop in front of Cazenove If you drive: Hall, a short walk from Green Hall. From the West

2) Take a taxi ($7.00). 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. From the East Taxi Take the Massachusetts Turnpike to the West The taxi cost from Logan Airport is $22.10 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 (50$). 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). fi

I 1 221 Index

Academic Classical and Near Eastern archaeology, advising, 33 interdepartmental major, 178 calendar, 2 Cocurricular facilities, 10-11 distinctions, 41 College Entrance Examination Board tests, 20 facilities, 9-10 College Government, 16 honors in \he major field. 41 College health service, 15 programs, 33-41 College, history of, 5-7 Review Board, 35 Colloquia, freshman-sophomore, 38, 43 policies and procedures, 35-37 Community involvement, 40 standards, 35 Computer facilities, 9 Acceleration. 37 Confidentiality of student records, 16 Adding courses, 36 Continuing education, 26,40 Administration, 209-213 Correspondence, 3 Admission, 19-23 Costs and financial aid, 25-31 application for, 19 Counseling resources, 14 campus visit, 20 Courses of instruction, 43-185 College Entrance Examination Board tests, 20 Credit criteria for, 19 for advanced placement examination, 35 deferred entrance, 21 for community involvement, 40 early admission, 21 for other academic work, 35 early decision, 21 for summer school and independent study, 36 early evaluation, 21 Cross-registration, tVlassachusetts Institute of foreign students, 22 Technology, 38 general requirements for freshman applicants, 19 Curriculum, 33-35 interview, 19 plans, 21 regular decision, 21 Degree transfer students, 22 B.A., requirements for, 33-34 U.S. citizens living abroad. 21 Development, national committee, 217-218 Advanced placement, credit for, 35 Directory information, 16 Alumnae, 215-218 Distribution requirements, 33-34 Association, board of directors, 215 Dormitories, 13-14 National Development Fund Committee, 217-218 Dropping courses, 36 trustees, 215 Alumnae Hall, 10 American studies, individual major, 181 Early evaluation, 21 Anthropology courses, 44-47 East Asian studies, individual major, 181-182 Archaeology, classical and Near Eastern, Economics courses, 74-78 interdepartmental major, 178 Education courses, 79-81 Art courses, 47-56 Emeriti professors, 206-207 Arts center, 9 Employment, student, 17 Astronomy courses, 57-58 Engineering, opportunities in, 38 Auditing courses, 37 English courses, 81-87 Enrollment statistics, 20, 23 Examinations, 36 Bachelor of Arts degree, requirements for, 33-34 advanced placement, 35 Beit Shalom, 11 exemption, 36 Biological sciences courses, 58-63 Exchange Program, Wellesley-Spelman, 39 Black studies courses, 63-68 Exchange Program, Twelve College, 38-39 Buildings, see Campus Exemption from required studies, 36 Expenses, general, 25 Experimental courses, 169-170 Calendar, 2 Extradepartmental courses, 168-176 Cambridge Humanities Seminar, 38, 168-169 Campus, description of. 9-11

Campus resources, 1 Faculty, 191-205 Career counseling, 17 Federal Income Tax Return, 30 Career Services, 17 Fees and expenses, 25-26 Chapel, 10 annual fee, 25 Chemistry courses, 68-71 continuing education, 26 Child Study Center, 10 general deposit, 25 Chinese courses, 72-74 general expenses, 25 Chinese studies, interdepartmental major, 176-177 parent loan plan, 26 Choir, 126 plans of payment, 27-28 Classical civilization, interdepartmental major, reservation fee, 25 177-178 room retainer fee, 25 1 1 1 1 222 Index

special fees and expenses, 25 Major, 34 student activity fee, 25 Massachusetts Institute of Technology, student health program, 26 cross-registration, 38 Fellowships, Mathematics courses, 117-120 undergraduate and graduate, 17, 30-31 Medical insurance, 26 Financial aid, 29-30 Medical school, 34 application for, 30 Medieval/Renaissance studies, interdepart- Federal Income Tax Return, 30 mental major, 178-180 form, 30 Molecular biology, interdepartmental major, 180 jobs, campus and off campus, 29 Music courses, 121-126 payments, 26 performing music, 125 transfer students, 29 performing organizations, 126 Financial information, 25-30 Foreign language requirements, 34 Foreign students National Development Fund Committee, 217-218

admission of, 22 Nondiscrimination, policy of, 1 countries, 23 French courses, 87-92 Freshman Observatory, 9 admission requirements, 19 Opportunities in engineering, 38 Freshman-sophomore colloquia, 38, 43 Orchestra, 126

Geographic distribution chart, 23 Parent loan plan, 26 Geology courses, 92-94 Phi Beta Kappa, 41 German courses, 94-97 Philosophy courses, 127-132 Grading system, 36 Physical education and athletics courses, 132-134 Graduate fellov\/ships, 30-31 Physical education facilities, 10 Graduate school information, 17 Physics courses, 134-136 Greek and Latin courses, 97-102 Plans of payment, 27-28 Greek courses, 97-99 Policies, 16 Green Hall, 11 Political science courses, 137-144 Greenhouses, 9 Preparation for medical school, 34 Presidents, 189

President's House, 1 Harambee House, 10-11 Psychobiology, interdepartmental Health service, 15 major, 180 infirmary, 11 Psychology courses, 145-150 medical insurance, 26 History courses, 102-113 Readmission, 37 History of art, 48-54 Honor Basis, 15-16 Recommendations, 17 Refunds, Honors in the major field, 41 26 Registration for courses, 36 Religion courses, 150-157 Individual majors, 180-185 Religious resources, 15 Individual study, 36 Required studies,

Infirmary, 1 exemption from, 36 Inquiries and visits, 3 Requirements Insurance, medical, 26 Bachelor of Arts, 33-34 Interdepartmental majors, 176-185 distribution, 33 Internship information, 17, 39 exemptions, 36 Internships, summer, 39 foreign language, 34 Interview, 19 other, 34

Italian courses, 1 14-1 16 Research, student, 36 Italian culture, individual major, 182 Residence halls, 13-14 Russian courses, 157-159

Jewett Arts Center, 9 Job notices, 17 Schneider College Center, 10 Job recruiting, 17 Scholarships, 17, 39, 40 Junior year abroad, 39 Scholastic aptitude and achievement tests, 20 Science Center, 9 Sigma Xi, 41

La Casa, 1 Slater International Center, 11 Language studies, individual major, 183 Slater scholarship, 39

Latin courses, 99-102 Society houses, 1 Leave of absence, 37 Sociology courses, 159-163 Library, 10 Spanish courses, 163-166 Loans, 26 Special academic programs, 38-40 Spelman-Wellesley Exchange Program, 39 1 1 1 Index 223

Sports facilities, 10 Travel Instructions, 219 Stecher scholarship, 39, 40 Trustees, board of, 187 Student government, 15-16 Tuition

Student life, 13-17 payments, 27-28 Student records, confidentiality of, 16 Twelve College Exchange Program, 38 Students from other countries, 22 geographic distribution, 23 Urban politics summer internship program, 39 summary, 20 Urban studies, individual major, 184 Studio art courses, 55-56 Study abroad junior year, 39 Visitors, 3 summer, 40 Summer internships, 39 Waddell scholarships, 39, 40 Washington summer internship program, 39 Wellesley College Center for Research

Theatre studies courses, 167-168 on Women, 1

Theatre studies, individual major, 183-184 Wellesley College Club, 1 Transfer students Withdraw/al, 37

admission, 22 Women's research center, 1 financial aid, 29 Women's studies, individual major, 185 Design: Sheaff Design, Inc./Chestnut Hill, Massachusetts Printer: Rapid Service Press/Boston, Massachusetts

September 1980 15M w.

.^ 'i The Bulletin of Wellesley College Second Class Wellesley, Massachusetts 02181 Postage Paid at Boston, MA