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\ 1978*1979 BULLETIN OF WELLESLEY COLLEGE

Volume 68, Number 1

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

Bulletin published nine times a year by Wellesley College, Green Hall, Wellesley, Massachusetts 02181. September, one; October, one; December, two; January, one; March, one; April, one; May, one; August, one. Contents Academic Calendar 1978-79

First Semester 4 Correspondence/Visitors

Correspondence Visitors

President We welcome visitors to the College. The General interests of the College administrative offices in Green Hall are open Monday through Friday, 8:30 a.m. to 4:30 Dean of the College p.m., and by appointment on Saturday morn- Academic policies and programs ings during term time. Special arrangements for greeting prospective students can also be Dean of Academic Programs made during vacation periods. Rooms for MIT cross-registration alumnae and for parents of students or pro- Exchange programs spective students are available on the campus in the Wellesley College Club and may be Class Deans reserved by writing to the club manager. Individual students A prospective student who wishes to arrange Study abroad; students from abroad an interview with a member of the professional staff of the Board of Admission should Director of Admission make an appointment well in advance. Admission of students Student guides provide tours for visitors with- Director of Financial Aid out previous appointment. Visitors to the Col- Financial aid; student employment; lege may call the Board of Admission prior to fellowships; student loans their visit to arrange a mutually convenient time for the tour. Coordinator of Student Services Residence; health services; counseling

Bursar College fees

Registrar Transcripts of records

Director of Continuing Education Continuing Education

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

Vice President for Financial and Business Affairs Business matters

Vice President for Resources Gifts and bequests

Vice President for College Relations Internal and external public affairs

Executive Director, Alumnae Association Alumnae interests

Address Wellesley College Wellesley, Massachusetts 02181 (617)235-0320 Board of Trustees 6 Board of Trustees

Nelson J. Darling, Jr. LL B Carol G. Johnson Johns M D Chairman of the Board Baltimore, Maryland Swampscott, Massachusetts Howard Wesley Johnson MA Betty Freyhof Johnson MA Cambridge, Massachusetts Vice Chairman Cincinnati, Ohio Mary Gardiner Jones LL B Washington, D.C. Horace Nichols B S Treasurer Hilda Rosenbaum Kahne Ph D Weston, Massachusetts Lexington, Massachusetts

William M. Boyd II Ph D Mildred Lane Kemper B A Concord, Massachusetts Kansas City, Missouri

Mary Dooley Bragg B A George Howell Kidder LL B Wellesley Hills, Massachusetts Concord, Massachusetts

Frances Clausen Chapman B A Robert A. Lawrence B A St. Louis, Missouri Westwood, Massachusetts

Harriet Segal Cohn B A Suzanne Carreau Mueller B A Brookline, Massachusetts New York, New York

Dorothy Dann Collins B A Samuel H. Proger M D Dallas, Texas Brookline, Massachusetts

Alison Stacey Cowles B A George Putnam MBA Spokane, Washington Manchester, Massachusetts

Phyllis Ann Douglass B A Mary Ann Dilley Staub B A Chicago, Illinois Winnetka, Illinois

Camilla Chandler Frost B A David B. Stone LL D Pasadena, California Marlon, Massachusetts

Luella Gross Goldberg B A Nancy Angell Streeter B A Minneapolis, Minnesota New York, New York

Harvey H. Guthrie, Jr. Th D Leah Rose Werthan B A. Cambridge, Massachusetts Nashville, Tennessee

William E. Hartmann B Arch Barbara W. Newell Ph D , ex officio Chicago, Illinois President of Wellesley College Wellesley, Massachusetts Barbara Barnes Hauptfuhrer B A

Huntingdon Valley, Pennsylvania Nardi Reeder Campion B A , ex officio President of the Wellesley College Anne Cohen Heller M D Alumnae Association New York, New York Hanover, New Hampshire

Walter Hunnewell MBA Wellesley, Massachusetts Clerk of the Board of Trustees

Doris E. Drescher B S David O. Ives MBA Needham, Massachusetts Lincoln, Massachusetts

Barbara Loomis Jackson Ed D Atlanta, Georgia Board of Trustees 7

Trustees Emeriti

Eleanor Wallace Allen '25 Boston, Massachusetts

O. Kelley Anderson Boston, Massachusetts

Sirarpie Der Nersessian Pans, France

Byron Kauffman Elliott Boston, Massachusetts

Alexander Cochrane Forbes South Dartmouth. Massachusetts

Mary Cooper Gaiser '23 Spokane, Washington

Elisabeth Luce Moore '24 New York, New York

John R. Quarles Wellesley, Massachusetts

Robert Gregg Stone Dedham, Massachusetts

Edward A. Weeks, Jr. Boston, Massachusetts

Mary Sime West '26 Katonah, New York

Henry Austin Wood Newport. Rhode Island

Katharine Timberman Wright '18 Columbus, Ohio 8 Presidents

i^^^^ m The College

4jPteC 10 The College

A student's years at Wellesley College are undertake individual work with faculty on hon- the beginning — not the end— of an education. ors projects and research. An education at Wellesley is characterized by Weilesley's faculty— of which 60 percent are sensitivity and knowledge, and by the mas- women— bring to the College diverse aca- tery of intellectual skills and the growth of a demic and professional interests. Poets, discerning mind. Above all, Wellesley aims to novelists, artists, musicians, scientists, teach its students the wisdom to use knowl- political and economic analysts, the members edge to enhance their own lives and to par- of the faculty are scholars dedicated to ticipate more effectively in the larger com- teaching and to sharing their experience with munity. These are the goals and benefits of a students. A number live on or near the cam- liberal arts curriculum, which encourages stu- pus, and they take part in many aspects of dents to elect a wide variety of courses while College life. pursuing specialization within a major. Weilesley's outstanding resources and facili- Wellesley offers this education in an environ- ties are administered with the policy that all ment that takes women seriously as indi- students, whether majors or nonmajors, will viduals, as scholars, and as leaders. have access to the resources they need to Although education at Wellesley is more than pursue their interests in all departments.

100 years old, it continues to reflect the The Margaret Clapp Library has an extensive goals of its founder, Henry Fowie Durant. He general collection containing original source was an impassioned believer in equality for material from special collections. In addition women, who saw education as the way wom- to the facilities of the main library, many en could prepare themselves for "great con- departments have their own libraries. In the flicts" and "vast reforms in social life." sciences, the new Science Center brings to- Wellesley College reaffirmed these early gether all the science departments, including visions in 1971 when, after seriously consid- mathematics and computer science, in a con- ering coeducation, it elected to remain a temporary setting that fosters interdisciplin- college for women only. ary studies. Throughout the years, Wellesley has encour- Weilesley's strength in the sciences dates to aged women to make unconventional choic- the nineteenth century, when the College's es, and it continues to encourage students to physics laboratory was the second such lab- seek for themselves a range of options. As a oratory in the country (the first was at the result, many Wellesley women choose to Massachusetts Institute of Technology). Lab- major in such areas as economics, mathe- oratories in the new Science Center are com- matics, and the sciences. Many Wellesley pletely equipped for a wide variety of fields. graduates enter careers in business, law, and Other scientific resources at Wellesley in- medicine— all fields that have been long clude a central library, greenhouses, and an dominated by men. observatory. This conscious effort to prepare women for a Students in the arts find excellent facilities in full range of career and life choices is an the Jewett Arts Center which has a teaching integral part of Weilesley's rigorous and de- museum, libraries, practice rooms, studios, manding academic experience. and an auditorium. Each year the Museum High academic standards at Wellesley are has several exhibitions of students' work, and combined with considerable flexibility of Jewett is also used for students' concerts choice for the individual student. There are and recitals. opportunities for independent study, indi- The Wellesley curriculum is extended through vidually designed majors, and research. opportunities for cross-registration with the A primary concern in the Wellesley class- Massachusetts Institute of Technology, ex- room is the development of analytical skills change programs with other colleges, and and clarity of expression; to this end, most in- study abroad. structors emphasize writing papers and re- MIT-Wellesley cross-registration allows stu- ports. The average size of classes ranges dents to combine the strengths of these two from 22 to 25 students. Popular introductory very different institutions. MIT men and wom- courses that enroll more than 100 students en come to Wellesley for such courses as include small discussion or conference sec- psychology, economics, and art history. tions. Upper level classes and seminars bring Wellesley women travel to MIT for such together 12 to 15 students and an instructor classes as urban planning, political science, to investigate clearly defined areas of con- and photography. Buses shuttle hourly along cern. The student-faculty ratio of 10 to 1 the 12 mile route between the two campuses. offers an excellent opportunity for students to The College 11

The Twelve College Exchange Program each year brings men and women from other New England colleges to Wellesley for a semester or a year, and enables Wellesley students to live and study on another campus. An exchange between Wellesley and Spelman College, a distinguished Black liberal arts college for women in Atlanta, Georgia, was inaugurated in 1974-75.

Wellesley also offers opportunities for study abroad through the Slater, Waddell, and Stecher scholarship programs. The Slater program underwrites the cost of attending European institutions for a summer or academic year, and it brings Slater Fellows from abroad to the Wellesley campus. The Waddell program provides funds for study in Carib- bean countries or in Africa. The Stecher program enables students to study art abroad either during the academic year or in the summer. Wellesley does not have its own junior year abroad program, but it does help students make arrangements for such study by direct enrollment in foreign universities or through application to such programs administered by other colleges.

One advantage of women's colleges is the opportunity for women to assume leadership in college organizations and activities. These options frequently are closed to women in coeducational institutions where extracurricular activities often are dominated by male students.

Wellesley students serve on almost all major committees of the Board of Trustees, including the Investment Committee, and on committees of the Academic Council, including the Board of Admission and the Committee on Curriculum and Instruction. Students are voting members of most committees on whicfi they serve. In academic departments, they are voting members of curriculum and faculty search committees, and they also serve on committees that set policy for residential life and govern Schneider College Center, the focus for much student and community activity on campus.

In 1918 students and faculty concluded a historic Agreement creating the Wellesley College Government Association, which allows for student control over most nonacademic aspects of their lives and for faculty supervision of academic matters. College Government officers are elected each spring by the students, and the president of College Government heads the student Senate consisting of students, faculty, and administra- tors but in which only student members have voting privileges. —

12 The College

Students also have numerous outlets for self- day. Students are encouraged to participate expression through involvement in such activ- in and contribute to the communities of Bos- ities as theatre and musical groups, student ton as well as in the Wellesley College com- publications, and sports. munity. Their activities range from tutoring with the MIT-Wellesley Upward Bound Pro- Each week brings lectures, poetry readings, gram to internships in urban legal studies. films, exhibitions, and performances in dance, theatre, and music. Visiting artists and lec- As an individual learns and grows, so, too, turers frequently offer master classes for does a community. It explores and seeks interested students; receptions and informal alternatives and remains open to innovation. dinners provide further occasions for stu- The past five years at Wellesley have wit- dents to talk with distinguished men and nessed marked changes in the curriculum women. and academic policies as well as in policies governing students' lives on campus. This While Wellesley encourages the participation change— and it is a continuing process of its students in events and activities de- rests on a foundation of sound academic and signed to heighten their awareness of the social values, and it comes about through the world around them, a student's inner devel- efforts of individuals who influence and shape opment and her search for personal and spir- the College environment. The College, in turn, itual values IS also an important process. influences the lives of each member of its Over the past few years, there has been an community. increasing interest in ethical and religious issues and activities. The chaplaincy spon- In its desire to create the best possible edu- sors special seminars and programs in which cation for women, Wellesley continues to students can explore these issues as well as seek solutions to problems faced by both share with one another the celebration of reli- men and women in a changing society. It is gious holidays. The chaplaincy provides a reli- looking, too, at its own community, and is gious program embracing many faiths and trying to make it a better place in which to also offers denominational programs for work and to study and to grow. It is exploring those who wish to participate. new patterns of work, new ways for campus groups to communicate more effectively with The development of social responsibility and one another, and new styles of residential social responsiveness is an integral part of life. Wellesley's heritage that continues to this Each student who comes to Wellesley Col- lege joins an extended community, for the support and involvement of the alumnae add

an important dimension to the College's life.

One reason for Wellesley's leadership among colleges and universities in this country is the

success of Its many alumnae who have pio- neered in all areas of life. Some have been outstanding scholars and researchiers; others have been leaders in science, politics and

women's rights; still others have made important contributions to their communities through volunteer work.

A significant part of life at Wellesley is influenced by the location of the College. The 500-acre campus— a rural setting on the shores of Lake Waban— is only thirty-five minutes away from fvletropolitan Boston. In addition to its many cultural offerings, Boston IS a center for higher education, with many colleges and universities, which share some of their facilities and activities with the Wellesley community.

Whatever one's life choice and goal, a Wellesley education provides women with intellectual and personal growth that continues long after the college years. Admission 14 Admission

Criteria for Admission Students planning to concentrate in mathematics, in premedical studies, or in the natural sciences are urged to elect additional courses in mathematics and science in

The Board of Admission at Wellesley is com- secondary school. Students planning to con- posed of representatives of the faculty, the centrate in language or literature are urged administration, and the students. In selecting to study a modern foreign language and Latin the candidates who will comprise the student or Greek before they enter college. body, the Board of Admission considers a There are often exceptions to the preparation number of factors: high school records, rank suggested here, and the Board will consider in class, scholastic aptitude and achievement an applicant whose educational background test scores, letters of recommendation from varies from this general description. teachers and principals, the student's own statements herself and her activities, about Tfie Application and the interview reports of the staff or alumnae. The Board of Admission values evidence Application forms may be obtained from the of fee of of unusual talent and involvement in all areas Board Admission. A nonrefundable of academic and social concern. $20 must accompany the formal application. If the application fee imposes a burden on Each application is evaluated with care. The the family's finances, a letter from the appli- decision is never on the admission made cant's guidance counselor requesting a fee basis of a single factor. For instance, the waiver should be sent to the College with the Board recognizes that standardized tests do application for admission. not measure motivation or creativity and that scores may be influenced by the student's The Interview experience with timed examinations. A personal interview is required of each appli- The Board of Admission chooses students cant. If it is not possible for a candidate to who will benefit from and contribute to the come to the College for an interview, she type of education offered at Wellesley and be should write to the Board of Admission for able to meet the standards for graduation the name of an alumna interviewer in the from the College. Consideration is given to candidate's local area. The Board of Admis- creativity and high motivation as well as sion is closed for interviews from February 15 strong academic potential. to April 1 ; however, tours will still be given by The Board of Admission considers each appli- student guides at this time. cation on its merits and does not discriminate on the basis of race, religion, color, creed, or Campus Visit national origin. In accordance with its desire Students who are seriously considering to maintain diversity in its student body, Wellesley will have a fuller understanding of Wellesley College encourages applications student life at Wellesley if they can arrange from qualified students who come from a to spend a day on campus. Candidates are wide variety of cultural, economic, and ethnic welcome to attend classes, eat in the resi- backgrounds. dence halls, and talk informally with Wellesley students. Prospective students who plan to General for Requirements Freshman spend some time exploring the College are Applicants urged to notify the Board of Admission in Wellesley College does not require a fixed advance so that tours, interviews, meals, and plan of secondary school courses as prepara- attendance at classes can be arranged tion for its program of studies. However, before arrival on campus. entering students normally have completed four years of strong college preparatory studies in secondary school. Adequate preparation includes training in clear and coherent writing and in interpreting literature, training in the principles of mathematics (usually a minimum of three years), competence in at least one foreign language, ancient or modern (usually achieved through three or four years of study), and experience in at least one laboratory science and in history. Admission 15

College Entrance Examination Board regular admission may take Scholastic Apti- Tests tude Tests and Achievement Tests any time through January of the senior year. It is pre- The Scholastic Aptitude Test and three ferred, however, that students attempt to Achievement Tests of the College Entrance take these tests before the January test date Exannination Board (CEEB) are required of all to insure that scores will arrive well before applicants for admission. One Achievement the Board of Admission begins to review Test must be the English Composition Test. records. Results of tests taken after January

Each applicant is responsible for arranging to arrive too late for consideration by the Board take the tests and for requesting CEEB to of Admission. send to Wellesley College the results of all tests taken. CEEB sends its publications and Early Evaluation the registration forms necessary to apply for Candidates whose credentials are complete

it, will the tests to all American secondary schools by January 1, and who request receive and many centers abroad. The applicant may an Early Evaluation of their chances of admis- obtain the registration form at school, or may sion. These evaluations will be sent by the Candidates will receive the obtain it by writing directly to CEEB, Box 592, end of February. Princeton, New Jersey 08540; or in western final decision from the Board of Admission in United States, western Canada, Australia, April. Mexico, or the Pacific Islands, to CEEB, Box 1025. Berkeley. California 94701. Early Decision It is necessary to register with CEEB approxi- This plan is intended for those students with mately SIX weeks before the test dates; how- strong high school records who have select- ever, limited walk-in registration may be avail- ed Wellesley as their first choice college by able at some test center. the fall of the senior year. Candidates under Either the SAT or three Achievement Tests this plan may initiate applications at other may be taken on any of the following dates, colleges, but they agree to make only one but it is not possible to take both the SAT and Early Decision application, and if admitted the Achievement Tests on the same day, so under Early Decision, they must then with- students must select and register for two dif- draw all other applications. ferent test dates. The latest test date from Candidates who wish Early Decision must which scores can be used for admission in apply by November 1 and indicate that they September 1979 is January 27, 1979. want to be considered under the Early Deci- The CEEB Code Number for Wellesley sion Plan. Although CEEB tests taken through College is 3957. the November 4, 1978 test date may be used,

it is preferred that students complete the Dates of CEEB Tests appropriate tests by the end of the junior year. All supporting credentials and an inter- May 6, 1978 view must be completed by November 15. June 3, 1978 Decisions on admission and financial aid will November 4, 1978 be mailed no later than mid-December. December 2, 1978 January 27, 1979 March 31, 1979 (SAT's only) Early Admission May 5, 1979 The College considers applications from can- June 2, 1979 didates who plan to complete only three the only In addition, on October 14, 1978 SAT years of high school and who have demon- IS offered in California, Texas, Florida, and strated academic strength and personal and New York. The English Composition Test-with- social maturity. These candidates are consid- essay is offered only on the December 2, ered for admission along with other appli- 1978 test date. cants for the Regular Decision Plan. They are requested to identify themselves as Early Admission Plans Admission applicants in their correspondence

of Admission. It is preferable 1 with the Board Regular Decision that these candidates have their interviews at

if Admis- A candidate who uses the regular plan of ad- the College distance permits. Early are not eligible for Early mission must file an application by February sion candidates Decision or Early Evaluation. In all other 1 of the year for which she is applying. Ap- they follow the regular procedures plicants will be notified of the Board of Ad- respects Decision Plan. mission's decisions in April. Applicants for for the Regular 16 Admission

Deferred Entrance strong recommendations from their deans Application for admission is made for a stated and instructors. Incoming sophomores and in year; however, it is possible to change the juniors are eligible to apply for entrance first intended date of entrance if a written request either the or second semester; transfers is sent before the Board of Admission takes in the middle of the freshman year are dis- formal action on the application. Students couraged. Students wishing to transfer into who complete their applications and are ad- Wellesley should make application before mitted and who then wish to defer entrance February 1 for entrance in the fall semester, to the freshman class for one year should and before November 15 for entrance in the accept the offer of admission by May 1, and spring semester, on forms which may be ob- at the same time request a year's deferral. tained from the Board of Admission. Notifica- Students who attend another American col- tion is in early April and late December, lege full-time during the year between high respectively. The preliminary application school and their entrance to Wellesley are forms should be returned with a nonrefund- not considered deferred students, but must able registration fee of $20, or a fee waiver reapply for entrance as transfers. request authorized by a financial aid officer or college dean; the rest of the application United States Citizens Living Abroad forms will be sent upon receipt of these items. For U.S. citizens living in other countries the entrance requirements and procedures for The College will evaluate the transcripts of making application are the same as for appli- transfer applicants who have been offered cants within the United States. admission, and will accept for credit only those courses which are comparable to Foreign Students courses offered in the liberal arts curriculum at Wellesley. Transfer credit for studies com- The College welcomes applications from citi- pleted in foreign countries will be granted zens of other countries who have excellent only when the Registrar has given specific secondary school records and are completing approval of the courses elected and the insti- the university entrance requirements of their tutions granting the credit. own countries. It is possible to receive advance credit toward the Wellesley degree To receive a Wellesley degree, a transfer stu- through successful results in national matric- dent must complete a minimum of 16 units of ulation examinations. Foreign students must work and two academic years at the College. apply by January 15 of the year in which the A Wellesley unit is equivalent to four semes- student plans to enter the College. Admission ter hours and some transfer students may is for September entrance only. There is no need to carry more than the usual four cours- application fee for foreign students. Specific es per semester in order to complete their instructions for foreign students wishing to degree requirements within four years. apply to Wellesley are contained in the bro- Wellesley College has no summer school and chure, Information for Foreign Students. courses done independently during the sum- which may be obtained by writing to the mer may not be counted toward the 16 units Board of Admission. Letters of inquiry should required. Incoming juniors, in particular, include the student's age, country of citizen- should be aware that Wellesley requires evi- ship, present school, and academic level. dence of proficiency in one foreign language before the beginning of the senior year. In The Slater One-Year Fellowship Program is addition, all transfer students should note open to qualified foreign students currently Wellesley's course distribution requirements enrolled in foreign universities who wish to which must be fulfilled for graduation. These increase their understanding of life in the requirements are described on p. 36 of this United States while preparing for a degree in catalog. their home universities. Preference is given to junior transfer students not students from western Europe. Slater Fellows Incoming may take part in the Twelve College Exchange receive a stipend based on financial need. Abroad. All transfer Application forms may be obtained by writing Program or Junior Year students elect to take courses through to the Dean of Academic Programs. may the cross-registration program with MIT after of study Admission of Transfer Students they have completed one semester at Wellesley. Candidates who have interrupt- Wellesley College accepts transfer students ed their education for more than five years from accredited four and two year colleges. and/or who are older than 25 years of age They must offer excellent academic records may wish to consult the Office of Continuing at both the high school and college levels and Education. Financial Information 18 Fees

Fees and Expenses

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

Annual Fee

The fee for the academic year 1978-79 is $6550. In addition, there is a student activity fee of $60. The breakdown is as follows: Fees 19

Medical Insurance date of withdrawal shall be the date on which the student notifies the Director of Continuing Information concerning student medical insur- Education of withdrawal in writing, or the date ance is sent to all parents by the bursar. on which the College determines that the stu- Because of tfie high cost of medical care, dent has withdrawn, whichever is earlier. parents are required to subscribe to the Refunds will be made within 40 days after Wellesley College Student Health Plan or to withdrawal and will be prorated among the provide equivalent coverage, especially since sources of original prepayment. Wellesley Wellesley College does not assume financial College grants are not subject to refund to responsibility for injuries incurred in instruc- the student. tional, intercollegiate, intramural, or recreational programs under the auspices of the Department of Physical Education. Full-time .m^t'm^. continuing education students are also required to have coverage if they plan to use the College Health Services. Continuing education students carrying less than three courses per semester are not eligible for infirmary care or insurance.

Refund Policy

Refunds of prepaid tuition, reservation, and other fees, and room and board charges will be allowed for withdrawal or leave of ab- \ sence prior to the midpoint of the semester. In computing refunds, such prepayment will be prorated on a weekly basis, except that $100 will be withheld to cover administrative costs in any case. No refunds will be made for withdrawal or leave of absence after the semester midpoint. The date of withdrawal shall be the date on which the student notifies the Registrar of withdrawal in writing, or the date on which the College determines that the student has withdrawn, whichever is earlier. Admissions candidates must notify the Director of Admission of withdrawal. Refunds will be made within 40 days after withdrawal and will be prorated among the sources of original prepayment. Wellesley College grants are not subject to refund to the student.

Continuing Education Fees

The basic fee for a continuing education student is $538 per semester course, payable by

August 1 for the fall semester and by January 15 for the spring semester. Continuing education applicants pay the same $20 application fee as all other students. There is also a registration fee of $25, payable when the student is accepted.

A continuing education student who finds it necessary to withdraw from a course is entitled to tuition refunds as follows: a full refund of prepaid tuition charges will be allowed for withdrawal from courses during the first two weeks of classes. Thereafter, refunds will be prorated on a weekly basis until the midpoint of the semester. No refunds will be made for withdrawal after the semester midpoint. The 20 Plans of Payment

Early Regular Returning Resident Nonresident Decision Decision Students

Semester Plan* Financial Aid 21

Early Regular Returning Decision Decision Students Eight-Payment Plan*

Eight equal payments on the July 1 July 1 first day of each 6430 4180 through through nnonth for enter- Feb. 1 Feb. 1 ing students 22 Financial Aid

Wellesley College offers ten Town Scholar- Federal Income Tax Return ships to residents of the Town of Wellesley If a student is admitted and enrolls at who qualify for admission and whose parents Wellesley College, parents are required to or guardian live in Wellesley. If these stu- submit a certified copy of their latest federal dents live at home the scholarship is in the income tax return by July 1. The certified form of a full tuition grant. If these students copy is forwarded directly to the College by choose to live on campus, the amount of fi- the District IRS Office at the request of the nancial aid is based on financial need and is parent. Financial aid awards are not final until determined by the same need criteria which the IRS form is submitted. apply to ail other financial aid applicants. Financial Aid for Transfers The College expects students to contribute as Financial aid funds are available to assist a much as possible to their own expenses limited number of transfer students. If a through summer and term-time earnings. transfer student continues to show need, she Academic-year campus jobs ordinarily involve will be eligible to receive aid for the number six hours of work per week and enable stu- of semesters which the Registrar determines dents to earn approximately $500 a year. will be necessary for degree completion. Further information on financial aid at Welles- ley is contained in the bulletin For the Pros- Jobs on and off Campus pective Student which may be obtained by A student interested in employment may writing to the Financial Aid Officer, Wellesley register at the Office of Student Employment. College, Wellesley, Massachusetts 02181. This office assists students in obtaining summer employment as well as part-time work Application for Financial Aid during the academic year. There are many Each registered applicant for admission who opportunities for students to find part-time is applying for financial aid must file three employment at the College and in the Town forms: the Wellesley College Application for of Wellesley. The Office of Financial Aid and Financial Aid, the Financial Aid Form of the Student Employment is the clearinghouse for College Scholarship Service, and a certified employment of students. Opportunities on copy of the latest federal income tax return. campus include office work in academic and administrative departments, where financial Application aid students receive priority through the Fi- nancial Aid Office, in Schneider College Cen- The Wellesley College Application for Finan- ter, and work in small businesses run by stu- cial Aid should be returned to the Financial dents. Off campus, students have worked in Aid Officer, Wellesley College, by November offices, stores, and restaurants. A large num- 1 from Early Decision applicants, February 1 ber of local families employ students for child from Regular Decision applicants and fall care and for other varieties of household semester transfer applicants, and November work. 15 from spring semester transfer applicants.

Financial Aid Form Summers This form is available in the secondary The long summer vacation gives students schools, or may be obtained by writing to the ample time for work, travel, or study. College Scholarship Service, Box 176, Prince- The Office of Financial Aid and Student ton, New Jersey 08540; Box 881, Evanston, Employment and the Career Services Office Illinois 60204; or Box 1025, Berkeley, Cali- have information on summer opportunities. fornia 94701. A copy can also be provided by Counseling and advice are offered to stu- the Financial Aid Officer if specifically re- dents on the various possibilities available to quested by an applicant. The Financial Aid match their interests and abilities. Form should be filed with the College Schol- arship Service which will then forward a copy Summer internships and other opportunities for confidential use to the college or colleges sponsored by the College are described on indicated on the form. p. 43.

The Financial Aid Form must be filed by Feb- ruary 1 from Regular Decision applicants;

February 1 from fall semester transfer applicants; and November 15 from spring semester transfer applicants. The 1978-79 Financial

Aid Form must be filed by November 1 and the 1979-80 Financial Aid Form by February 1 from Early Decision applicants. Fellowships 23

Graduate Fellowships unrestricted as to field of study. The title Trustee Scholar is honorary and in cases of financial need stipends may be awarded to

the scholars or, if not needed by them, to A number of fellowships for graduate study alternates who need financial assistance. All are open to graduating seniors, and alumnae applications and credentials are due by Janu- of Wellesley College, while others adminis- ary 2. Recipients share the total annual tered by Wellesley are open to women gradu- stipend. ates of any American institution. Awards are Stipend; $6000 usually made to applicants who plan full-time Fanny Bullock Workman Fellowship for graduate study for the coming year. graduate study in any field. Information and application forms may be Stipend; $3000 obtained from the Secretary to the Commit- Mary Elvira Stevens Traveling Fellowship for Graduate Fellowships, Office of Finan- tee on travel or study outside the United States. Any cial Aid, Wellesley College, Wellesley, Massa- scholarly, artistic, or cultural purpose may be 02181. chusetts considered. Candidates must be at least 25 Applications and supporting credentials for years of age on September 1 of the year in fellowships are due by January 2, except for which the fellowship is first held. Applications the Stevens Fellowship which is due Decem- must be filed with the Secretary to the ber 15. Stevens Fellowship Committee, Office of Financial Aid, before December 15. For Graduates and Undergraduates of Stipend; $8000. Wellesley College Peggy Howard Grants in Economics for study Fellowships open to Wellesley College alum- by women who intend to become professional nae, graduating seniors, and undergraduates economists. Available to both especially quali- are listed below. fied Wellesley College undergraduates or alumnae for post-graduate study or for spe- Anne Louise Barrett Fellowship, preferably in cial projects in economics. Funds vary in music and primarily for study or research in amount; applications and awards are made musical theory, composition, or in the history through the Department of Economics. of music; abroad or in the United States. Stipend; $3000 For Graduates of Other Institutions and Professor Elizabeth F. Fisher Fellowship for Wellesley College research or further study in geology or geog- Some graduate fellowships for study at the raphy, including urban, environmental or eco- institution of the candidate's choice are ad- logical studies. Preference given to geology ministered by Wellesley College and are open and geography. to alumnae of any American institution, in- Stipend; $1000 cluding Wellesley. Horton-Hallowell Fellowship for graduate Alice Freeman Palmer Fellowship for study or study in any field, preferably in the last two research abroad or in the United States. Non- years of candidacy for the Ph.D. degree, or Wellesley candidates should file through their its equivalent, or for private research of institutions. Wellesley will accept no more equivalent standard. than four applications from another institu- Stipend; $4000 tion. Edna V. Moffett Fellowship for a young alum- Stipend; $4000 na, preferably for a first year of graduate M. A. Cartland Shackford Medical Fellowship study in history. for the study of medicine with a view to gen- Stipend; $2500 eral practice, not psychiatry. Vida Button Scudder Fellowship for graduate Stipend; $3500 study in the field of social science, political Harriet A. Shaw Fellowship for study or re- science, or literature. search in music and allied arts, abroad or in Stipend; $2000 the United States. The candidate must be no Sarah Perry Wood Medical Fellowship for the more than 26 years of age at the time of her study of medicine. Nonrenewable. appointment. Preference given to music can- Stipend; $5500 didates; undergraduate work in history of art Trustee Fellowships are awarded on a com- required of other candidates. Stipend; petitive basis to seniors who intend to pursue $3000 graduate studies. These scholarships are 24 Policies

Confidentiality of Student Records involved. Ouestions should be directed to the Dean of Academic Programs. Complaints Maintenance of the confidentiality of individ- concerning alleged noncompliance by the ual student educational records has been and College with the Privacy Act which are not continues to be important at Wellesley, as is satisfactorily resolved by the College itself a concern for the accuracy of each record. may be addressed in writing to the Family Under the provisions of the federal Family Educational Rights and Privacy Act Office, Educational Rights and Privacy Act of 1974, Department of Health, Education and Wel- every Wellesley student is assured the right fare, 330 Independence Avenue, S.W., to inspect and review all college records, Washington, D.C. 20201. files, and data directly related to her, with certain exceptions such as medical and Directory Information psychiatric records, confidential recommen- The Privacy Act gives to Wellesley the right dations submitted before January 1, 1975, to make public at its discretion, without prior records to which the student has waived her authorization from the individual student, the right of access, and financial records of the following personally identifiable information: student's parents. The student may also seek name; class year; home address and tele- a correction or deletion where a record is felt phone number; college address and tele- to be inaccurate, misleading, or otherwise in phone number; major field; date and place of violation of the privacy or other rights of the birth; dates of attendance at Wellesley Col- student. The Privacy Act also protects the lege; degrees, honors and awards received; privacy of personally identifiable information weight and height of student athletes; partici- maintained in student records by prohibiting pation in officially recognized sports and the release of such information (other than activities; previous educational institution those facts defined below as "Directory Infor- most recently attended. mation") without the written consent of the student, except to persons such as officials The Privacy Act also allows individual stu- or teachers within the College who have a dents to place limitations on the release of legitimate educational interest in seeing the any of the above information. A student who information, officials of other institutions in wishes to do this must file a special form with which the student seeks to enroll, the stu- the Registrar, Green Hall, each year by July 1 dent's parents if the student is a dependent for the following academic year. for tax purposes, and certain other persons In practice, College policies discourage the and organizations. indiscriminate release of any information The final regulations for the Act make clear about individual students. College directories that, in the case of students who are depen- and lists are for use within the College com- dents of their parents for Internal Revenue munity itself. Service purposes, information from the education records of the student may be dis- Policy of Nondiscrimination closed to the parents without the student's Wellesley College admits students, without re- prior consent. It is the policy of the College to gard to race, color, religion, or national origin, notify both the student and her parents in to all the rights, privileges, programs, and writing of academic warnings, probationary activities generally accorded or made avail- status, and dismissal. It will be that assumed able to students at the College. The College every student is a dependent of her parents, does not discriminate, on the basis of race, as defined by the Internal Revenue Code, color, religion or national origin, in adminis- unless notification to the contrary with sup- tration of its educational policies, admission porting evidence satisfactory to the College is policies, scholarship and loan programs, ath- filed in writing with the Registrar 1 by October letic and other college-administered programs of each academic year. In communications or in its employment policies. with parents concerning other matters, it is private, normally College policy to respect the privacy Wellesley College, as a undergradu- institution for of the student and not to disclose information ate educational women, does from student education records without the not discriminate on the basis of sex against prior consent of the student. its students in the educational programs or activities which it operates, and does not dis- Copies of the Privacy Act, the regulations criminate on the basis of sex in its employ- thereunder and the "Wellesley College Guide- ment policies, in compliance with the regula- lines on Student Records" are available on tions of Title IX of the Education Amendments request from the Office of the Dean of Aca- of 1972. demic Programs. Students wishing to inspect a record should apply directly to the office student Life 26 Student Life

Intellectual growth is only part of the journey Theatre, the Shakespeare Society, and the toward the full realization of one's talents and Wellesley College Black Repertory Total abilities. Wellesley College offers many oppor- Theatrical Experience. In addition to the pro- tunities for a student to develop self-confi- ductions of these groups, the Departments of dence, sensitivity, and leadership abilities Greek and Latin offer plays in the original through participation in student organizations text. and college governance. Life at Wellesley also includes a number of Many student groups reflect ethnic as well as traditional social events. Fall Weekend, social, political, and religious interests. Some Sophomore Parents' Weekend, Spring of these organizations are Mezcia, an associ- Weekend, and International Weekend are ation of Chicana, American Indian, and Puer- supplemented by frequent informal parties. A to Rican students; Ethos, an organization of weekly celebration, TSIF (Thank Schneider Black students; the Asian Association, com- It's Friday), has a growing number of enthusi- posed of Asian and Asian-American students; asts among faculty members and employees the Wellesley Women's Committee, a group as well as students who come to Schneider of students, faculty, and staff interested in College Center late Friday afternoons for feminist issues; the Married Students Union, beer, wine, ragtime piano, talent shows, and a new group which is seeking programs serv- other informal entertainment. ing its special needs; and the Nonresident Schneider Center, which also has a coffee Council. A number of religious groups such house and conference rooms, is the location as the Newman Club, the Wellesley Christian for much community activity. Supplementing Fellowship, and the Wellesley Jewish Stu- the facilities and resources of Schneider are dents offer many programs throughout the Slater International Center, which is the fre- year. Other groups such as Archaeologists quent setting for international events and Anonymous and Club Fran^ais plan activities celebrations, and Harambee House, the around academic interests. social and cultural center of the Black com- Students are also responsible for a number of munity at Wellesley. Throughout the year, publications, among them Wellesley News, Harambee sponsors such events as lectures the weekly student newspaper; Legenda, the and dance performances, many in conjunc- College yearbook; Brown Sister, a student tion with the Black Studies Department. Beit publication for and about Third World women; Shalom is the center for the Wellesley Jewish WRagtime; the Galen Stone Review, a literary students and La Casa is the center for Mez- publication; and Muse, a newsletter of cia students. the Wellesley Women's Committee. WZLY, On weekends, many students move back and the campus radio station, is operated by an forth between the campus and activities in all-student staff. Cambridge and Boston. The student Senate

Sports are a significant part of life at provides buses on weekends to and from Wellesley. Some students compete on crew Harvard Square, opening up many opportuni- and tennis teams as well as in field hockey, ties for exploring urban life. basketball, squash, sailing, swimming, and water polo. Other students pursue physical Honor Basis education just for fun, or to stay in shape. Inherent in Wellesley's system of democratic Interests range from yoga and fencing to government, and its accompanying law, is the dance and diving. recreation build- scuba The honor basis. As the vital foundation of governing, which has a heated swimming pool, also ment, the honor basis rests on the assump- has facilities for badminton, volleyball, tion that individual integrity is of fundamental squash, gymnastics, exercise, and dance. value to each member of the community. Lake Waban, on the campus, is used for Within the philosophy of self-government, the water sports and ice skating. personal honor and responsibility of each The arts have always been a highly visible individual as she approaches both the regu- part of the Wellesley experience, and many lated and nonregulated areas of academic, musical and theatrical groups have been social, and residence hall life in the Wellesley formed. The College Choir, the Madrigals, the community are of central importance. Tupelos, the Collegium Musicum, the Cham- The honor system covers all duly adopted ber Music Society, the Chapel Choir, the rules of the College for the government of Ethos Choir, the Carillonneurs Guild, and the academic work, for the use of college re- MIT Orchestra all offer experiences for stu- sources and for the special conduct of its dents with interests in music. Those inclined members. Each student —degree candidate, toward the theatre can choose among the exchange student, and special student — is Wellesley College Theatre, the Experimental bound by all the rules. student Life 27

Each student is expected to live up to the ways to involve students in all areas of resi- honor system, as a member of the student dential policy making. The Residence Office body of Wellesley College, both on and off has been working to strengthen the involve- the campus. She should also remember that ment of faculty, staff, and alumnae in resi-

she IS subject to federal, state, and local laws dence hall life. which are beyond the jurisdiction of Wellesley Each of the residence halls contains single College. rooms, double rooms, and some suites. In- The honor system can work only with full sup- coming freshmen are placed in double rooms. port among all members of the College com- The cost of all rooms is the same, regardless munity. In addition to upholding the regula- of whether they are shared, and students are tions and spirit of the honor system personal- required to sign a residence contract. Each ly, each student is responsible for the survival hall has a spacious living room, smaller com- and success of the system as a whole. This mon rooms, and a study room. All but three

includes guarding against and, if necessary, have dining facilities, and in the remaining reporting any inadvertent or intentional abus- halls, facilities are open on a five-day or es of the honor system by any member of the seven-day basis. There are limited kitchenette community. facilities in the halls for preparing snacks or

for use when entertaining. Each building is Residence Halls equipped with coin-operated washers and dryers. Although some students live off campus, most live in one of Wellesley's 14 residence The College supplies a bed, desk, chair, lamp, halls which are the focus of much campus bookcase, and bureau for each resident life. Each is a community within a larger student. Students may rent linen or supply Wellesley community, and each has a char- their own. Students supply blankets, quilts, acter of its own. Much of the informal learn- and their own curtains, pictures, rugs, and ing at Wellesley takes place in spontaneous posters. They clean their own rooms and con- discussions and debates at meals and in stu- tribute two or three hours a week answering dents' rooms. The diversity of Wellesley's stu- the telephones and doing other miscellaneous dents, who bring to the College differing life- jobs which are scheduled by the student styles and cultural backgrounds, contributes heads of work. much to this process. Counseling Resources The residence experience is also likely to include lectures, faculty, staff and alumnae The College has a number of professionally Guests In Residence, group discussions, din- trained staff members who are available for ners with faculty members, and parties. One consultation on academic or personal mat- tradition, initiated in the early years of the ters. The academic advisors have the major College, is Wednesday afternoon tea —an responsibility for advising students on aca- informal occasion which continues to attract demic matters, including questions about many students. choosing a major, or difficulties in adjusting to a program. Special tutoring and programs Members of all four classes live in each hall. in study skills are arranged through the aca- Each residence hall also has a professional demic departments and the Dean of Academ- head of house, with the exception of Stone- ic Programs. Davis, Simpson East, and Pomeroy, which are staffed entirely by students. The head of It is very common for a student at some time house serves as an advisor and counselor to during her college years to feel the need to individuals and groups in the residence halls talk over personal concerns with people other and as a liaison to the College community. than friends and roommates. Professionally trained people are always available, and Students in each residence hall elect a complete confidentiality is maintained at all House Council which administers the day-to- times. day details of living. The programming committee in each hall plans a variety of social, The staff of the College Counseling Services cultural, and educational events throughout includes persons trained in psychiatry, psy- the year. Each residence also elects repre- chology, social work, and counseling. This sentatives to the Senate, and these students staff is available for discussion of any type of consult with members of the residence hall problem. Long-term psychotherapy is not pro- on campus-wide issues and convey the feel- vided at the College, but the resources for ings of the hall to the student government. such treatment are available in the surround- ing area. A residential policy committee reviews many aspects of residential life and is developing 28 Student Life

Other Student Services resource people in- The confidentiality of the doctor-patient rela- clude the professional staff In the residence tionship is carefully preserved. College medi- halls, the student activities staff in Schneider cal personnel will not share any medical Center, Harambee House and Slater Interna- information concerning a student with any tional Center, and the Chaplain and other College authorities, or with the parents of advisors to religious groups. Faculty mem- students, without the consent of the stu- bers are also available to talk with students. dent. It may be necessary to disclose mini- mal information to insurance companies for Religious Resources verification of medical claims. Students are required to enroll in the College Student Wellesley seeks to respond sensitively to a Health Insurance Plan unless they have variety of religious traditions. The College equivalent coverage. encourages Independent religious Involve- ment on the part of its students. Parents are requested to sign a statement authorizing the College to proceed with ap- The College Chaplaincy offers a wide variety propriate treatment in the case of serious ill- of religious, personal growth, and social ness or emergency in the event they cannot action programs and voluntary service oppor- be reached by telephone. tunities. The Chaplain and other members of the chaplaincy staff are regularly available for Career Services religious and personal counseling. The Career Services Office provides a com- The Chaplain also officiates at regular Sunday plete range of services, and students are morning worship, an ecumenically oriented encouraged to maintain contact with the Protestant service in Houghton Memorial Office throughout their careers at Wellesley. Chapel with many guest preachers invited All services are available to alumnae. during the year. Attendance at all worship services is voluntary. The Resource Center, open Monday through Friday, 10:00 a.m. to 4:30 p.m., houses infor- Students may also major in religion and bibli- mation on specific professions and career cal studies, or take elective courses in these options, graduate and professional study, fields. entrance examination requirements, and opportunities for work and study abroad. The College Health Services Resource Center maintains a file of alumnae The services of the College physicians, psy- who are willing to talk to students about their chiatrists, and nurses are available at Simp- graduate study and/or career experience. son Infirmary which includes a 21 -bed hospi- The Career Services Office will assist a stu- tal and an outpatient clinic. Regular full-time dent in the following ways: students and part-time continuing education students who carry three or more courses Counseling are eligible for care. There is no health fee. Individual appointments for advice and dis- Appropriate charges are made for inpatienj cussion of career goals are arranged through care; medical, psychiatric, and surgical ser- the Career Services Office. Many students vices which are usually covered by insur- who are unsure of their future plans find that ance, laboratory studies, elective examina- the counselors aid them in establishing broad tions or procedures, immunizations, and goals and students should not feel that the treatment for pre-existing or ongoing condi- services of the Office are restricted to those tions. A College sponsored student insurance who have a clear notion of what they intend plan is available. Boston has long been one of to do after graduation. The first appointment the major medical centers in the country, and is often spent in establishing a relationship consultation with specialists in all medical between student and counselor so that the fields is easily available. advice and assistance may be tailored to the Besides the usual care given by College individual. "Drop in" hours are held four Health Services, members of the Wellesley afternoons a week on a first come, first medical staff serve on a student-staff health served basis for students who wish to share committee. This committee works on ways to news or ask brief questions. expand the use of the health services and Group counseling sessions are held to ex- arranges special programs in response to plore areas of common concern about either student interests. broad career related topics or specific occupations. Group workshops on such topics as student Life 29

resume writing and interviewing are available, Internships and they take a variety of fornns from simple The Career Services Office is the center for discussion to role playing and group critique. information concerning all internships and can direct students to the appropriate faculty Recruiting members for those programs administered by The Career Services Office arranges inter- college academic departments. All intern- views with recruiters from over 50 compan- ships require early application and consider- ies. Students are notified of impending visits able planning; students interested in intern- by postings in the Office, in the Weekly Bulle- ships should consult Career Services well in tin and in the Career Planning News, and are advance. advised to consult with a career counselor prior to the interview. Scholarships and Fellowships The Career Services Office provides informa- Job Notices tion and assistance on a wide variety of Job notebooks are maintained by Career Ser- scholarships and fellowships, some for very vices and are open to all students and alum- specific institutions or fields of interest, and nae. Notices of job openings are tiled in others with more general application. A full these notebooks as they are received by the listing and description of scholarships and

Office. fellowships is maintained in the Resource Center. Graduate Schools Students seeking information on the academ- Recommendations ic programs at specific graduate and profes- All students are encouraged to build a refer- sional schools should speak with their aca- ence file with the Career Services Office; all demic advisors and members of the faculty references remain available for students and as well as career counselors. The Career alumnae and will be forwarded to schools and Services Office provides complete assistance employers upon request. In addition to rec- and materials for application to graduate ommendations from faculty, students should school, including graduate school and profes- consider obtaining references from summer sional school examinations, copies of recom- employers, from responsible individuals with mendations solicited by the students but whom the student has worked on internships maintained on file at the Office, and advice or special programs, and from faculty mem- on completing graduate school applications. bers at schools she attends on exchange programs. The Career Services Office provides standard recommendation forms acceptable to graduate schools and employers unless forms are provided in application materials.

Academic Summary 30 Student Life

Geographic Distribution of Students from Ottier Countries Students in 1977-78

U.S. Students from the United States and Citizens Outlying Areas Foreign Living Citizens Abroad

Alabama Alaska Arizona Arkansas

California Colorado Connecticut The Campus 32 The Campus

Wellesley College has a campus of more than for experiments by faculty and students. The 500 acres bordering on Lake Waban. There greenhouses are open to the public through- are woodlands, hills and meadows, an abore- out the year. tum, ponds, and miles of footpaths. In this setting are 64 buildings, with architectural Observatory styles ranging from Gothic to contemporary. The Whitin Observatory contains laboratories, The focal point of the campus is the Galen classrooms, darkrooms, and the library of the

Stone Tower, named for its donor. The tower Astronomy Department. Its research equip- rises 182 feet from Green Hall, the adminis- ment includes a 6-inch, a 12-inch, and a tration building, and contains a 30-bell caril- 24-inch telescope. The observatory was a gift lon. It is an excellent vantage point from of Mrs. John C. Whitin, a former trustee of which to view Wellesiey's campus and the College. It was built in 1900, enlarged in beyond. 1962 and 1966, and is considered to be an unusually fine facility for undergraduate training in astronomy.

Computer Facilities

Many courses and research projects at Academic Facilities Wellesley involve the use of a computer. The College has its own DEC-20 computer, located in the Science Center, and in addition has access on a time-sharing basis to other com- Classrooms puters in New England. Computer terminals The two primary classroom buildings. Found- are located in the Public Terminal Room of ers Hall and Pendleton Hall, are located in the Margaret Clapp Library, in the Science the academic quadrangle. The humanities are Center, and at various locations in academic taught in Founders and the social sciences in buildings. Pendleton East. Arts Center Science Center The Jewett Arts Center, completed in 1958, The Science Center, operating for the second consists of the Mary Cooper Jewett art wing year, incorporates an extensive array of inno- and the Margaret Weyerhauser Jewett music vative facilities and equipment. Wellesley has and drama wing. Linking the two buildings is always held to the teaching practice of active the Wellesley College Museum. student involvement, and therefore all avail- The Museum is open to the general public. It able scientific equipment is for student use. includes a fine collection of classical, medi- The new building houses the science library, eval and Renaissance sculpture, old master comprising over 66,000 volumes from five paintings, prints and drawings, and contem- separate departmental collections. Group porary painting. In addition to the permanent study rooms, carrels, audio-visual and tutorial collection, exhibitions are arranged through- rooms, duplicating equipment and microfilm out the academic year. facilities are under the supervision of a The art wing contains photography dark- trained science librarian. rooms, classrooms, an extensive library, and Other special equipment and facilities include offices of the Art Department and museum. two electron microscopes, two NMR spectro- The music and drama wing contains the mu- photometers, and an x-ray diffractometer. sic library, listening rooms, practice studios, There are also environmental rooms, animal and classrooms and offices of the Music De- quarters, a holograph room, closed circuit TV partment. A collection of musical instruments and a human performance laboratory. of various periods is available to students.

The Jewett Auditorium, a theatre seating 320 Greenhouses persons, was designed for chamber music Classrooms in the Biological Sciences De- performances, and is also used for special partment open directly into the Margaret C. events. In addition, there are rehearsal rooms Ferguson Greenhouses, named after a former and other theatre facilities. Wellesley professor of botany. The climate in Pendleton West, part of the Arts Center, the greenhouses ranges from temperate to contains laboratories, studios, and a sculp- tropic with many excellent examples of trees ture foundry. and flowers which flourish in the respective temperatures. There is considerable space The Campus 33

Margaret Clapp Library

The third enlargement and connplete remodel- ing of the Margaret Clapp Library was fin- ished in 1975. At the center of the modern and functional building is the reference room which distinguished the original building erected in 1910.

The library's holdings approach 600,000 volumes and contain in addition an important collection of public documents. Subscriptions to periodicals number over 2,400. The Special Collections include letters, manuscripts, and rare books of distinction.

The language laboratory and a new listening room for the collection of spoken and dramatic recordings are part of the library. A lecture room is available for meetings.

Child Study Center

Weliesiey College opened the Child Study Center in the fall of 1969 under the direction of the Psychology Department. It is located in the Anne L. Page Memorial Building, used for many years to house the College nursery school. The center serves as a laboratory in which Weliesiey undergraduates can study the development of children ages two through five. Students also have the opportunity to work as assistant teachers in the classroom.

Residence Halls

Each residence, its student capacity and location, is listed below: Munger 34 The Campus

Black student organization, and other student Other Campus Facilities organizations, as well as rooms for seminars, meetings, and social gatherings.

Slater International Center Green Hall

Slater International Center Is an Informal The offices of the president, the board of meeting place for foreign and American stu- admission, the deans, and all administrative dents and faculty. The Center serves campus offices directly affecting the academic and organizations which have an interest in inter- business management of the College are lo- national affairs and helps to sponsor semi- cated in Green Hall. The building has large nars and speakers on international topics. rooms for Academic Council and trustee Located in the Center is the Foreign Student meetings, class and seminar rooms, and Office, which handles immigration and all some faculty offices. Named for Hetty R. nonacademic counseling for students from Green, the building was erected in 1931. abroad. The Slater Executive Committee, composed of students, faculty, and staff, Infirmary shares with the Center's staff the responsi- Simpson Infirmary is a 21 -bed licensed hospi- bility for the policies and programs of the tal, approved by the American Hospital Asso- Center. Slater is the headquarters for the ciation, with an outpatient clinic built in 1942. Foreign Students Association, providing a It is connected to the original infirmary which place where foreign students may study, was built in 1881. cook, entertain, and get to know each other better. President's House

La Casa The President's House, formerly the country estate of Wellesley's founders, the Durants, La Casa serves as the center for Mezcia, the is located on a hill just south of the main organization for Puerto Rican, Chicana, and campus. The spacious lawns border Lake Native American students. Located in La Waban. Remodeled and renovated in 1968, it Casa are a kitchen, offices, and a common is frequently the scene of alumnae and trus- room with a library and record collection. tee gatherings as well as receptions for distinguished visitors, for entering students, and Beit Shalom for graduating seniors and their parents. Beit Shalom, the religious, cultural, and social center for the Wellesley Jewish community, Wellesley College Club houses study rooms and kosher kitchen facili- The Wellesley College Club is a center for ties as well as a dining room for Sabbath faculty, staff, and alumnae. Its reception and dinners. dining rooms are open to members, their guests, and parents of students for lunch and Society Houses dinner and are also used for many special There are three society houses for special occasions. Overnight accommodations are interest groups. Each house has kitchen and also available for alumnae and for parents of dining facilities, a living room, and other students and prospective students. gathering rooms. Members are drawn from all four classes, beginning with second semester Wellesley College Center for Research on freshmen. Shakespeare House is a center for Women students interested in Shakespearean drama, The Center for Research on Women, funded Tau Zeta Epsilon House is oriented around by a grant from the Carnegie Corporation, art and music; and Zeta Alpha House pro- was established in the summer of 1974 and is vides a setting for students with an interest in sponsored jointly by Wellesley College and modern drama. the Federation of Organizations for Profes- sional Women. The Center conducts policy- oriented studies of women's educational needs and examines paid and unpaid work in the context of increasing life choices for both men and women. Academic Program 36 The Curriculum

The curriculum provides a framework within Distribution Requirements which students are invited to explore various In order to provide students with as much fields in the arts and sciences. In developing flexibility as possible, Wellesley requires no the curriculum, the faculty presents diverse specific courses. To insure, however, that offerings among which the student will grad- students gain insight and awareness in areas ually discover interrelationships. Through outside their own major fields, the College study of different disciplines and bodies of does require that they choose three semester knowledge, students perceive the coherence courses in each of three general areas during that is traditionally termed a liberal arts edu- the four year period. (Courses numbered 350 cation. When students decide on an area of — Research or Individual Study — do not satis- concentration they then elect courses in fy this requirement.) other fields to provide complementary or con- trasting experiences. These, together with the The three groups of academic disciplines are: major, constitute the normal experience of the liberal arts curriculum. Group A

By the time the Bachelor of Arts degree is Literature, Foreign Languages, Art, and earned, the student should be acquainted Music with the main fields of human interest, capa- Three units chosen from courses in the De- ble of integrating knowledge from various partments of Art, Chinese, English, French, fields, and prepared for continuous scholarly German, Greek and Latin, Italian, Music, Reli- growth and responsible participation in gion and Biblical Studies (Greek and Hebrew), society. In the major field, the student is Russian, Spanish; or from those courses of- expected to demonstrate maturity of thought, fered by the Department of Black Studies and acquaintance with recognized authorities in from those extradepartmental literature the field, and general competence in dealing courses which are designated as fulfilling the with sources of research or analysis. requirement in Group A.

Requirements for Degree of Group B Bachelor of Arts Social Science, Religion and Biblical Each candidate for the degree of Bachelor of Studies, Philosophy, and Education Arts is required to complete 32 units of academic work at a C average or better. Each One or two units chosen from courses in the semester course is assigned one unit of Departments of History, Philosophy, Religion credit. The normal period of time in which to and Biblical Studies, and courses offered by earn the degree is four years and a normal the Department of Black Studies in these program of study includes from three to five fields; and Education 101 courses a semester. Freshmen are encour- and aged to carry a maximum of four courses One or two units chosen from courses in the each semester, but upperclass students may Departments of Anthropology, Economics, take five. Political Science, Psychology, Sociology, and courses offered by the Department of Black Courses are classified in Grades I, II, and III. Studies in these fields. Introductory courses are numbered 100-199

(Grade I); 200-299 intermediate courses, Group C (Grade II); advanced courses, 300-399 (Grade

III). Each student must include at least four Science and Mathematics units of Grade III work, at least two of which Three units, at least one of which shall be a shall be in the major. The program in the course with laboratory, chosen from courses senior year may not include more units of offered in the Departments of Astronomy,

Grade I than of Grade III work, and at least Biological Sciences, Chemistry, Geology, two must be Grade III. Mathematics, and Physics.

Foreign Language Requirement

Before the beginning of the senior year students must exhibit a degree of proficiency in the use of one foreign language, either ancient or modern. Many students fulfill this requirement by passing one of the language tests offered by the College Entrance Exami- The Curriculum 37

nation Board (CEEB). Wellesley requires a The Major score of 610 or better on the CEEB Achieve- Students may choose from among 26 department Test, or a score of at least 3 on the mental majors, five interdepartmental majors Advanced Placement Examination (AP). This —classical civilization, classical and Near requirement can also be met by the comple- Eastern archaeology. East Asian studies, tion of 2 units of language study at the medieval/renaissance studies, and molecular second year college level or 1 unit of lan- biology —or they may design an individual guage study above the second year college major. Of the 32 units required for gradua- level. tion, at least 8 are to be elected in the major, Students may take introductory courses in and at least 18 must be elected outside of only two modern foreign languages. any one department.

Fulfillment of the foreign language require- Students who are interested in an individual ment through work done at another institution major submit a plan of study to two faculty must be approved by the appropriate depart- members from different departments. This ment. A student whose native language is not plan should include 4 units in one department English will be exempted from this require- above the introductory level. The program for ment, subject to approval of the class dean the individual major is subject to the approval and Academic Review Board. of the Committee on Curriculum and Instruc- tion. Some students wish to center their study Other Requirements upon an area, a period, or a subject which crosses conventional departmental lines. Ex- Students are expected to use acceptable amples of possible area studies include standards of spoken and written English in American studies, Italian culture, Latin Amer- their college work. Special assistance in Eng- ican studies, Russian studies; of periods, the lish, mathematics, and other basic and Middle Ages, the Renaissance; of subjects, special skills is offered at the College. comparative literature, international relations, In addition, all students must complete the theatre studies, urban studies. physical education requirement described on In the second semester of the sophomore p. 120 for which no academic credit is given. year each student elects a major field and 38 The Curriculum

prepares for the Registrar a statement of the then evaluated by examination by a Wellesley courses to be included in the major. Later department. (See Examinations.) Four units revisions may be made with the approval of may be earned in summer school, or by a the chairman of the major department, or in combination of summer school and summer the case of the individual major, with the stu- independent study. No more than 2 units may dent's advisors, and be presented to the Reg- be earned for summer independent study. istrar not later than the second semester of Eight units, in addition to summer school, the junior year. may be earned through courses taken at another institution. Students, including trans- Academic Standards fer students, must complete 16 units at Wellesley. Candidates for the B.A. degree in Academic standards at Wellesley are high, the program for Continuing Education must and students take full responsibility for at- complete a minimum of 8 units of work at the tending classes, submitting required work on College. time, and appearing for examinations. If students have difficulties with course work, Preparation for Medical School become ill, or have other problems which interfere with their academic work, they Medical and dental schools require special should consult with their class deans for undergraduate preparation. Students should assistance in making special arrangements consult as early as possible with the premedi- for their studies. cal advisory committee to plan their sequence of courses. Trends in medicine indi- Students are expected to maintain at least a cate that public health, health policy planning C average throughout the college career. At and administration, and other new profes- the end of each semester each student's sional categories are among the many alter- record is reviewed, and appointments with natives available to women in the health pro- the class dean are arranged if needed. The fessions. Students interested in these new College tries to provide the appropriate careers in the health professions should also support services to students in difficulty. consult with the premedical advisory com- Students who show consistent effort are mittee. rarely excluded from the College.

Exemption from Required Studies Credit for Advanced Placement Examinations Students may be exempted from any of the studies required for the degree, provided they Students entering under the Advanced Place- can demonstrate to the department con- ment Program of the College Entrance Exami- cerned reasonable in the ele- nation Board, and who make the scores a competence ments of the course. Exemption from any of specified by Wellesley College, will receive the studies required not affect the gen- credit toward the B.A. degree, provided they does eral requirement for completion of 32 units of do not register in college for courses which credit. It does, however, make it possible for cover substantially the same material as some students to select more advanced those for which they have received Advanced courses earlier in their college careers. Placement credit. Two units of credit will be given for each AP examination in which a Such exemption may be achieved in one of student received a grade of 4 or 5 with the two ways: a score of 4 (Honors) or 5 (High following exceptions: 1 unit of credit will be Honors) on the CEEB AP tests, or passing a given for the Latin 4 examination; 1 unit of special exemption examination Permission credit will be given in the Mathematics AB for the exemption examination must be ob- examination; 1 unit of credit for a score of 3 tained from the class dean and the chairman in the Mathematics BC examination. Not of the department concerned. In addition to more than 2 units are credited in any one the evidence offered by the examination, department. some departments may require the student to present a paper or acceptable laboratory Credit for Other Academic Work notebook.

Of the 32 units required for the degree of Bachelor of Arts, a student may earn a maxi- Research or Individual Study mum of 16 units through a combination of the Each academic department provides the op- following: AP examinations (no more than 8); portunity for qualified students to undertake a courses taken at another institution during program of individual study directed by a the summer or the academic year; or study member of the faculty. Under this program independent of Wellesley courses which is The Curriculum 39

an eligible student may undertake a research Academic Review Board project or a program of reading in a particu- The Academic Review Board is the principal lar field. The results of this work normally are body for review of academic legislation and presented in a final report or in a series of for overseeing each student's academic prog- short essays. The conditions for such work ress. It is composed of the class deans, the are described under the course numbered Director of Continuing Education, and seven 350 in each department. Wellesley offers elected faculty and student representatives. further opportunities for research and indi- The student members of the Academic Re- vidual study. (See Honors in the Major Field.) view Board do not participate in discussions of individual student's standing, but they do Credit for Summer School and Summer contribute to discussions of academic policy Independent Study and of student requests for exceptions to Some students undertake planned programs regulations. The Board researches and rec- of summer independent study which they ommends changes in academic policy and is have designed with members of the faculty also responsible for proposing an annual and their class dean. Two units of credit may calendar of academic appointments. be earned in this way. Four units may be earned by a combination of summer school Grading System and independent study. Other students attend Students have the option of electing courses summer school. The amount of summer on a letter or nonletter grading system. At the school credit allowed toward the degree is beginning of the eighth week of a semester, limited to 4 units, and is not automatic. Stu- students notify the Registrar and their instruc- dents should consult their class deans and tor whether they plan to take the course for a appropriate departments before enrolling in letter grade or on the credit/noncredit basis. summer school courses for which they Credit is given to students who have attained expect credit toward the Wellesley degree. a satisfactory familiarity with the content of a course and have demonstrated ability to use

this knowledge in a competent manner. If

credit is not earned the course does not appear on the student's permanent record.

Examinations

An examination period occurs at the end of each semester. Within this period students may devise their own examination schedules for the majority of courses. Examinations are scheduled for some art, music, and foreign language courses which require audiovisual equipment. Special examinations are offered in September to qualified students to earn credit for work done independently, for admission to advanced courses without the stated prerequisites, and for exemption from required studies.

Students who wish credit for work done independently in the summer should consult the appropriate department and the class dean, and should apply to the Registrar at least a month in advance for a special examination to be given at the beginning of the college year.

Examinations may be taken for credit, for admission to a more advanced course, or for exemption from the required studies in Groups A, B, and C. Examinations for credit passed at a satisfactory level also count for advanced placement and/or exemption; examinations for advanced placement also 40 The Curriculum

Adding or Dropping Courses

Add/Drop cards are available from the Regis- trar's Office after the first week of classes. A student may submit only one Add/Drop card,

and it must include all changes in the sched-

ule for that semester. Permission is required from the department chairman or the major

advisor if the student wishes to drop a course

which affects the major. If a course is dropped, with the permission of the class dean, before the beginning of the eighth

week, it will not appear on her record.

Auditing Courses

A student who wishes to attend a class as a regular visitor must have the permission of the instructor. Auditors may not submit work to the instructor for criticism, and audited courses will not be considered for credit.

Acceleration

A few students complete all the requirements for the degree in less than the usual eight semesters. After two semesters at Wellesley, students who wish to accelerate should consult their deans and then write a letter to the

Academic Review Board, petitioning to fulfill the requirements in less than the normal period of time.

The petition should include the month and year in which the degree requirements will be count for exemptions. Examinations passed fulfilled, and all units which will be counted at a satisfactory level for exemption do not toward the degree. count for credit. Normally, a plan to accelerate must include 8 Registration for Courses units at Wellesley in two consecutive semesters during the junior and senior years. In All returning students must register in tfie accumulating units in addition to courses spring for the courses they select. Upon re- taken at Wellesley, an accelerating student turning to college in the fail the student will may count; be issued a schedule card that must be followed unless other arrangements are made. Advanced Placement credit (no more than 8 All changes to this schedule must be record- units); ed in the Registrar's Office by the end of the a maximum of 4 units earned either in sum- second week of classes. A student will not mer school or by a combination of summer receive credit for course unless she has a school and independent study during the registered for it, and a student has regis- who summer, validated by the College. No more tered for a course will remain registered than 2 units may be earned for summer inde- unless she takes formal action to drop it. pendent study; and

Any conflicts in scheduling must be reported a maximum of 2 units of college or university to the Registrar's Office immediately. A stu- credit earned prior to graduation from secon- dent is not permitted to take a course if it dary school, which is not included in the units conflicts with any other course on her sched- of secondary school work required for admis- ule. sion.

An accelerating student must maintain a average at all times. The Curriculum 41

Leave of Absence Readmission

Recognizing that many students benefit edu- A student who has withdrawn from the Col- cationally if they interrupt the normal se- lege and wishes to return should apply to the quence of four continuous years at Wellesley, Office of the Dean of Academic Programs for the College has established a policy for tem- the appropriate forms. Readmission will be porary leaves of absence. Leaves may be considered in the light of the reasons for taken for as short a period as one semester withdrawal and reapplication, and in the case or as long as two years, and for a variety of of resident students, available residence hall reasons which may include study at another space. A nonrefundable fee of $15 must ac- institution, work, travel, or other activities company the application form for readmis- which meet personal needs. Application for sion. leave of absence may be made to the class dean at any time after a student has completed at least one year at Wellesley. A student who goes on leave of absence cannot remain in residence on campus more than 48 hours after the effective date of leave. Special Academic Programs

To obtain permission to spend the year at another institution as nonmatriculated students or guests, students submit a detailed Cambridge Humanities Seminar plan to the class dean or advisor and, if a major has been chosen, to that department. The Cambridge Humanities Seminar is a The plan should list the course of study for collaborative effort by universities in the the year and justify its relationship to the four Boston-Cambridge area to enrich and diver- year program. Students must also submit a sify their interdisciplinary offerings in the statement signed by the dean or registrar of humanities at an advanced level. The pro- the other institution recognizing their status gram IS centered at the Massachusetts Insti- as nonmatriculated students who will return tute of Technology and offers subjects to stu- to Wellesley to complete their work for the dents in the humanities at participating insti- degree. tutions during the last two years of undergraduate and the first two years of graduate Withdrawal work, in an area of scholarship periodically determined by its membership. The program Voluntary Withdrawal currently involves faculty in literature, history, Students who plan to withdraw must inform philosophy, and fine arts. Its current subject the class dean. A withdrawal form will then is the idea of the past as it plays a role in the be sent to the parents or guardian for their study of various cultural activities. All sub- signature. The official date of the withdrawal jects have limited enrollment. For further is the date agreed upon by the student and information, contact Mrs. Stadler, Chairman the class dean and written on the withdrawal of the Philosophy Department. card which is signed by the class dean. The withdrawal date is important in order to com- Freshman-Sophomore Colloquia pute costs and refunds. (See Refund Policy p. 19.) Students who have officially withdrawn These courses are designed for freshmen from the College cannot remain in residence and sophomores to undertake concentrated on campus more than 48 hours after the study of a significant, well-defined topic. They effective date of withdrawal. offer students the opportunity to work in small groups in association with individual Required Withdrawal faculty members. They are similar to ad- The College reserves the right to require the vanced seminars in method and approach in withdrawal of any student whose academic that they stress discussion, independent work falls below its standards, who violates work, and oral and written presentations. its rules and regulations or the rights of others, or whose continuing presence consti- Cross-Registration Program with the tutes a risk to the health, safety, or general Massachusetts Institute of Technology well-being of the College community or herself. In addition, the College may require the A program of cross-registration of students at withdrawal of any student who fails to meet Wellesley and the Massachusetts Institute of financial obligations to the College. Technology was officially inaugurated in 1968-69. The program allows students to elect courses at the other institution, and 42 The Curriculum

extends the diversity of educational experi- financial aid, who have been accepted for ences available in the curricula and in the programs approved by the Foreign Study environments of both. The two schools com- Committee. Stecher Scholarships for the bine their academic, extracurricular, and study of art abroad are awarded to qualified operational resources while maintaining the students who are eligible for financial aid. separate strengths, independence, and in- Candidates are selected by the Art Depart- tegrity of each institution. ment Stecher Scholarship Committee and the Foreign Study Committee. Limited financial A Wellesley student interested in exploring support for students wishing to spend the the possibilities of electing a specific course junior year in Africa or the Caribbean is at MIT should consult the exchange coordi- provided by the Waddell Fund. The selection nator, the department advisor, or the appro- of recipients for awards from the three funds priate exchange program faculty advisor. is made early in the second semester of the Registration in MIT courses takes place each sophomore year on the basis of academic semester, and application must be made in qualifications and faculty recommendations. the Exchange Office during the preceding The amount of each individual award is deter- semester. Since the number of participants in mined according to need. Information about the exchange is limited, upperclass students these awards may be obtained from the are given preference. Office of Foreign Study.

The Twelve College Exchange Program The Office of Foreign Study helps students with individual plans for study abroad, for Wellesley belongs to a consortium which example, applications for direct enrollment as includes Amherst, Bowdoin, Connecticut Col- visiting students in British universities. lege, Dartmouth, Mount Holyoke, Smith, Trini- ty, Vassar, Wesleyan, Wheaton, and Williams. The consortium also includes the National Theater Institute, accredited by Connecticut College, and the Williams College Mystic Sea- port Program in American Maritime Studies. Students in good standing may apply through the exchange coordinator for a semester or full academic year in residence at any of the member institutions. The number of places is limited and admission is competitive. Prefer- ence is given to students planning to participate in their junior year.

The Wellesley-Spelman Exchange Program

Wellesley maintains a student exchange program with Spelman College in Atlanta, Geor- gia, a distinguished Black liberal arts college for women. The exchange, initiated as a three-year experimental program in 1974-75, was approved in spring 1977 as one of the continuing exchange opportunities available to students.

The program is open only to students in their junior year, with a maximum four-semester enrollment per year (one to four students) at each institution. Students may apply through the office of the exchange coordinator.

The Junior Year Abroad

Qualified students may apply for admission to various groups spending the junior year in Europe and in other foreign countries, A few Wellesley Slater Junior Year Abroad scholarships are available to juniors, eligible for The Curriculum 43

Internships In 1977 the College started a summer internship program in Atlanta, Georgia. The pro- The Career Services Office houses informa- gram IS designed to meet the needs of stu- tion on a wide variety of internship progranns dents interested in diverse fields, including available through the College, the local com- publishing, architecture, museum work, jour- munity, and the country, during the term, nalism, medicine and related health areas, January, and summer. As well as working law, public service, community work, science, closely with the Wellesley academic depart- and business. The College provides stipends ments to share information and to develop for participants in the program. opportunities. Career Services coordinates efforts with two internship groups: The Community Involvement Shared Educational Experience Program and the Massachusetts Internship Office. Wellesley students can become involved in the Greater Boston community in a variety of Summer Internships ways. Some students choose to work in communities where they can participate in legal The College sponsors a Washington Summer aid, tutoring, and health services, or church Internship Program which provides a unique work. Others work with the City of Boston or opportunity for students to learn about the the Town of Wellesley in various depart- national government through direct participa- ments. tion in political activity. Interested juniors may apply for 15 available summer internships, in Credit may be given for supervised field work governmental and nongovernmental offices. as a research component of some courses or Interns hold full-time jobs for ten weeks and independent study; in other instances, experi- also participate in evening seminars with ence in the community forms part of the re- guest speakers on governmental or political quired work of courses dealing with social, problems. Job assignments are made accord- political, or economic issues. Generally, stu- ing to the interest of the student and the dents become involved in community work for potential for learning. Recent assignments many reasons besides the possibility of earn- have included positions in congressional ing academic credit. offices, in the Department of Justice, in the Department of Health, Education and Wel- Summer Study Abroad fare, with the Federal Trade Commission, in Students planning summer study in foreign the Office of the President, and with a major countries should consult the Office of Foreign broadcasting system. Salaries are offered in Study. Wellesley awards Slater and Stecher some of these positions; the College provides Summer Scholarships to students who need stipends for students who hold nonsalaried to have access to materials available only in positions. foreign countries. First consideration is given In addition, the Wellesley Urban Politics Sum- to applicants whose summer studies are re- mer Internship Program offers juniors the lated to honors projects approved for the opportunity to focus on some of the dilemmas senior year. Waddell Summer Scholarships of contemporary urban life. Students partici- provide opportunities for students wishing to pating in this program spend ten weeks work- study in Africa or the Caribbean. An applica- ing for government agencies or private organ- tion for a Slater, Stecher, or a Waddell Schol- izations in Boston or Los Angeles. Interns arship requires the support of the student's attend seminars and other meetings designed major department and a statement from the to stimulate analytical thinking about politics, Director of Financial Aid showing what funds government institutions, and public policy- are needed to supplement the student's fi- making. Interns receive a stipend from the nancial resources. College. Continuing Education The Internship Program in Economics, found- ed at Wellesley by the National Association of The Continuing Education Program provides Business Economists, places qualified eco- an opportunity for women to resume their nomics majors in salaried positions in private education by electing to study for the Bache- or public agencies in all parts of the country lor of Arts degree, or to take courses as spe- during the summer following the junior year. cial students not eligible for a degree. This Students in this program carry out applied nonresidential program enables students to economic research under the direction of enroll either part-time or full-time. Continuing senior economists. 44 The Curriculum

Academic Distinctions

Honors in the Major Field

Students who have shown marked excellence and an unusual degree of independence in their work may be invited to participate in the Honors Program, based on their record in the major field. Under this program an eligible student may be invited to undertake independent research or special study which will be supervised by a member of the faculty. In several departments, options for general examinations, special honors seminars, and opportunities to assist faculty in teaching introductory and intermediate level courses are available to honors candidates. The successful completion of the work and of an oral honors examination leads to the award of Honors in the Major Field.

Other Academic Distinctions

The College names to Freshman Distinction those students who maintain high academic standing during the freshman year. Wellesley College Scholars and Durant Scholars are named at Commencement, based on academic records after the freshman year. Wellesley College Scholars have achieved high academic standing and Durant Scholars highest academic standing.

Juniors and seniors are elected to membership in the of education students attend classes with Eta Massachusetts chapter of Phi Beta on the basis of their total Wellesley undergraduates and take the same Kappa courses. academic achievement in college. Seniors who are majoring in the sciences may be Candidates for the B.A. degree are women, elected to associate membership in the older than the usual undergraduate age, Wellesley chapter of Sigma Xi. whose educations have been interrupted for On recommendation of the faculty, the trus- five or more years prior to the date of appli- tees award the title of Trustee Scholar to four cation. Completion of a minimum of 8 units of seniors who intend to pursue graduate stud- work at the College is a requirement for the ies. The awards are made on a competitive B.A. degree. There is no time limitation for basis: the title is honorary. In of finan- completion of the degree. cases cial need stipends are awarded to the Schol- Special students may be graduates of an ars or, if not required by them, to alternates accredited college or university but request- who need financial assistance. Applications ing course work at the undergraduate level, and supporting credentials should be sent to matriculated students currently affiliated with the Secretary to the Committee on Graduate another accredited college or university and Fellowships by January 1. requesting course work for degree credit at Certain prizes have been established at the the affiliate, or students who have formerly College for the recognition of excellence in a been affiliated with a college or university. particular field. Each carries a small stipend Special students are limited to two consecu- or gift and usually bears the name of the tive years of study and a maximum of 8 units of course work. donor or the person honored, and is awarded by the departments. For further information about the program write to the Office of Continuing Education, Wellesley College, Wellesley, Massachusetts 02181. Courses of Instruction 46 Courses of Instruction

A semester course which carries one unit of Legend credit requires approxinnately eleven hours of Course may be elected work each week spent partly in class and to fulfill in part the partly in preparation. The amount of time Courses numbered: distribution requirement scheduled for classes varies with the subject in Group A from two periods each week in many courses 100-199 in the humanities and social sciences to Grade I courses three, four, or five scheduled periods in Course may be elected certain courses in foreign languages, in art 200-299 to fulfill in part the and music, and in the sciences. Classes are Grade II courses distribution requirement scheduled from Monday morning through late in Group B Friday afternoon; examinations may be 300-380 scheduled from Monday morning through late Grade III courses Saturday afternoon. Course may be elected 0) to fulfill in part the Prerequisites are given in terms of Wellesley offered in first distribution requirement courses, exemption examinations, AP scores, semester in Croup C and "admission units." Admission units refer to the secondary school credits acquired in (2) various precollege courses. Offered in second (1-2) semester Continued throughout Opportunities in Engineering the academic year.

Students who are interested in a joint Welles- (1) (2) Unless specifically ley-MIT program in one of the engineering Offered in both stated, no credit is fields should consult the office of the Dean of semesters awarded unless both the College. semesters are completed satisfactorily.

Absent on leave 1 or 2 Units of credit •1 Freshman-Sophomore Colloquia Absent on leave (150 courses) during the first Directions for Election semester Part-time instructor

For a general description see page 41. •2 Absent on leave Numbers in brackets The colloquia have no prerequisites, although during the second designate courses some are open only to freshmen. Each semester listed only in earlier course counts as one unit, and may be catalogues. elected to satisfy in part one of the distribution requirements. Since class sizes are limit- Offered in alternate ed, students ordinarily may not enroll in more years. Note: Unless than one of these courses. They may, how- specifically stated such ever, apply for more than one, indicating their courses will be offered preference. If a course is oversubscribed, the in 1978-79. chairman or instructor, in consultation with the class dean, will decide which applicants will be accepted.

In 1978-79 colloquia are offered by the departments of Black Studies, English, Greek and Latin, History, Mathematics, Philosophy, and Religion and Biblical Studies. Additional colloquia are offered as Experimental courses. Anthropology 47

200 (1)* Current Issues in Anthropology Anthropology 1 An examination of current controversial issues in anthropology such as Race and Intelligence, Sociobiology, The Culture of Poverty, Neo- Professor: colonialism. Offered in alternation with 244. Shimony (Chairman) Open to sophomores, juniors, and seniors without prerequisite, and to freshmen with previous Associate Professor: anthropological experience. Bamberger, Tosi Mrs. Shimony

Assistant Professor: 204 (1) Physical Anthropology Kohl*, Merry 1 Theories regarding the origin and evolution of Instructor: man. Primate behavior and adaptation. Analysis Lipschutz^ of human fossil evidence. Implications for the question of race. Prerequisite: 104 or permission of the instructor.

Ms. Lipschutz

103 (1) The World and the West 205 (1)* Social Anthropology

1 1 An introduction to the study of history and an- Comparative study of social, political, and eco- thropology, focusing on common themes in nomic organization of primitive societies. Stabili- Western and non-Western cultures. Compares ty and change of primitive groups in contact ideas of man and culture, religious beliefs, eco- with Western culture. Application of anthropol- nomic organization, family life and the role of ogy to the problems of underdeveloped coun- women in selected Western, Far Eastern, Middle tries. Offered in alternation with 269. Eastern, and African societies. This course does Prerequisite: 104 or Sociology 102. not substitute for 104 for anthropology majors. Not offered in 1978-79. Open to all students. Mrs. Merry Ms. Mann

210 (2) Racial and Ethnic Minorities 104 (1) (2) Introduction to Anthropology 1 1 An analysis of the problems of racial and ethnic Consideration of man's place in nature, his groups in American and other societies. System- physical history, and physical varieties. Brief sur- atic study of adjustment mechanisms of selected vey of archaeology and linguistics. The nature of racial, religious, and immigrant minorities. culture with examples primarily from non- Prerequisite: 104 or Sociology 102. Western societies.

Open to all students. Mrs. Merry

Mrs. Shimony, Mrs. Merry 217(2)* Economic Anthropology

1 106 Archaeology (1) (2) Analysis of economic structures of non-Western 1 societies in relation to our industrial capitalistic A survey of the development of archaeology system. Concentration on substantive issues in and an overview of its methods and themes. In- economic anthropology, such as the debate on troduction to Old World and New World ar- the applicability of formal economic theory to chaeological sites and sequences. simpler societies, the nature and importance of Open to all students. the economic surplus, and problems of scarcity Mr. Tosi and development. Offered in alternation with 241. Prerequisite: 104 or Sociology 102.

Not offered in 1978-79.

Mr. Kohl 48 Anthropology

234 (2)* Urban Poverty 243 (2)* The Beginnings of Food Production

1 1 An anthropological analysis of urban poverty in A survey of the beginnings of agriculture and the U.S. and the Third World. Cultural and domestication of animals in Southwest Asia and structural interpretations of poverty. The strate- Mesoamerica. Examination of primary reports gies of the poor for coping with poverty. Amel- detailing the transition to a new subsistence iorating poverty as a problem in applied anthro- economy. Discussion of causes and effects of pology. the "neolithic revolution." Offered in alternation Prerequisite: 104. with 242. Prerequisite: 104 and 106, or permission of the Mrs. Shimony instructor.

236 (1) Ritual, Myth, and Symbol Not offered in 1978-79. 1 Mr. Kohl A study of the social dynamics of ntual, myth, and symbol in non-Western societies. Evaluation 244 (1)* Societies and Cultures of the Middle of various conceptions of ritual and symbolic East systems among nonliterate peoples. Readings 1 assigned will include works from Frazer, Malin- Comparative study of distinctive kinship, polit- owski. Leach, Levi-Strauss, Turner and Ceertz. ical, economic, and other social institutions of Prerequisite: 104. several major cultures of the Middle East. Con-

Ms. Bamberger flict between traditionalism and modernization, with particular reference to agricultural develop- 241 (1)* Development of Archaeological ment. The Arab-Israeli conflict in anthropological Theory perspective. Offered in alternation with 200. 1 Prerequisite: 104 or Sociology 102. An evaluation of current trends in archaeolog- Not offered in 1978-79. ical theory. Examines anthropological archaeology by surveying the origin and growth of the concept of prehistory and relating it to cultural 269 (1)* Political and Legal Anthropology evolutionary theory. Offered in alternation with 1 217. A comparative anthropological analysis of polit-

Prerequisite: 104 and 106 and one Grade II unit, ical and legal systems in selected non-Western or permission of the instructor. societies, using anthropological studies of fac- tion-forming, political manipulation, and conflict Mr. Tosi resolution in small scale societies. Comparison of political roles of men and women. Offered in 242 (2)* The Emergence of Early Urban alternation with 205. Societies Prerequisite: 104 or Sociology 102. 1 Review of current research on the beginnings of Mrs. Merry civilization in Southwest Asia, the eastern Medi- terranean, and Mesoamerica. The course will 301 (2) Anthropological Theory emphasize qualitative differences between 1 ranked and class stratified societies. Offered in History of ethnological theory. Examination of alternation with 243. current evolutionary and functional theories of Prerequisite: 104 and 106, or permission of the culture. Discussion of the relationship between instructor. personality and culture. Problems of method in anthropology. Not offered in 1978-79. Prerequisite: 104 or Sociology 102, and two Mr. Kohl Grade II units, or permission of the instructor.

Mrs. Shimony Anthropology 49

308 (1-2) Seminar for Materials Research in Ar- 346 (2) Seminar on Social Anthropology chaeology and Ethnology 1 2 A joint MIT-Wellesley rotating seminar. Topic for Each year the Boston area Interinstitutional 1978-79: Colonialism, development and nation- Center for Materials Research in Archaeology alism: the impact of the state on traditional so- and Ethnology sponsors a graduate seminar on cieties. The course will examine the effects of the analysis of materials frequently encountered neocolonialism, large-scale development proj- in field work: metals, floral and faunal remains, ects, and dislocations of native peoples. In par- lithics, and ceramics. This year the seminar will ticular, the course will analyze the role of the concentrate on ceramics and will include discus- state and the impact of national development sions of pottery, glass, plasters, bricks, etc. The policies on local communities. Visiting an- second semester will consist of laboratory work thropologists will describe case histories of and individual research projects on primary development and social change. source materials. Visiting professors from Boston Prerequisite: 104 and two Grade II units. University, Brandeis, Harvard, MIT, Museum of Mrs. Merry Fine Arts, Peabody Foundation (Andover), Tufts, U. of Mass. (Boston). Limited enrollment. 350 (1) (2) Research or Individual Study Open only to juniors and seniors by permission 1 or 2 of the instructor. Open by permission to juniors and seniors. Mr. Tosi 370(1-2) Thesis

342 (2) Seminar on Native American Ethnology 2 to 4

1 Open only to honors candidates. Selected topics on North American Indian culture, society, and issues in government policy. Prerequisite: same as for 301.

Not offered in 1978-79. Directions for Election Mrs. Shimony

344 (2) Seminar. The Archaeology of the Soviet Majors in anthropology must take eight courses Union and Central Asia (which may include courses from MIT's anthro- 1 pology offerings), of which 104 and 301 are An examination of prehistoric sequences in the obligatory. In addition, at least one "methods"

Soviet Union and Central Asia and an analysis of course is required. Preferably this should be the structure and significance of archaeological calculus or statistics in the mathematics depart- research in the Soviet Union. The role of Soviet ment, or a computer science course, but it may archaeology for the elaboration of historical also be the methods course offered by econom- stages of socioeconomic development also will ics, psychology, or sociology (depending on the be discussed. particular need and interest of the student).

Prerequisite: 106 and two Grade II units; 242 or Extradepartmental 114 (1) Introduction to

243 are suggested but not required. Linguistics is also recommended.

Mr. Tosi Students may take 200 and 300 level courses upon the presentation of either Sociology 102

345 (1) Seminar in Urban Anthropology or Anthropology 104, but anthropology majors 1 may not substitute Sociology 102 for Anthropol- Comparative analysis of the nature of urbanism ogy 104. in the United States and non-Western societies. Examination of issues such as migration, kinship, ethnicity, social disorder and crime, housing and urban renewal. Prerequisite: same as for 301.

Not offered in 1978-79.

Mrs. Merry 50 Art

Art History of Art

100 (1-2) Introductory Course

1 or 2

Professor: A foundation for further study in the history of O'Corman, Moffett, Armstrong, Rayen, art. The major styles in Western architecture, Wallace (Chairman) sculpture, and painting from ancient Egypt to the present are presented in lectures and in Associate Professor: conference sections. Simple laboratory work re-

Fergusson, Janis*, Clapp, Marvin, Adams^ quiring no previous training or artistic skill planned to give the student a greater under- Assistant Professor: standing of artistic problems. One unit of credit MacNeiP, Waltermire, Harvey, Carroll, may be given for the first semester. Siebel, Travis Open only to freshmen and sophomores.

The Staff Instructor: Leff3 120 (1) Themes and Meaning in Asian Art

Lecturer: 1 Gabhart A study of selected artistic and architectural monuments of Asia and the ways in which they embody some of the major religious, philosophical and social ideas of the Orient. The course will take a broad view of architecture, painting, and sculpture in Greater India, China and Japan, and the works will be treated chiefly as symbols The Department of Art offers courses in the his- to be analyzed for their content and cultural dis- tory of art and in studio art. Some of the cours- tinctions within Asia. es in art history include laboratory work in one Open to all students. or more media with which the course is concerned. One of the studio courses, 204, is a Mrs. Clapp survey of the techniques of painting from the

Middle Ages to the present, and is required of 150(1) Colloquium all art history majors. The department believes 1 that laboratory training has great value in devel- For directions for applying see p. 46. Open by oping observation and understanding of artistic permission to a limited number of freshman and problems. However, no particular artistic apti- sophomore applicants. tude is required, and the laboratory work is ad- justed to the student's ability. Photography

An art major may either concentrate in history The invention of a revolutionary picture-making of art or in studio art. system, and the proliferation of photographic pictures in the 20th century with emphasis on Stecher Scholarships are available to qualified the varying informational functions of photog- students for the study of art abroad during the raphy in contemporary culture. school year, Winter Term, or summer. Not offered in 1978-79.

Ms. Janis

200 (1)* Classical Art

1 Topic for 1978-79: Greek art from the end of the Dark Ages to the death of Cleopatra. The course will be a historical survey of the arts of Greece in this period, but special attention will be paid to sculpture. Some time will also be spent on the influence of classical form on later Western art. Topic for 1979-80: Roman Art. Open to sophomores, juniors, and seniors who

have taken 100 (1) or 215, or by permission of the instructor.

Miss Marvin Art 51

201 (2)* Egyptian Art 215 (1) European Art to the Renaissance

1 1 A survey of Egyptian architecture, sculpture, The major movements in architecture, sculpture, painting and minor arts from 3000 to 31 B.C. and painting from ancient Egypt to c. 1400. The course will trace historically the develop- Students attend course 100 lectures and are ment of ancient Egyptian style, stressing sculp- strongly urged to attend course 100 confer- ture and painting. ences. Reading and paper assignments differ Open to sophomores, juniors, and seniors, and from those of 100. Students will be assigned to freshmen who have taken 100 (1). staff advisors. Open only to juniors and seniors who have not Miss Marvin taken 100.

202 (1) Medieval Art The Staff

The arts of the early period through High Gothic 216 (2) European Art from the Renaissance mainly in northern Europe. Particular attention Through the Nineteenth Century to be given to Hiberno-Saxon art in conjunction 1 with the exhibition "Treasures of Early Irish Art" Western art from the Renaissance to the present at the Boston Museum of Fine Arts. with emphasis on painting, sculpture, and archi- Open to freshmen and sophomores who have tecture. Students attend course 100 lectures and taken 100 (1), and to juniors and seniors without are strongly urged to attend course 100 confer- prerequisite. ences. Reading and paper assignments differ from those of 100. Mr. Fergusson Prerequisite: same as for 215.

203 (2) Cathedrals and Castles of the High The Staff Middle Ages 1 219(1) Painting and Sculpture of the A study of the major religious and secular build- Nineteenth Century ings of the Romanesque and Gothic periods 1 with emphasis on France and England. Attention A study of the painting and sculpture of the will be given to the interpretation and context 19th century in Europe with an emphasis on of buildings and to their relationship to cult, France. Special emphasis on the relationship of political and urban factors. Occasional con- academic ideals to emerging individualism and ferences. to the social context of style.

Open to sophomores who have taken 100 (1), Open to sophomores who have taken 100 (1) and to juniors and seniors without prerequisite. and (2), by permission of the instructor to freshmen who are taking 100, and to juniors and Mr. Fergusson seniors without prerequisite.

204 (1) (2) General Techniques Course

1 220 Painting and Sculpture of the Later A survey of significant technical material related (1) Sixteenth and Seventeenth Centuries in Southern to the history of western painting from the Mid- Europe dle Ages to the modern period. Included are laboratory problems of purely technical nature 1 A study of Italian and Spanish painting and requiring no artistic skill. sculpture from early Mannerism through the late Open to students who are taking Grade II or Baroque. Among the principal artists studied are Grade III art history courses. 204 or 209 (1) is re-

Michelangelo, II Rosso Fiorentino, Pontormo, quired of all art history majors. Parmigianino, Tintoretto, El Greco, the Carracci, The Staff Caravaggio, Bernini, Pietro da Cortona, Ribera, Velasquez, Tiepolo. 21 1 (2) Arts of Black Africa Open to sophomores who have taken 100 (1) 1 and (2), and to juniors and seniors without Style and iconography of sculpture and masking prerequisite. in relation to concepts of self, competition for Mr. Wallace power and the role of women; principles of Afri- can design and aesthetics.

Open to all students.

Ms. Adams 52 Art

221 (2) Seventeenth Century Art in Northern 232 (2) American Art from the Civil War to the Europe Foundation of the New York School

1 1 Dutch and Flemish painting, drawing and print- Amencan painting, sculpture, and architecture making of the 17th century with emphasis on from the Civil War to the foundation of the Rubens, Van Dyck, Hals, Rembrandt, and New York School. Attention given to the rela- Vermeer. tionship between art and the social history and Prerequisite: same as for 220. literature of the time. Prerequisite: same as for 220. Mrs. Carroll Mr. O'Gorman 224 (1-2) Modern Art

1 or 2 248 (2) Chinese Art The major developments in painting and sculp- 1 ture from the mid-19th century to the present in Survey of the major artistic traditions of China Europe and the United States. Special attention through monuments of the Bronze Age, Bud-

IS paid to the problematic of modernism in the dhist sculpture and painting from the Han to the arts—what it means to be modern; what makes Ch'ing Dynasty. modern art unique; and in what sense is it an Open to students who have taken one unit in expression of ourselves. Also, there is an em- the history of art, or one unit in Asian history or phasis on abstract art and on the question of religion, or by permission of the instructor. judgment of quality. Conference sections in sec- Mrs. Clapp ond semester. One unit of credit may be given for either semester. Background reading is re- 249 (1) Far Eastern Art quired if elected in second semester only. 1 Prerequisite: 100 (1) and (2), or 216, or 219, or Topic for 1978-79: Indian art. A survey of the ar- permission of the instructor. chitecture and sculpture of Buddhism and the Mr. Moffett Hindu dynasties in India, Southeast Asia, Tibet, and Nepal. Topic for 1979-80: Japanese art. An

226 (1) History of Afro-American Art introduction to the sculpture and pictorial arts 1 of Japan from the early Buddhist period through A survey of Afro-American art from colonial the 18th century woodblock print. times to the present. Special attention will be Prerequisite: same as for 248. given to the relationship between Afro-Ameri- Mrs. Clapp can art and social and cultural conditions in America. 251 (1) Italian Renaissance Art Open to all students. 1

Not offered in 1978-79. Painting and sculpture in Italy in the 15th and 16th centuries. Special attention given to major

228 (2) Nineteenth and Twentieth Century masters and monuments, with emphasis on the Architecture general artistic principles of Early and High Ren-

1 aissance in Florence, Rome, and northern Italy. A survey of the major movements in architec- Analysis of patronage and changing cultural and ture in Europe and the United States from Neo- aesthetic ideals in the Renaissance period. Classicism to the present. Prerequisite: same as for 220. Prerequisite: same as for 220. Ms. Armstrong Mrs. Leff

231 (1) American Art from Colonial Times to the Civil War

1 A survey of American painting, sculpture, and architecture from the colonial period to the Civil War. Attention given to the relationship between art and the social history and literature of the time. Prerequisite: same as for 220.

Mr. O'Gorman Art 53

254 (2)* Art of the City: Medieval, Renaissance, 306 (1) History of Photography and Baroque 1

1 A survey of photography in France, England, and Aspects of the history of urban form, and of art the United States in the 19th and 20th centunes. in public areas of the city in the medieval, Renais- Topics will include styles of individual photog- sance, and Baroque periods. Analysis of various raphers and movements, the problem of style in urban types such as medieval market towns, ideal photography, and the reciprocal relationship be- city plans in the Renaissance, and innovations in tween photography and the graphic arts. city planning in the 17th century. Attention will Open only to juniors and seniors who have taken be given to sculptural programs designed to en- 219 or 305. hance public spaces and buildings. Open to sophomores who have taken 202 or 203 or 220 or 251, and to juniors and seniors without 308 (1-2) Seminar for Materials Research in prerequisite. Archaeology and Ethnology

Not offered in 1978-79. 2 Each year the Boston area interinstitutional Ms. Armstrong Center for Materials Research in Archaeology and Ethnology sponsors a graduate seminar on 302 (1)* Italian Painting: The Fourteenth and the analysis of materials frequently encountered Fifteenth Centuries in field work: metals, floral and faunal remains, 1 iithics, and ceramics. This year the seminar will A study of selected artists whose work signifi- concentrate on ceramics and will include discus- cantly illustrates the character of the late medi- sions of pottery, glass, plasters, bncks, etc. The eval and the early Renaissance styles. second semester will consist of laboratory work Open to sophomores who have taken 251, to and individual research projects on pnmary juniors and seniors who have taken or are taking source materials. Visiting professors from Boston one Grade II unit in the department, or by per- University, Brandeis, Harvard, MIT, Museum of mission of the instructor. Fine Arts, Peabody Foundation (Andover), Tufts, Not offered in 1978-79. U. of Mass. (Boston). Limited enrollment. 304 (2)* Late Medieval and Renaissance Open only to juniors and seniors by permission Sculpture of the instructor.

1 Mr. Tosi A study of major sculptors from the 14th century to the end of the 16th century with emphasis on 309 (2)* Renaissance and Baroque Architecture Italy and the work of Giovanni Pisano, Donatello, 1 Ghiberti, and Michelangelo. In 1978-79 special The Early and High Renaissance, Mannenst, and emphasis will be given to works of sculpture in Baroque styles of the 15th through the 18th the Wellesley College Museum. centuries, with particular emphasis on Italy. Prerequisite: same as for 302. Prerequisite: same as for 302. Ms. Armstrong Not offered in 1978-79.

305 (1) The Graphic Arts 311 (1)* Northern European Painting and 1 Printmaking A history of pnnts and visual communication 1 from the time of Gutenberg to the present alter- Painting and printmaking in Northern Europe nating between the achievements of great mas- from the late 14th through the 16th centuries. ters such as Dijrer, Rembrandt, Goya, Picasso, Emphasis on Jan van Eyck, Rogier van der Wey- and the proliferation of popular imagery and den, Bosch, DiJrer, and Pieter Bruegel the Elder. ephemera leading to the invention of photog- Open to sophomores who have taken 202 or raphy. Emphasis is on class participation and the 251, to juniors and seniors who have taken or examination of originals. are taking one Grade II unit in the department, Open only to seniors. or by permission of the instructor. Mrs. Carroll Mrs. Carroll 54 Art

312 (2)* Problems in Nineteenth and Early 333 (1) Seminar. Baroque Art Twentieth Century Art 1

1 Painting and printmaking in Italy in the 16th and A study of special problems of interpretation in 17th centuries with special emphasis on Parmi- 19th and early 20th century art. Romantic imag- gianino, the Carracci, Guido Reni, and Claude ery, interpretations of Manet, photography and Lorrain. painting, historicism, origins of abstraction. Em- Open by permission to juniors and seniors who phasis on extensive reading and class discussion. have taken 220 or 221. Prerequisite: 219 or permission of the instructor. Mr. Wallace

Not offered in 1978-79. 334 (1)* Seminar. Problems in Archaeological Ms. Janis Method and Theory

1 320 (1) Skyscraperism Normally a different topic each year. 1 Open by permission of the instructor. The architectural development of the tall office building and its impact upon the city and the Not offered in 1978-79. other arts, 1890-1930. Miss Marvin Prerequisite: 232 or permission of the instructor.

Mr. O'Gorman 335 (2) Seminar. Modern Art

1 330 (2)* Seminar. Venetian Art Topic for 1978-79: To be announced.

1 Open by permission of the instructor. Selected problems in Venetian painting, sculp- Mr. Moffett ture, architecture, and urbanism of the 15th and early 16th centuries. Special attention v^ill be 336 (2) Seminar. Museum Problems given to the 15th century painters Giovanni 1 Bellini and Vittore Carpaccio, and to the 16th An investigation of the history and structure of century architect and urban designer Jacopo the museum, the philosophy of exhibitions and Sansovino. Fifteenth century Venetian book il- acquisitions, and the role of the museum in lumination will also be considered. modern society, combining the theory and prac- Prerequisite: any 200 or 300 level course in Ren- tice of all aspects of museum work. Problems of aissance art, or permission of the instructor. by conservation, exhibition, acquisition, publication,

Ms. Armstrong and education will be discussed. If the museum schedule permits, students will be involved in Vis- 331 (2) Seminar. Italian Art the planning and mounting of an exhibition.

1 its to museums and private collections in the Normally a different topic each year. area will be arranged. Open to juniors and seniors by permission of Open by permission of the instructor to juniors the instructor. and seniors.

Not offered in 1978-79. Ms. Gabhart

337 (2)* Seminar. Chinese Art 332 (2)* Medieval Relics and Saints' Lives 1 1 Normally a different topic each year. An interdisciplinary study of the cult of saints Prerequisite: 248 or permission of the instructor. and relics as a formative force in 12th and 13th century culture. Attention will be given to the Not offered in 1978-79. establishment of building programs and architec- Mrs. Clapp tural types, the development of iconography, the literary genre of saints' lives, the concep- 340 (2) Seminar. American Sculpture tions of saintliness, the economics of shrines, 1 the politics of canonization, the role of pil- A survey of the works of the major 19th century grimage, and the birth of liturgical drama. American sculptors from William Rush to Augus- Open by permission of the instructor. tus Saint Gaudens with special emphasis on

Mr. Fergusson, Ms. Elkins iconography and style. Prerequisite: 231 and 232 and permission of the instructor.

Mr. O'Gorman Art 55

345 (1) (2) Seminar. Historical Approaches to Directions for Election Art for the Major

1 Comparative study of the major art historical ap- History of Art proaches and their philosophical bases: connois- An art major concentrating in history of art must seurship, iconography, theones of the evolution elect both semesters of 100 (unless an exemp- of art, theories of style, psychoanalysis and art, tion examination is passed), or 100 (1) and 150 psychology of perception, and theories of art criti- (1), 204 or the first semester of 209 (not the sec- cism. Strongly recommended to all art majors. ond semester), and at least five further units in to juniors and seniors who have taken or Open history of art. For distribution, students must are taking one Grade II unit in the department. elect at least one unit each in three of the fol- Mr. Moffett, Mrs. Clapp lowing six areas of specialization: ancient, medieval, Renaissance, Baroque and 18th century, 19th and 20th centuries, non-Western art. Art 350 (1) (2) Research or Individual Study 1 or 2 345 and 305 may not be used to meet this dis- Open to qualified students by permission of the tribution requirement. If approved by the chair- instructor and the chairman of the department. man, courses elected at other institutions may be used to meet the distribution requirement. 370(1-2) Thesis Although the department does not encourage 2 to 4 overspecialization in any one area, by careful Open only to honors candidates. choice of related courses a student may plan a field of concentration emphasizing one period for art 380 (2) Mini Courses or area, example, medieval or oriental art. Students interested in such a plan should

Intensive six-week study of a specialized topic in consult the chairman of the department as early medieval or classical art. One unit of credit will in the freshman or sophomore year as possible. be given for two mini courses; no credit will be Students planning to major in history of art given for one mini course. should plan to take 204 or 209 (1) in the second

Not offered in 1978-79. semester of the sophomore year or in the first semester of the junior year.

Art 345 is strongly recommended for all majors, Boston of Fine Arts Seminar Museum especially those who are considering graduate A limited number of qualified students may study in history of art. elect for credit seminars offered by the curators A reading knowledge of German and French, or of the Boston Museum of Fine Arts. These are Italian, is strongly recommended for majors. held in the museum and use objects from the collections for study. For enrollment procedures, Knowledge of literature, history, philosophy, and consult the department chairman. Seminar top- religion is of great value to the student of art. See, for example, English ics to be announced. 217, 220, 221, 223, 310, 314; Creek and Latin 104, 203; Philosophy 203; History 230, 231, 232, 233, 235, 242, 248, 250, 271, 275; Religion and Biblical Studies 108, 204, 216, 218, 251, 253, 254.

Students interested in graduate study in the field of conservation of works of art should consult with the chairman of the department regarding chemistry requirements for entrance into conservation programs. Ordinarily at least two semesters of chemistry at the college level should be elected.

The attention of students is called to the interdepartmental major in classical and Near Eastern archaeology, and in medieval/renaissance studies. 56 Art

Studio Courses 208 (1) Photography II

1 The development of one's personal photograph-

105 (1) (2) Drawing I ic vision through intensive technical and aesthet- 1 ic studies in photography. Independent projects Introductory drawing with emphasis on basic in which students are encouraged to combine forms in spatial relationships. Stress on the studies in photography with work in related dis- essential control of line in a variety of media. ciplines such as history, philosophy, creative Four periods of class instruction and four of writing, psychology. Study of the work of master studio practice. photographers, writings on photography, and

Open to all students. discussions with lectures from various disciplines. Four periods of class instruction. Limited The Staff enrollment. Prerequisite: 108 or permission of the instructor. 108 (1) (2) Photography I 1 Mrs. MacNeil Photography as a means of visual communication. Problems dealing with light, tonal values, 209 (1-2) Basic Design two- and three-dimensional space, documentary 1 or 2 and aesthetic approaches to the medium. Em- Structured around a series of interrelated prob- phasis on printing and critical analysis of lems in two-dimensional and three-dimensional photographs. Four periods of class instruction. design. This course develops both observational Limited enrollment. and formal skills. Techniques useful for drawing, Open by permission of the instructor. sculpture, painting, and graphic design will be covered. Mrs. MacNeil Open to all students. One unit of credit may be

given for the first semester. Semester II requires 205 (1) (2) Painting I Semester I. 1

A study of basic forms in plastic relationships in a Mr. Waltermire, Miss Siebel variety of media. Four periods of class instruction. Prerequisite: 105 or 209 (1-2). 210(1) Color 1 Mr. Rayen, Mr. Waltermire Basic problems in the interaction of color. Four periods of class instruction. 206 (1) Drawing II Prerequisite: 105 or 205 or 209 (1-2). 1 Problems dealing with the realization through Mr. Rayen graphic media of form, light, and volume. Stu- dents will be required to establish and work out 212(1) Printmaking an individual project dunng the second part of 1 the course. Four periods of class instruction. Instruction in the monotype and basic intaglio Prerequisite: 105. techniques including line and aquatint etching,

lift ground etching, and engraving. Studio fee for Ms. hiarvey materials: $20. Prerequisite: 105 or 209 (1-2). 207 (1) (2) Sculpture I 1 Miss Siebel An introduction to sculpture through projects directed towards acquainting students with basic 307 (1) (2) Sculpture II problems and techniques. Projects include plas- 1 ter moldmaking and casting, figure modeling, Students will explore independent projects wood construction, and basic foundry tech- through consultation with the instructor. Weld- niques utilizing foam vaporization and lost wax ing and fiber glass will be introduced, and a casting in bronze and aluminum. Studio fee for ceramic kiln and the foundry are available. A materials: $20. model will be provided for those interested in Prerequisite: 105 or 209 (1-2) or permission of working from the figure. Knowledge of basic the instructor. sculptural ideas and techniques is assumed. Studio fee for materials: $20. Mr. Travis Prerequisite: 207 or permission of the instructor.

Mr. Travis Astronomy 57

315 (2) Painting II 1 Astronomy Continuing problems in the formal elements of pictorial space, including both representational and abstract considerations in a vanety of media. Four periods of class instruction. Professor: Prerequisite: 105 and 205. Birney (Chairman)

Ms. Harvey Associate Professor: Dinger 316 (2) Life Drawing

1 Assistant Professor: Intensive analysis of anatomy, perspective, com- Little, Little-Marenin position, chiaroscuro, with direct visual observation of the model. Four periods of class instruction. Prerequisite: 105.

Mr. Waltermire

103 (1) (2) Introduction to Astronomy 317 (1) Seminar. Problems in the Visual Arts 1

1 Relationships of earth and sky; the solar system, Concentrated study of individual problems in a stars, and galaxies. Two periods of lecture and variety of media. Each student will be required discussion weekly with a third period every to formulate a specific project to pursue other week; laboratory in alternate weeks, and throughout the semester. Emphasis will be given unscheduled evening work at the Observatory to group discussions and criticisms on a regular for observation and use of the telescopes. weekly basis. Open to all students. Prerequisite: 206, 307, 315 or 316. The Staff Ms. Harvey

200 (2) Modern Physics

350 (1) (2) Research or Individual Study 1 1 or 2 For description and prerequisite see Physics 200. Open to qualified students by permission of the instructor and the chairman of the department. 201 (1) Techniques of intermediate Calculus

1 370(1-2) Thesis For description and prerequisite see Mathe- 2 to 4 matics 201. Open only to honors candidates.

202 (1) Optical Physics

1 For description and prerequisite see Physics 202.

203 (2) Recent Developments in Astronomy Directions for Election 1 Contemporary problems in optical, radio, and space astronomy. Astronomical observations Studio Art from outside the earth's atmosphere. Radio galaxies and quasars. An art major concentrating in studio art must Prerequisite: 103. elect 100 (1 and 2), 105, 209 (1 and 2), plus a minimum of four additional Grade II or Grade III Mr. Little units in studio art. Course 100 is counted toward the degree but not toward the major. 204 (1) Introduction to Astrophysics

Since the department believes in the importance 1 of an understanding of the history of art, the at- The physical principles behind the analyses of tention of students is drawn particularly to 224 stars, interstellar matter and galaxies. (1 and 2) and 219 (see History of Art). Open to students who have taken 103 and are familiar with basic calculus and elementary For students particularly interested in design, at- physics (high school or college), or by permis- tention is further drawn to Theatre Studies 206. sion of the instructor.

Miss Dinger 58 Astronomy

206 (1) Basic Astronomical Techniques I 349 (1)* Selected Topics

1 1 Visual and photographic use of the telescopes. Topic for 1978-79: Variable stars. Optics applied to astronomical instruments. As- Prerequisite: same as for 302.

tronomical coordinate systems. Spherical trig- Mr. Little onometry. Conversion of time and use of Ephemeris. Star catalogs. Photometry. 350 (1) (2) Research or Individual Study Prerequisite; 103 and a familiarity with trig- 1 or 2 onometric functions. Open to juniors and seniors by permission. Mr. Birney

370 (1-2) Thesis

207 (2) Basic Astronomical Techniques II 2 to 4 1 Open only to honors candidates. Measurement of stellar radial velocities. Spec- troscopy. Classification of stellar spectra. Ap- plications of the Method of Least Squares and statistical methods. The semester's work includes an independent project at the telescope. Prerequisite: 206 and some familiarity with cal- Directions for Election culus.

Mr. Birney The following courses form the minimum major: 204, 207; Mathematics 201 or 210; Physics 200 302 (2)* Galactic Structure and 202; two Grade III courses in astronomy 1 and an additional Grade III course in astronomy Distribution and kinematics of the stellar and or physics. Extradepartmental 110 is strongly nonstellar components of the galaxy. Galactic recommended. In planning a major program stu- rotation, problems of spiral structure, the galac- dents should note that some of these courses tic nucleus, the halo. have prerequisites in mathematics and/or phys- Prerequisite: 204 and Mathematics 116. ics. Additional courses for the major may be Mr. Birney elected in the Departments of Physics, Math- ematics, and Astronomy. 304 (1)* Astrophysics of Stellar Atmospheres A substantial background in physics is required 1 for graduate study in astronomy. The physical characteristics of the outer layers of stars derived from both a theoretical and ob- A student planning to enter graduate school in servational viewpoint. The observed and com- astronomy should supplement the minimum puted spectra of stars will be discussed. major with courses in physics, including Physics

Prerequisite: 204 and Mathematics 201 or 215. 306 and, if possible, other Grade III work. The

Physics 200 is recommended. student is also urged to acquire a reading knowledge of French, Russian, or German. Not offered in 1978-79.

See p. 32 for a description of Whitin Observa- Ms. Little-Marenin tory and its equipment.

305 (2)* Stellar Structure and Evolution

The internal structure of stars. Physical processes occurring in stellar interiors, including

stellar energy sources. Descnption of all stages in the existence of a star. Prerequisite: same as for 302.

Not offered in 1978-79.

Miss Dinger Biological Sciences 59

110 (1) Introductory Biology I Biological 1 Eucaryotic and procaryotic cell structure, Sciences chemistry, and function. Cell metabolism, genetics, cellular interactions and mechanisms of growth and differentiation.

Open to all students. Professor: The Staff Padykula, Widmayer (Chairman), Gauthier*

111 (2) Introductory Biology II Associate Professor: 1 Coyne*, Allen Major biological concepts including the evolution, ecology, and the structure function rela- Assistant Professor: tionships of multicellular plants and animals. Sanford, Webb, Williams, Harris, Eichenbaum, Open to all students. Hirsch The Staff

Laboratory Instructor: Muise, Dermody, Cooper, Hall, Blacklow 200 (2) Cellular Physiology 1

Visiting Professor: Intensive study of cell function, physical charac- Fiske3 teristics of cells, energy metabolism and metabolic pathways, irritability of cells, membranes transport, evolution of Unless otherwise noted, all courses meet for and membrane enzyme five periods of lecture, discussion, and labora- systems, control mechanisms. Students intending tory weekly, except for seminars that meet for to major should elect this course as soon as two periods. possible. Prerequisite: 110 or [101] and 111 or [100] and one unit of college chemistry.

Mrs. Allen, Mr. Harris, Ms. Cooper

201 (1) Introductory Ecology 108 Horticultural Science (2) 1 1 An introduction to ecosystem structure and de- Fundamentals of cultivation and propagation of velopment, including population and community plants, the effects of chemical and environmen- ecology, intraspecific and interspecific rela- tal factors on their growth, and methods of con- tionships among organisms, and biogeography. trol of pests and diseases. Laboratory includes Emphasis on evolutionary aspects of ecology. work in the field and in the greenhouses. Not to Laboratory emphasis on field work and reduc- be counted toward the minimum major in bio- tion and presentation of quantitative data. logical sciences. Prerequisite: 111 or [100] or permission of the to all students except those have Open who instructor. taken [208]. Mr. Sanford, Mr. Williams Mr. Sanford, Mrs. Muise, Mrs. Blacklow, Ms. Hirsch 202 (2) Comparative Anatomy

1 109 Biology (1) Human A systems approach to the study of chordate 1 anatomy emphasizing the relationship between Study of physiology of anatomy and man. Some embryology, structure and function which lead work on human genetics, nutrition, and immu- to an understanding of evolutionary trends with- nology. Two lectures weekly with a double peri- in the vertebrate group as a whole. Laboratory od every other week for demonstration-discus- dissection of a variety of chordates from the sions. not Does meet the laboratory science lamprey to the monkey. distribution requirement. Will not count toward Open to students who have taken 111 [100] or the minimum major in biological sciences. 109 or one semester of college biology, and to Open to all students except those have who juniors and seniors without prerequisite. taken 111 or [100]. Mr. Webb Mrs. Fiske 60 Biological Sciences

205 (1) Genetics 210 (2) Invertebrate Zoology 1 1 Principles of inheritance, structure and function Comparative study of the major invertebrate of hereditary informational molecules, applica- groups emphasizing evolutionary trends and tion of genetic principles to biological problems. adaptations to the environment. Laboratories Laboratory and lecture material selected from will use live material when possible for the plant, animal, microbial, and human studies. Stu- study of structure and function. dents intending to major should elect this Prerequisite: 111 or [100] or the equivalent. course before entering Grade III work. Not offered in 1978-79. Prerequisite: 110 or (101] or by permission of the instructor. Mr. Williams

Miss Widmayer, Mrs. Dermody, Mrs. Hall Offered in 1979-80.

206 (1) Histology-Cytology I: Cell and Tissue 211 (1)* Developmental Plant Anatomy Structure 1

1 Structure and function of cells, tissues, and or- The microscopic organization of animal cells and gans comprising the plant body. Developmental tissues. Ultrastructural and cytochemical features aspects are utilized to enhance the understand- considered, especially in relation to functional ing of plant structure and its variability. In- activity. Laboratory study includes direct exper- vestigations of plants in the laboratory, green- ience with selected histological and histochem- houses, and growth chambers. Laboratory in- ical techniques. cludes basic microtechnique, light microscopy, Prerequisite: 110 or [101]. and photomicrography. Prerequisite: same as for 207. Ms. Padykula Not offered in 1978-79.

207 (2) Nonvascular Plants Mr. Umber 1 Morphology, taxonomy, and evolutionary rela- 212 (1)* Fundamentals of Plant Horticulture tionships of representative fungi, algae, lichens, 1 liverworts, and mosses. Laboratory includes mi- Study of how plants are constructed starting croscopic observations of a diversity of genera with the cell, leading to the organization of cells and culturing of selected specimens. into tissues and the grouping of the tissues into Prerequisite: 111 or [100] or the equivalent or the organs of the plant: leaf, stem and root. The permission of the instructor. by development of the various plant structures as

Not offered in 1978-79. well as their adaptations to specific environments will also be considered. Laboratory in- Mr. Sanford cludes basic microtechnique, light microscopy

Offered in 1979-80. and observation of prepared plant specimens and living material in the greenhouses.

209 (2) Microbiology Prerequisite: same as for 207.

1 Ms. Hirsch Introduction to bacteriology, virology, and immunology. A detailed consideration of biological 213 (1) Neurobiology. The Biological Bases of principles which characterize the microbial Behavior world. The microbiology of infectious disease 1 and unique features of microorganisms will also A survey of concepts and techniques in the be considered. study of the relationships between the nervous Prerequisite: 110 or and one unit of col- [101] system and behavior. Covers basic neuroanat- lege chemistry. omy and neurophysiology and brain mechanisms in sensation, perception, emotion, and movement. Emphasis on comparison of experiments with animal and human subjects in an effort to shed light on cognitive functions in man. Prerequisite: 111 or [100] or 109 or Psychology 101. Admission only by permission of instructor.

Mr. Eichenbaum Biological Sciences 61

214 (2) Research Methods in Neurobiology 305 (2) Seminar. Genetics 1 1 An introduction to methods, design, and Cytological and biochemical aspects of gene analysis of experiments in psychobiology. Begins structure and function, mutational and recombi- with exercises in hypothetical experiments; in- national processes, problems of cellular differ- cludes as a major part of the course, participa- entiation. tion in a group research project. Prerequisite: 205, and either 200 or Chemistry Prerequisite: 213 or Psychology 24S. Admission [201] or 211. Admission only by permission of only by permission of the instructor. the instructor.

Mr. Eichenbaum Miss Widmayer

216 (1) Concepts in Growth and Development 306 (2) Developmental Biology and Embryology

1 1

Introduction to principles governing the growth The first part of the semester is devoted to the and development of organisms. Lectures and study of human ontogenetic development, in- laboratory integrate the use of plant, animal and cluding some immunological aspects of pregnan-

microbial systems to illustrate concepts of devel- cy. The remainder of the semester is spent dis- opment from the molecular to the gross mor- cussing current areas of interest in developmen- phological level. tal biology (e.g., tumorogenesis, organization, Prerequisite: 110 or [101] and 111 or [100] or and operation of the genome, pattern forma- permission of the instructor. tion, hormone action). Emphasis on the experimental approaches used in determining the cel- Mr. Webb, Ms. Hirsch lular and molecular mechanisms involved in developing systems. Students undertake group re- 221 (1) (2) Biochemistry I search projects which are designed to familiarize 1 them with some of the methodology and equip- For description and prerequisite see Chemistry ment currently utilized in the experimental 221. analysis of development.

Prerequisite: 216 is strongly recommended, 302 (2) Animal Physiology although students who have taken 200 or 205 1 may enroll with permission of the instructor. A study of organ systems in vertebrates. Half of this course will cover topics in cardiovascular, Mr. Webb respiratory, digestive, excretory, and endocrine

physiology. The other half will cover sensory, 307 (1) Topics in Ecology

neural, and muscle physiology. Students gain ex- 1 perience in the use of various physiological Topic for 1978-79: Plant ecology. Investigation measuring devices such as kymographs, poly- of individual plant species and vegetation in re- graphs, strain gauges, pressure transducers, lation to environmental factors. Topic for 1979- stimulators, oscilloscopes, and microelectrode 80: Theoretical ecology. Current issues and con- recording equipment. troversies in ecology. Laboratories and field Prerequisite: 200 or 213 or permission of the in- studies. structor. Prerequisite: 201 or permission of the instructor.

Mr. Eichenbaum Mr. Sanford

304 (2) Histology-Cytology II: Structure of 309 (1) Experimental Plant Biology

Organ Systems 1

1 Topic for 1978-79: Plant physiology. A series of Analysis of the microscopic organization of independent research projects will be conduct-

organ systems, particularly those of the mam- ed throughout the semester culminating in a fi-

riial. Detailed examination of selected special- nal paper and oral presentation. The class will ized cells; the relationship of ultrastructural and involve informal discussions and oral presenta- cytochemical features to principal physiological tions of both research progress and relevant pa- processes. pers from scientific journals. One class meeting Prerequisite: 206. each week. Prerequisite: 200 and two units of college Ms. Padykula chemistry, or permission of the instructor.

Mr. Harris 62 Biological Sciences

310 (2) Seminar. Topics in Plant Biology 326 (2) Biochemistry II

1 1 Topic for 1978-79: Plant morphogenesis. Study For description and prerequisite see Chemistry of internal and external factors affecting the 326. development of form. Emphasis is placed on the regulation and mechanisms of cytodifferentiation 330 (2) Seminar and organogenesis. 1 Topic for 1979-80: To be announced. Topic for 1978-79: Marine and freshwater biol- Prerequisite: 205. ogy. Discussion of the ecological and physiolog-

ical aspects of life in the world of water, with Ms. Hirsch consideration of the physical and chemical characteristics of different marine and freshwater 312 (2) Seminar. Endocrinology habitats. Readings in primary source material. 1 Prerequisite: 201 or 207 or 210. Selected topics on the regulation and action of hormones and neurohormones in vertebrates. Mr. Williams Emphasis on the study of current literature.

Prerequisite: 205 and 200 or permission of the 331 (1) Seminar instructor. 302 is strongly recommended. 1 Topic for 1978-79: To be announced. Not offered in 1978-79.

Mrs. Coyne 350 (1) (2) Research or Individual Study 1 or 2 Offered in 1979-80. Open to juniors and seniors by permission.

313 (1) Microbial Physiology and Cytology 370(1-2) Thesis 1 2 to 4 Microorganisms used as model systems for tre Open only to honors candidates. study of cellular growth and its physiological basis, metabolic patterns, biochemical genetics, and relation of structure to function. Prerequisite: 200 and 205 or permission of the instructor.

Mrs. Allen

314 (1) Seminar. Topics in Microbiology

1 Topic for 1978-79: Immunology. Prerequisite: Open by permission of the instructor. Suggested preparation for this course includes 200 or 205, 209 and Chemistry 211.

319 (2) Advanced Cytology: Biological Ultrastructure

1 Introduction to the principles and procedures of electron microscopy. Emphasis on interpretation of ultrastructural and cytochemical features of cellular components, particularly as related to biochemical and physiological properties. A knowledge of the basic principles of biochemistry strongly recommended. Prerequisite: 206 and either Chemistry [201] or

211, and permission of the instructor. 304 is recommended but not required.

Not offered in 1978-79.

Ms. Gauthier

Offered in 1979-80. Black Studies 63

Directions for Election Black Studies

A major in biological sciences must include two

Grade I units or their equivalent and 205, which should be taken before declaring the major or Associate Professor: before electing Grade III work. 200 is also re- Martin, Scott* quired but may be taken later. Students are advised that 200 is a prerequisite for several 300 Assistant Professor: level courses. At least two Grade III units must Spillers, Jackson (Chairman) be taken at Wellesley College. One of these

Grade III units, exclusive of 350 or 370 work, Instructor: must require laboratory experience. Two units Chambers of chemistry are also required. Additional chemistry is strongly recommended or required Lecturer: for certain Grade III courses. Biochemistry (221 Herron^ and 326) does not count toward minimum major in biology.

Courses 108 and 109 do not ordinarily count toward the minimum major in biological sci- Course may be elected to fulfill in part the dis- ences, but they do fulfill the College distribution tribution requirement in Group A requirements for the degree; 108 as a laboratory science; 109 as a nonlaboratory science course. Independent summer study and courses in bio- Course may be elected to fulfill in part the dis- chemistry will not count toward the minimum tribution requirement in Group B major.

Within the major, students may design a program in general biology or one which emphasizes subjects dealing with animals, plants, or microorganisms. A broad training in the various aspects of biology is recommended. 105 (1)*** Introduction to the Black Experience

1 Students interested in an interdepartmental ma- The course serves as the introductory offering in jor in molecular biology are referred to the sec- Black Studies and explores in an interdisciplinary tion of the Catalogue where the program is de- fashion salient aspects of Black history, culture, scribed. They should consult with the director of and life in Africa, the Caribbean, and the Amer- the molecular biology program. icas. Its aim is to provide students with a fun- Freshmen with advanced placement or with 110 damental intellectual understanding of the world or 111 exemptions are advised to take another Black experience as it is reflected in history, the biology course at the 200 level before continu- humanities, and social sciences. ing the core curriculum. Open to all students.

Students interested in an individual major in The Staff psychobiology should contact a faculty member who teaches 213. 150(1)*** Colloquium

Students planning graduate work are advised to 1 For directions for applying see p. 46. Open by take calculus, statistics, organic chemistry, two permission to a limited number o* ' units of physics, and to acquire a working jhman and sophomore applicants. knowledge of computers and a reading knowledge of a second language. They should consult African the catalogues of the schools of their choice for Diaspora specific requirements. An attempt to examine the assumptions— historical, logical, rhetorical, and cultural— which un- Premedical students are referred to the re- derlie the poetry of certain New World writers quirements given on p. 38. in the 20th century; e.g., Langston FHughes, Nicolas Guillen, Aime Cesaire, Edward K. Brath- waite, and the poetry of Black resurgence in the United States, the new poets of the 1960's. The

colloquium will look at this poetry against its changing historical background.

Ms. Spillers 64 Black Studies

* * 151 (1) (2) 1919. Year of the "New Negro" 206 (1 -2)* Afro-American History

1 1 or 2 "New Negro" was a term used by Black people First semester: Afro-American history to 1865. all over the world to describe the attitudes of Study of the political, economic, and social de- militancy and race pride that characterized the velopment of American Blacks from their African years after World War I. This colloquium will ex- origins to the end of the Civil War. Second amine race riots, militant race organizations, semester: Afro-American history since 1865. An radical Black publications and the like for the analysis of the social, economic, and political year 1919. Material will be drawn from the Unit- developments within the Black community from ed States, the West Indies, England, South Afri- the Reconstruction era to the emergence of ca, and possibly other places where Black peo- Black Power. ple lived, to show the universality of the "New One unit of credit may be given for either Negro" phenomenon and the interconnected- semester. ness of its manifestations. Open to all students.

Open to all students. Ms. Herron Mr. Martin 207 (1)** Revolution and Insurrection: The 202 (2)* *** Introduction to African Philosophy Neglected Literature of Nineteenth Century

1 Black Americans

Initiation into basic African philosophical con- 1 cepts and principles. The first part of the course The study of neglected Black fiction of the 19th deals with a systematic interpretation of such century. Special attention is given to the efforts questions as the Bantu African philosophical of Black authors of this penod, despite their use concept of Muntu and related beliefs, as well as of so-called "dialect," to project positive images Bantu ontology, metaphysics, and ethics. The of Black life and to promote Black political ad- second part centers on the relationship between vancement. Pan-African and Third World themes philosophy and ideologies and its implications in in these writings are also explored.

Black African social, political, religious, and eco- Open to all students. nomic institutions. The approach will be com- Not offered in 1978-79. parative. Offered in alternation with 211.

Open to all students except those who have Mr. Chambers taken [302]. 208 (2)** Revolution and Insurrection: The Mr. Menkiti Neglected Literature of Twentieth Century Black Americans 203 (2)*** Research Methods in Afro-American 1 Anthropology Examination of neglected works of fiction by 1 20th century Black writers. Some comparisons The purpose of this course is to formulate will be made with earlier works to illuminate a conceptual framework from which research the various styles, themes, concepts, artistic questions on a specific research topic, having to merit, and orientation of Black fiction. do with some aspect of Afro-American culture, Open to all students. can be formulated, following which the methodologies for answering the research questions can Not offered in 1978-79. be developed. Mr. Chambers Open to all students.

209(2)** The Black Total Theatrical Experience: Concepts and Production

204 (1)*** Introduction to Afro-American 1 Anthropology An academic study of plays from the rich 1 heritage of Black drama combined with both the This course is designed to introduce the student technical and performing aspects of theatre. to the methodology and theoretical underpin- Students will have the opportunity to apply the nings of anthropology as a basis for the descrip- skills acquired in the course to a major production and analysis of Afro-American experience in tion. Students will be encouraged to direct, act, cultural rather than racial terms. sing, or dance and to learn about the basic Open to ail students. mechanics (lights, set design, set construction, costumes) that help to create the so-called "magic" of theatre.

Open to all students. Black Studies 65

210 (1-2)** Black Drama in the Twentieth 213 (2)*** Political Development in the Black Century Community

1 or 2 1 Basic concepts, subtleties, and complexities of A comprehensive analysis of the development the Black playwright and his interpretation of and political behavior of Black leadership and the various Black experiences that are an inte- organizations in the North and South. This gral part of the Black man's existence in a racist course will consider different political styles and

society. Lonne Elder III, Ron Milner, Adrienne political structures utilized by Blacks in each of Kennedy, Alice Childress, Joseph Walker, James these areas. Baldwin, Imamu Baraka, Lorraine Hansberry, Ted Not open to students who have taken 212. Shine, William Branch, and Douglas Turner Mr. Jackson Ward are among the playwrights to be considered. Special emphasis on the aesthetics of 214 (2)*** Blacks and the United States Black drama and theatre in general. Students Supreme Court will also be given the opportunity to explore 1 how Black drama has helped to save Broadway An analysis of the Supreme Court and its impact from its own artistic and economic decadence. on the lives and experiences of Black Ameri- One unit of credit may be given for either se- cans. Particular concern will focus on the Court's mester. role as protector-creator of fundamental rights Open to all students. and privileges for Black Americans. Not offered in 1978-79. Open to sophomores, juniors and seniors without prerequisite and to freshmen by permission 211 (1)* ** Introduction to African Literature of the instructor.

1 Mr. Jackson The development of African literature in English and in translation. Although special attention 216 (1)*** History of the West Indies will be paid to the novels of Chinua Achebe, 1 writers such as James Ngugi, Camara Laye, Wole Survey of political, economic, and sociological Soyinka, Ezekiel Mphahlele, and Christopher factors shaping West Indian society. Topics cov- Okigbo will also be considered. The influence of ered include Africans in the New World before oral tradition on these wnters' styles as well as Columbus, genocide against the indigenous the thematic links between them and writers of peoples, slavery and slave revolts, immigration the Black awakening in America and the West and emigration, the West Indies and Africa, the Indies will be discussed as time allows. Offered West Indies and Afro-America, the struggle for in alternation with 202. majority rule, the spread of United States in- Open to all students. fluence, independence and its problems.

Not offered in 1978-79. Open to sophomores, juniors, and seniors without prerequisite. Not open to students who Mr. Menkiti have taken [316].

212 (1)*** Introduction to Afro-American Mr. Martin Politics (2)*** 1 230 The Black Woman An in-depth exploration of the efforts by Afro- 1 of Amencans in the United States to realize politi- An examination the Black Woman in the Di- aspora as in cal effectiveness in the American political sys- portrayed the writings of Black tem. Comparison of the political experiences of women from the United States, Africa, and the Afro-Americans with those of other ethnic Caribbean. Analysis and discussion will establish groups in the American political system. both a conceptual framework and a historical- cultural context in Open to all students. which recurring themes in the works may be compared and contrasted. Mr. Jackson Open to all students. 66 Black Studies

264 (2)** Black Literature in America 319(2)*** Pan-Africanism

1 1

Poetry and prose from slave narratives to the The historical efforts of Black people all over the present day with emphasis upon modern major world to unite for their mutual advancement figures. will be examined. Such topics as 19th century

Open to all students except those w/ho have emigrationist movements, the role of Afro-Amer- taken [228]. ican churches in African nationalism, the Pan- African congresses of W. E. B. DuBois, the Gar- Ms. Spillers vey movement, the Pan-African ideas of Mal- 310 (1-2)** Seminar. Black Literature colm X, the Pan-African aspects of Southern African liberation movements and others will 1 or 2 be Topic for 1977-78: Authentic and nonauthentic discussed. Prerequisite: one unit in Black history or permis- slave narratives. Part I of the seminar examines authentic slave narratives, those written by the sion of the instructor. itself slaves themselves. Part II concerns with the Mr. Martin nonauthentic slave narratives, those involving a second party. Hopefully, a detailed look at the 320 (1)*** Black Institutions

two categories of slave narratives will give stu- 1

dents a total awareness of Black religion, folk- An overview of the role of Afro-American insti- lore, history, autobiography, biography, drama, tutions as expressions of Afro-American cultural spirituals, and secular songs of the slaves. Also, autonomy. The focus of this course will be the close study of the authentic and nonauthentic Black church in general, and the African Meth- slave narratives will give students the opportuni- odist Episcopal Church in particular, as we look ty to see how the slaves successfully incor at the ways in which Afro-American schools, porated and made an art of dissembling in businesses, fraternal and civil rights organiza- order to survive an oppressive society. One unit tions serve to institutionalize the values of Afro-

of credit may be given for either semester. American life.

Prerequisite: one Grade II unit in literature or Open to qualified juniors and seniors. permission of the instructor.

Mr. Chambers 340 (2)*** Seminar. Afro-American History

315 (1) Urban Black Politics in the South 1

1 Topic for 1978-79: Blacks and communists. The political modernization paradigm has been Many of the most important Black leaders in the extensively used by political scientists in their 20th century have belonged at one time or an- examinations of African, Asian, and Latin Amer- other to a communist organization or have at ican countries. This seminar will use this ap- least flirted ambiguously with communism. The

proach in an effort to examine recent political hst includes W. E. B. DuBois, George Padmore, changes in the urban South. Materials based on Langston Hughes, Richard Wright, Paul Robeson, the Atlanta, Birmingham, Houston, New Orleans, Marcus Garvey, Kwame Nkrumah, Angela Davis, and Durham experiences will be emphasized. Malcolm X, and others. This seminar will at- Open to qualified juniors and seniors. tempt to discover why communism has exerted this fascination upon persons struggling for Black Mr. Jackson liberation and why the association has some- times ended in disillusionment. Most of the sem- 317 (1) Political Sociology of Afro-Americans inar will deal with the situation in the United 1 States. Material will also be drawn from Europe, An explanatory analysis of the changing political Africa, and the West Indies. and social indices operative in the Black com- Open to qualified juniors and seniors and by munity. Emphasis will be placed on the political permission to sophomores with a strong back- and social patterns that have emerged as a re- ground in Black studies courses. sult of these changes. Open only to juniors and seniors. Mr. Martin

Not offered in 1978-79. 350 (1) (2) Research or Individual Study Mr. Jackson 1 or 2 Open by permission to juniors and seniors.

370 (1-2) Thesis 2 to 4 Open only to honors candidates. Chemistry 67

The following courses are offered as related work by other departments where they are de- Chemistry scribed. Courses from this list may be counted toward the major, provided that a minimum of six courses are elected from the Black Studies departmental offerings. Professor: Crawford (Chairman), Webster, Rock, Loehlin

106 (2) Afro- American Music See Music 106. Associate Professor: Hicks*

21 1 (2) Arts of Black Africa See Art 211. Assistant Professor: Kolodny, Levy, Kahl«, Hearn, Umans, Swallow,

226 (1) History of Afro-American Art Chang See Art 226. Laboratory Instructor:

250 (2) The Political Economy of Sub-Saharan Darlington, Mann, Smith^, Lieberman^ Africa

See Economics 250. Unless otherwise noted, all courses meet for two periods of lecture and one three-and-one-

267 (1) Africa Before the Europeans: Dark half hour laboratory appointment weekly and Continent or Kingdoms of Light? one 50-minute discussion period every other See History 267. week, at the pleasure of the instructor. The selected topics courses will generally be taught

268 (2) Africa in the Modern World without laboratory, but may include laboratory See History 268. for some topics. Calculators may be used in all chemistry courses.

Directions for Election

101 (1) Contemporary Problems in Chemistry I

1 The requirements for the major are consistent Consideration of selected aspects of chemistry with the concept of Black studies as a multidisci- and related chemical concepts. Topic for 1978- plinary field of study. The requirements are de- 79: Forensic chemistry. There will be no sched- signed to provide a wide range of knowledge uled discussion session. Not to be counted and analytical ability as well as a firm founda- toward the minimum major. Students wishing tion in an area of specialization, such as anthro- credit for more than one unit of 101-102 should pology, history, economics, political science, or consult the department. literature. Open to all students except to those who have

taken any Grade I course in the department. It is recommended that two units be elected in each of the three general areas of Black history, Mrs. Swallow humanities, and the social sciences as multidisci- plinary training. As the basic introduction to the 102 (2) Contemporary Problems in Chemistry II discipline of Black studies, 105 is recommended 1 for the major. At least four units must be taken Consideration of selected aspects of chemistry in a single discipline as a field of specialization. and related chemical concepts. Topic for 1978- 79: To be announced. There will be no sched- At least two courses should be at the 300 level. uled discussion session. Not to be counted A minimum of six courses must be elected from toward the minimum major. Students wishing Black studies departmental courses. The others credit for more than one unit of 101-102 should may be elected, after consultation with your ad- consult the department. visor, from related courses taught in other de- Open to all students except to those who have partments or from courses taken on exchange.

taken any Grade I course in the department.

Mr. Chang 68 Chemistry

105 (1) Fundamentals of Chemistry 211 (1) (2) Organic Chemistry I

1 1 The periodic table, atomic structure, chemical A study of the synthesis and reactions of typical formulas and equations; states of matter, prop- organic compounds with emphasis on the chem- erties of solutions, equilibria in solution, electro- istry of aliphatic molecules. chemistry. Three periods of lecture and one Prerequisite: [104] or 110. three-and-one-half hour laboratory appointment Miss Crawford, Miss Webster, Mr. Hearn weekly. Not open to students who have taken [103], 106, 107 or 108. 221 (1) (2) Biochemistry I Open only to students who have not taken a 1 chemistry course within the past four years. A study of the chemistry of proteins and nucleic Serves as prerequisite for 110. acids, with emphasis on structure-function rela- Mr. Umans tionships. Particular emphasis on the mechanism of enzyme action.

106 (1) Introductory Chemistry I Prerequisite: 211; Biology 205 is recommended.

1 Mrs. Levy The periodic table, atomic structure, states of matter, properties of solutions, equilibria in solu- 231 (1) (2) Physical Chemistry I tion, electrochemistry. 1 Open only to students who have taken one Properties of gases, chemical thermodynamics, year of high school chemistry and no physics. properties of solutions and chemical kinetics. Not open to students who have taken [100] or Second semester will have special emphasis on [103]. biochemical examples. Mr. Hearn Prerequisite: [104] or 110, Mathematics [111] or 116, and Physics 103 or 104 or 105 or 106 or

107 (1) (2) Introductory Chemistry I 110. 1 Ms. Rock The periodic table, atomic structure, states of matter, properties of solutions, equilibria in solu- 241 (1) Inorganic Chemistry tion, electrochemistry. 1 Open only to students who have taken one Chemical periodicity, structure and reactivities in year of high school chemistry and one year of inorganic systems. physics. Not open to students who have taken Prerequisite: 211. [100], [103], or 105. Mr. Chang Ms. Rock, Mr. Chang

261 (2) Analytical Chemistry 108 (1) Introductory Chemistry I 1 1 Classical and instrumental methods of sepa- The periodic table, atomic structure, states of ration and analysis, quantitative manipulations, matter, properties of solutions, equilibria in solu- statistical treatment of data. One lecture and tion, electrochemistry. two laboratory meetings each week. Open only to students who have taken more Prerequisite: 211 or 231. than one year of high school chemistry. Not open to students who have taken [100] or [103]. Mrs. Swallow

Mrs. Kolodny 306 (1) Seminar

1 110(1) (2) Introductory Chemistry II Each year an important topic will be studied 1 from a variety of chemical perspectives. Topic Atomic and molecular structure, chemical bond- for 1978-79: Energy-Problems and Possibilities. ing, chemistry of elements, introduction to A scientific study of the energy situation and the chemical energetics and kinetics. prospects for the future. One two-period meet- Prerequisite: [100], [103], 105, 106, 107, or 108. ing per week. No laboratory.

Mrs. Kolodny Open to all students regardless of major who have completed two units of chemistry beyond

the Grade I level and who have permission of the instructor.

Mr. Loehlin Chemistry 69

309 (1) Foundations of Chemical Research 339 (2)* Selected Topics in Physical Chemistry

1 1 Advanced study of research design and methods Topic for 1978-79: Crystals and crystallography. through the literature and the laboratory. Two The classification of crystals and an introduction three-and-one-half hour periods of lecture to diffraction methods of structure determination. and/or laboratory each week. There will be no scheduled discussion session. Prerequisite: 211, 231 and 261. Prerequisite: 231 and permission of the department. Mrs. Swallow Mr. Loehlin

313(1) (2) Organic Chemistry II

1 349 (2)* Selected Topics in Inorganic Chemistry

A continuation of 211, with emphasis on the 1 chemistry of aromatic molecules. Normally a different topic each year. Prerequisite: 211. Prerequisite: 241 and permission of the department. Miss Crawford, Miss Webster, Mr. Hearn Not offered in 1978-79. 319 (1)* Selected Topics in Organic Chemistry Offered in 1979-80. 1 Normally a different topic each year. 350 (1) (2) Research or Individual Study Prerequisite: 313 and permission of the instructor. 1 or 2

Not offered in 1978-79. Open by permission to students who have taken at least two units in chemistry above the Offered in 1979-80.

Grade I level.

326 (2) Biochemistry II 370 (1-2) Thesis 1 2 to 4 A study of biochemical energetics, intermediary Open only to honors candidates. metabolism, with emphasis on the mechanism of individual enzymatic reactions, functions of coen- zymes, problems of physiological regulation. Prerequisite: 221 and 231; 313 and Biology 200 are recommended.

Mr. Umans Directions for Election

329 (1)* Selected Topics in Biochemistry

1 Chemistry 105, 106, 107, and 108 all serve as Topic for 1978-79: The role of metal ions in prerequisite for Chemistry 110. Final assignment biochemistry. There will be no scheduled discus- to one of these courses will be made by the sion session. staff of the Chemistry Department. Chemistry Prerequisite: 221 and permission of the depart- 106, 107, and 108 will differ only in emphasis ment. and in depth of presentation. The same material Mrs. Levy will be treated in all three courses.

A major in chemistry must include [100], [103], 333 (2) Physical Chemistry II 105, 106, 107, or 108 and [104] or 110, or their 1 equivalent, 211, 313, 231, and 333, plus two ad- Quantum chemistry and spectroscopy. Structure ditional units exclusive of 350 and 370. In addi- of solids and liquids. tion. Mathematics 201, [207] or 215 and a Grade Prerequisite: 231, Physics or 110 and Math- 106 II unit of physics are required. ematics 201, |207] or 215. Students planning graduate work in chemistry or Mrs. Kolodny closely allied fields should plan to elect 241 and 261, and should also strongly consider additional mathematics and physics courses. A reading knowledge of German and either French or Rus-

sian is required in many graduate programs.

Students planning to elect Organic Chemistry I

and II and/or Physical Chemistry I and II are

urged to elect both units I and II in the same academic year whenever possible. 70 Chinese

Students interested in biochemistry or molecular biology are referred to the section of the Cata- Chinese logue where the interdepartmental major in molecular biology is described. They should consult with the director of the molecular biology program. Professor: Lin (Chairman) Premedical students are referred to the requirements given on p. 38. Note that either 231 or Associate Professor: 313 is acceptable to most medical schools as Tai the fourth chemistry unit.

The American Chemical Society has established Lecturer: a set of requirements which it considers essen- Yao, Hinton tial for the training of chemists. Students wishing to meet the standard of an accredited chemist Instructor: as defined by this society should consult the Brook^ chairman of the Department of Chemistry. Lam3

Teaching Assistant: Banwell Placement and Exemption Examinations MIT students who wish to take courses on the For exemption with credit students will be ex- MIT campus see course listings at the end of pected to submit laboratory notebooks or this section. reports.

101 (1-2) Elementary Spoken Chinese 2 Introduction to vernacular Mandarin Chinese. Pronunciation, sentence structure, conversation and reading. Three periods. 101 and 102 combined form the first-year Chinese course.

Open to all students with no background or no previous formal Chinese language training. Co- requisite: 102.

Mrs. Lin, Mrs. Yao

102 (1-2) Basic Chinese Reading and Writing

1 Development of reading skills of simple texts and in character writing in both regular and simplified forms. One period with an additional hour for smaller group discussions or individual assignments. 101 and 102 combined form the first-year Chinese course.

Open to all students with no background or no previous Chinese language training. Corequisite: 101.

Mrs. Yao

106 (2) Introduction to Chinese Culture

1 For description and prerequisite see Extradepart- mental 106. Chinese 71

141 (2) China on Film 252 (1) Readings in Modern Style Writings

1 1 For description and prerequisite see Extradepart- Reading and discussion in Chinese of selections mental 141. from contemporary Chinese writings, including plays, poetry, and essays on various topics such

151 (2) Advanced Elementary Chinese as economics, history, philosophy, political the-

1 ory, and sociology. Three periods. A further study with emphasis on speaking, Prerequisite: 201 and 202 taken concurrently, or reading, writing, and analyzing in vernacular by permission of the instructor. Mandarin. Conversational practice stressing the Mrs. Yao building of verbal skills in daily life and intellectual topics. Three periods. 300 (2) Readings in Contemporary Chinese Open to students who can read and speak any Literature kind of Chinese dialect fluently or speak some 1 Mandarin with a knowledge of writing about Reading and discussion in Chinese of selections 400 Chinese characters, and by permission of from short stories, novels, and essays. Three the instructor. periods. Mrs. Yao Prerequisite: 231 or 252 or by permission of the instructor.

201 (1-2) Intermediate Chinese Reading Mrs. Lam 2 Reading with emphasis on vocabulary building; 301 (2) Readings in Expository Writings of review and further development of sentence Revolutionary China, Before and After 1949 structure, composition, and oral expression. 1 Newspaper reading. Three periods. 201 and 202 Readings and discussions in Chinese of se- combined form the second-year Chinese course. lections from revolutionary China pre- and Prerequisite: 101 and 102 taken concurrently, or post-1949, including the works of Mao Tse-Tung permission of the instructor. Corequisite: 202. and important issues of various revolutionary Ms. Hinton cultural movements in China, with strong focus on political and social aspects. Three periods.

202 (1-2) Intermediate Conversational Chinese Prerequisite: 252 or by permission of the instructor.

1 Mrs. Lin Discussion of current events and cultural topics. One period with an additional hour for smaller 310 (1) Introduction to Literary Chinese group discussions or individual assignment. 201 1 and 202 combined form the second-year Chi- Wen-yen grammar, reading, and discussion in nese course. Chinese of selections of simple texts in classical for 201. Corequisite: 201. Prerequisite: same as Chinese. Two penods. Ms. Hinton Prerequisite: 231 or 252 or by permission of the instructor.

241 (1)* Chinese Poetry and Drama in Mrs. Lin Translation

1 311 (2) Readings in Elementary Classical For description and prerequisite see Extradepart- Chinese mental 241. 1 Reading and discussion in Chinese of selections 242 (2)* Chinese Fiction in Translation of poetry, prose, traditional short stories, and 1 novels. Two periods. For description and prerequisite see Extradepart- Prerequisite: 310 or by permission of the instructor. mental 242. Mrs. Lin 72 Chinese

316 (1) Seminar. Chinese Literature in the Directions for Election Twentieth Century

1 Study of works and authors in Chinese theatre, Although the College does not offer a major in poetry, novels, etc. Topic for 1978-79: Develop- Chinese language and literature, students who ment of contemporary Chinese theatre from the major in East Asian studies or Chinese studies May 4th movement to the present. Readings that relate to China should consult the chairman and discussions all in Chinese. Course will be of- of the department and the advisor early in the fered to both MIT and Wellesley students. college career. Meets weekly, alternating between the two For students majoring in East Asian studies who campuses. do not intend to do graduate work, at least one Prerequisite: 300 or 301 or by permission of the year of Chinese is encouraged, but not required. instructor. Students who wish to do graduate work in East Mr. Tai Asian studies are advised to complete at least two years of Chinese language training.

350 (1) (2) Research or Individual Study For students majoring in East Asian studies, with 1 or 2 a concentration of Chinese studies, the mini- Open by permission to qualified students. mum requirement is three years of Chinese language and literature in the original Chinese. Students who wish to take Chinese 252 or other courses in Chinese literature are advised to have Offered at MIT a knowledge of Chinese culture or history. For this. History 275 and 276 are recommended.

101M (1-2) Elementary Chinese Course 350 is an opportunity for properly 2 qualified students to work independently in Introduction to vernacular Mandarin Chinese. fields not covered in other courses in the de-

Pronunciation, sentence structure, conversation, partment. It can also provide continuing study in reading, and writing. Offered at MIT only, classical Chinese literature. preference given to MIT students.

Mr. Tai

201 M (1-2) Intermediate Chinese 2 Reading with emphasis on vocabulary building; review of sentence structure, composition, and oral expression. Discussion of current events and cultural topics. Four periods. Offered at MIT only, preference given to MIT students. Prerequisite: [100] or by permission of the instructor.

Mrs. Lam (1), Mr. Tai (2) Economics 73

202 (1) (2) Macroeconomic Analysis Economics 1 Macroeconomic theory; analysis of aggregate income, output, employment, and the price level. Prerequisite: same as for 201. Professor; Ms. Frodin, Mr. Ratner Bell, Goldman*^, Morrison (Chairman), Newell

203 (1)* Economic History Assistant Professor: 1 Painter*, Frodin, Horner, Case, Christensen, An economic analysis of European development Ratner in the 18th and 19th centuries. A selective application of classical and neoclassical growth Instructor: models. The development of the market system Amott, Matthaei, Ozkan and modern economic society. Prerequisite: 101 and 102 or [100]. Visiting Professor: Funkl Not offered in 1978-79.

204 (2)* American Economic History

1 The "new" economic history. A sectoral and fac- toral analysis of the development of the Ameri-

101 (1) (2) Survey of Modern Economics- can economy from colonial times to the 20th Microeconomics century. The economics of slavery and the Civil

102 (1) (2) Survey of Modern Economics- War. The emergence of an industrial state. Macroeconomics Prerequisite: same as for 203.

1 each Mr. Christensen Each course may be taken independently and in any order; each contains an overview of the na- 205 (1) The Corporation ture of economics and economic systems. Mi- 1 croeconomics, in 101, analyzes the choices of The development of the modern corporation individual firms and households in the markets and its place in the economy. Corporation where they buy and sell; equity and efficiency organization and financial management. Fi- considerations of income distribution, health, nancial markets; the technical and fundamental education, the environment, and other policy aspects of the stock market. Government regu- problems of social welfare. Macroeconomics, in lation of corporations and markets. 102, analyzes current problems and policies of Prerequisite: same as for 203. national income and GNP; supply and demand; labor and management; some accounting and Mr. Funk stock market analysis, the role of government; money and banking, inflation and employment; 210 (1) Money and Banking prosperity and depression; and international 1 payments and balance of trade. In addition to The structure and operation of the monetary the regularly scheduled class meetings, there system. Commercial banking and other financial will be three special lectures (in both 101 and institutions. The Federal Reserve System. Mon- 102) by department members or visiting schol- etary theory and policy. ars. The dates and times of these lectures will Prerequisite: same as for 201. be published in the Schedule of Classes; topics Ms. Amott and speakers will be announced in class.

Open to all students. 211(1) (2) Economic Statistics The Staff 1 Descriptive statistics and an introduction to sta-

tistical inference. Expected values, probability 201 (1) (2) Microeconomic Analysis 1 distributions, and tests of significance. Classical Microeconomic theory; analysis of the individual models of bivariate and multiple regression. household, firm, and industry. Problem solving using the computer. Prerequisite: 101 and 102. Prerequisite: same as for 201.

Mr. Case, Ms. Matthaei Mr. Morrison, Ms. Amott 74 Economics

214 (2) International Finance 235 (2) The Economics of Higher Education 1 1 International monetary problenns, institutions The financing of public and private higher and policy. education; rising costs and increased productiv- Prerequisite: 101 and 102. ity in a service industry, equity of access and redistributional effects of educational spending. Ms. Frodin The economic implications of the Carnegie Commission Report; Wellesley College used as 216 (1)* Elementary Mathematical Economics one case study. 1 Prerequisite: same as for 201. Application of elementary calculus and probability to problems of theoretical and applied Not offered in 1978-79. economics. Topics include simple optimization

models in the theory of the firm and household, 239 (2) Seminar. Economics of the Environment decision analysis, and inventory theory. Applica- 1

tions will be both macro- and microeconomic. Is economic growth without environmental de- Prerequisite: 101 and 102 and Mathematics 115. terioration possible? The economic forces (exter-

No prior knowledge of probability is assumed. nalities) which cause pollution; the costs and who bears the costs; the energy crisis; the im- Mr. Horner plications of zero economic growth; the extent of the problem and possible solutions both here 217 (1) Topics in Mathematics and Economics and abroad. 1 Prerequisite: 101 and 102. Applications of calculus and linear algebra to economic analysis. Topics include: linear and Mr. Goldman nonlinear programming (optimization), input-

output analysis, and game theory. 241 (1) The Economics of Personal Choice Prerequisite: 201 or 202 and Mathematics 201 or 1

215, or by permission of the instructor. Analysis and decision-making in ordinary life situations; using economics to plan for one's Not offered in 1978-79. future. Representative topics include housing, Mr. Horner, Mr. Shuchat borrowing, having a family, insurance, saving,

retirement, investment in one's self. 225 (2) Urban Economics Prerequisite: 101 and 102. 1 Mrs. Bell Analyses of the urban and suburban economies with particular reference to urban renewal, in- 249 (1) Seminar. Topics in Political Economy I come distribution, transportation, housing mar- 1 kets, employment, and the economic develop- Alternative methods of economic analysis: com- ment of the inner city. peting paradigms. Prerequisite: same as for 201. Prerequisite: 101 and 102. Mr. Case Ms. Matthaei

230 (1) Labor Economics 250 (2) Topics in Political Economy II 1 1 Activities and policies relating to American The political economy of Sub-Saharan Africa: the labor. Growth and composition of a labor force. study of development problems and strategies Labor unions and collective bargaining. Public of Sub-Saharan African countries in the post- policy; social legislation. independence period. Alternative economic Prerequisite: same as for 20^. theories will be used to analyze the structural Mr. Ratner impact of increased involvement of traditional African societies in the world economic system. Not offered in 1978-79. Prerequisite: 101 and 102.

301 (2) Comparative Economic Systems

1 The economics of capitalism, socialism, fascism, and communism. Prerequisite: 201 or 202.

Mr. Goldman Economics 75

302 (1) Economic Development 315 (1) History of Economic Thought

1 1 The problems and possibilities of the less devel- The development of economic thought from an- oped countries. cient to modern times. A brief study of early Prerequisite: same as for 301. economic ideas followed by a more detailed examination of the history of economics since Mr. Ozkan 1776. The systems of the leading economists in the light of their own times and of the present 305 (2) Industrial Organization day. 1 Prerequisite: 201. Analysis of the structure, conduct, and performance of industry. Government regulation and Mr. Christensen antitrust law, their purpose and accomplishments. 316 (2) Modern Economic History Prerequisite: 201. 1 Economic history from the Great Depression to Mr. Horner the present. Analysis of economic problems and policies from the 1920's to the 1970's. 308 (2) Income and Equity Prerequisite: 202. 1

Patterns of resource distribution in the U.S. and Mr. Morrison worldwide concepts of equity as policy goals; problems of redistribution and income main- 31 7 (2) Seminar. Introduction to Economic tenance. The economic meaning of equality. Modeling Prerequisite: 201 and 211. 1 Introduction to mathematical and econometric Mrs. Bell modeling. Techniques of specification, estima- tion, and simulation of rational and behavioral 310 (2) Public Finance economic models. 1 Prerequisite: 201, 202, 211, and Mathematics Principles, practices, and economic effects of the 115 or 201, or by permission of the instructor. public sector. The goals of public finance. A seminar treatment of current issues of fiscal policy. Mr. Horner Prerequisite: 201.

320 (1) Capital Markets Mr. Case 1 Theoretical and institutional aspects of debt and 312 (1) Economics of Accounting equity markets. Investment theory. Portfolio the- 1 ory. Capital asset pricing model of market equi- Accounting principles and practice analyzed in librium. Term structure of interest rates. Regula- terms of economic concepts of value and cost; tion of capital markets. problems in accumulating and presenting ac- Prerequisite: 211 and 201 or 202. counting data for decision-making by firms, by investors, by regulators, and others; case Not offered in 1978-79. method used in class. Not recommended for sophomores or juniors. 330 (1)* Seminar. Topics in Advanced Prerequisite: 201. Macro Theory

1 Mrs. Bell Recent developments in the theory of the inflation-unemployment tradeoff. Evidence of the 314 (1) International Economics effectiveness of monetary and fiscal policy. 1 Analysis of current macro variables. Use of Theory of international trade. Methods of econometric models of U.S. economy. adjustment to disequilibrium in balance of pay- Prerequisite: 201, 202, and 211. ments. The impact of international movements of commodities and capital on economic activity Mr. Ratner

in the past and since World War II. Current problems: international liquidity, economic integration, the United States balance of payments. Prerequisite: 201 and 202.

Ms. Frodin 76 Education

350 (1) (2) Research or Individual Study 1 or 2 Education Open by permission to juniors and seniors who have taken 201 and 202.

370(1-2) Thesis Assistant Professor; 2 to 4 Foster (Chairman), Brenzel Open only to honors candidates. Associate in Education: Rokicki, Sleeper^

Lecturer: Thalenberg^ Directions for Election

The complete survey course consists of both

level courses. Neither 101 nor is a pre- 100 102 Course may be elected to fulfill in part the elect- requisite for the other and either may be distribution requirement in Group B ed separately for one unit of credit.

A student who plans to take any course after 101 and 102 should consult either the instructor or the department chairman.

Students wishing to take the Economics Comple- 101 (1)*** Education in Historical Perspective ment in addition to their major in another field 1 should consult the advisors for that program. In Study of education as the active and deliberate 1978-79 they will be Mrs. Bell and Mr. Morrison. pursuit of standards and principles for individual

An economics major contains required courses and community life in Western history. Investi- 201, 202 and 211 which should be taken at gation of various institutions which intentionally Wellesley. Permission to take these courses else- transmit a culture's values and knowledge. where must be obtained in advance from the Changing educational processes and patterns as department chairman. An economics major related to economic developments and to must take a majority of her Grade III economics changing assumptions about human nature, the units as Wellesley courses; permission for an ex- nature of society and ways of knowing and valu- ception must be obtained in advance from the ing. Emphasis on historical materials and their chairman. All majors are strongly urged to take analysis. mathematics and those planning graduate work Open to all students. in economics should take Economics 317. Calcu- Ms. Foster lus and linear algebra have proven to be particularly helpful. 150(1) Colloquium

Students wishing to develop competence in 1 economics in preparation for graduate work in For directions for applying see p. 46. law, business, or public administration, area Open by permission to a limited number of studies or international relations, public health, freshman and sophomore applicants. or medicine, may choose the Economics Com- plement. This consists of Economics 101, 102, Education in the age of democratic revolution,

211, and two other Grade II courses. The plan 1750-1800 for this option should be carefully prepared, and Study of the emergence of a republican ideal of students are urged to consider the courses cho- education; of the roles of ministers, publicists, sen and their timing after consulting with the and scholars as agents of political education; advisors. and of the intellectual traditions from which leaders of the American revolution constructed theories of society, politics, and education. Open to freshmen.

Not offered in 1978-79.

Ms. Foster Education 77

Policy 200 (1) Modern Philosophies of Education 216 (2) Education, Society, and Social

1 1 Analysis of the components of an educational Through examination of educational theories philosophy and their implications for pedagogy. and practices in an interdisciplinary manner, the Studies of essentialism, experimentalism, and ex- social context of educational and social policies istentialism as ideologies of education. will be analyzed. The formulation and imple- Prerequisite: 101 or permission of the instructor. mentation of these policies will be studied with special emphasis on issues such as inequality, Mrs. Thalenberg desegregation, community control and alternative schooling. Course will focus on the inter- 206 (1) Women, Education and Work relationships between social structure and edu- 1 cation, the potential and limits of education and Examination of ways in which the background of social policy. women, educational system, and the structure Open to all students. of work affect the lives of women, from a historical, sociological, and public policy point of Ms. Brenzel view. Relationships between educational and economic institutions. Intersections among the 235 (2) The Economics of Higher Education family lives, educational experiences, and work 1 lives of women. For description and prerequisite see Economics Prerequisite: same as for 208. 235.

Ms. Brenzel Not offered in 1978-79.

School 208 (2) Growing Up Female: Varieties of 300 (1) The Secondary Educative Experiences of Women in American 1 History Aims, organization and administration of United schools, including "free" 1 States secondary Examination of the role of education in shaping schools. Topics include history of the secondary in relation the lives of women in American history. Explora- school, secondary school education the role of the tion in biographies and autobiographies of wom- to adolescent development, and en's efforts to educate themselves and of indi- secondary school in the community. vidual and/or group self-consciousness in proc- Prerequisite: 101. esses of education. Mr. Sleeper Open to all students who have taken one unit in Group B. 302 (2) Methods and Materials of Teaching Ms. Foster 1 Study and observation of teaching objectives in schools. 212 (1) History of American Education and classroom procedures secondary of cur- 1 Review of learning theories. Examination Study of the various historical factors underlying riculum materials in major teaching fields and of the development of education as a central force curriculum planning in general. Open only to in American culture. Topics include the popular- seniors doing student teaching. Students electing in unit of ization of public schooling, its role in socializing 302 and 303 may include addition one the young, and the effects of political, econom- independent study in the same semester. or permission of the instructor. ic, and social forces in shaping American educa- Prerequisite: 300 tion. Corequisite: 303.

Open to all students. Mr. Sleeper Ms. Brenzel 303 (2) Curriculum and Supervised 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.

Ms. Brenzel 78 English

305 (2) Seminar. History of Child Rearing and the Family English

1 Examination of the 19th century American family and the emerging role of the state in assum- ing responsibility for child rearing and education. Professor: Study of the role of institutions and social policy Corsa, Lever, Quinn, Layman (Chairman), Ferry, in attempting to shape the lives of immigrants, Garis, Spacks", Craig, Gold* poor families and their children.

Open to juniors and seniors without prereq- Associate Professor: . uisite. Pinsky, Gertmenian*, Sabin*

Ms. Brenzel Assistant Professor: Cole,3 Spillers, Beaton, Flarman«2, Stehling 307 (2) Mass Media As Educators

1 Instructor: How radical changes in the technology of com- Peltason, Cain, Tyler, Van Dyke munication have altered modes of learning and the acquisition of values. Learning about the Lecturer: world through books vs. learning from mass- Eyges^, Stubbs^, Moss^, Bidart^ circulation newspapers; learning verbally vs. learning from television pictures. An examination of the role of formal teachers and of those in charge of television programming with emphasis on the responsibility accruing to the latter in view of their power to influence what society 100 (1) (2) Expository Writing comes to know and how it comes to know it. 1 Prerequisite; Sociology 215 or by permission of Instruction in the fundamentals of writing ex- the instructor. pository essays. Ms. Foster Open to all students except those who have taken [109). 350 (1) (2) Research or Individual Study The Staff 1 or 2 Open to juniors and seniors by permission. 101 (1) (2) Critical Interpretation

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 Directions for Election sequence of poems drawn from the Renaissance to the Modernist period.

Open to all students except those who have With the exception of Education 302 and 303 taken [209]. the department's courses are designed for all students and not simply those planning a career Mr. Ferry, Miss Craig, Mr. Pinsky, Mr. Beaton, in public or pnvate school teaching. For those Ms. Harman, Mr. Peltason, Mr. Cain, Ms. Van students who do wish to be certified as second- Dyke ary school teachers upon graduation, the fol-

lowing program will satisfy the requirements of 108 (2) Interpretations of Man in Western the various state Departments of Education: Literature

1 Required: 101, 300, 302, 303 For description and prerequisite see Extradepart- Recommended: 200 or 212 or 216 mental 108, Psychology 212, 217, or 219

Students wishing certification as elementary school teachers should take 101, 200 and Psy- chology 207. Student teaching on the elementary level, however, may not be done through the department's program. English 79

Narrative 112 (1) (2) Shakespeare 203 (1) (2) Short

1 1 The study of a number of representative plays The writing of sketches and the short story. For with emphasis on their dramatic and poetic as- interested students, experience in the writing of pects. one-act plays.

Open to all students except those who have Prerequisite; same as for 202. Not open to stu- taken [215]. dents who have taken [200].

Mr. Peltason, Mr. Cain, Mr. Tyler, Ms. Van Dyke Mrs. Eyges, Ms. Moss

127 (1) (2) Modern Drama 211(1)* Medieval Literature

1 1 The study of Bntish, American, and European Major works of medieval literature excluding drama from Ibsen to the present. those of Chaucer. A study of the medieval Open to all students except those who have search for ways to represent human experience taken [212]. in imaginative literature, a search that led writers to the authority of dreams, to creating Mr. Caris, Mr. Beaton, Mr. Stehling dramatic allegories, to recasting ancient stones into medieval forms, and to the song-like simpli- 150(1) (2) Colloquia city of medieval lyric poetry. Works will include, 1 for example. Piers Pluwrn^w, cycle plays, and Sir For directions for applying see p. 46. Gawain and ihe Green Knight. Open by permission to a limited number of Open to all students. freshman and sophomore applicants. Mr. Stehling 0) Love literature 213 (2) Chaucer

1 A study of how love has defined itself in impor- Intensive study of The Cariterbury Tales, sup- tant texts from ancient to modern times. Empha- plemented by the short later poems as they re- sis on how love fits into moral and social con- veal Chaucer's comic artistry, his relation to texts, which aspects of love can be represented history and society of the late 14th century in in literature, and what inferences can be drawn England. about different cultures by examining the love Open to all students except those who have literature they produce. taken [220]. Mr. Stehling Miss Corsa

(2) 222 Renaissance Literature Literary Boston (2) 1 Nineteenth century Boston in the immediate Prose and poetry from More and the courtier and retrospective views of American writers: poets of Henry VIII through Shakespeare's great- John and Henry Adams, Emerson, Hawthorne, est 16th century predecessors, Sidney, Spenser, Howells, James, Robert Lowell. and Marlowe. A study of forms characteristic of climate of Mrs. Cole the Renaissance, and of the changing ideas. Open to all students. 201 (1) (2) The Critical Essay 1 Mr. Layman The writing and revising of critical essays about poetry, fiction, or drama, in conjunction with 227 (2) Milton in important criticism, past and present. readings 1 Open to all students. A study of Milton's lyric, epic, and dramatic prose, with emphasis upon Miss Craig, Mr. Peltason, Mr. Bidart poetry and some their significance for 20th century readers.

Open to all students except those who have 202 (1) (2) Poetry taken 1 [217]. The writing of short lyrics and the study of the Miss Lever art and craft of poetry.

Open to all students by permission of the instructor.

Mr. Pinsky, Mr. Bidart 80 English

234 (1) Eighteenth Century Literature 263 (1) (2) American Literature III

1 1

Study of the diversity in points of view and American wnters from World War I to the pres- literary forms between 1660 and 1798, including ent: prose and poetry. poetry, plays, and prose by such writers as Dry- Open to all students except those who have den, Congreve, Pope, Johnson. taken [225]. Open to all students except those who have Mr. Quinn, Ms. Spillers taken both [310] and [311].

Mr. Ferry 264 (2) Black Literature in America 1

241 (1) Romantic Poetry Poetry and prose from slave narratives to the

1 present day with emphasis upon modern major Discussion of a selection of poems and some figures. critical prose by Blake, Wordsworth, Coleridge, Open to all students except those who have Byron, Shelley, and Keats. taken [228].

Open to all students except those who have Ms. Spillers taken both [230] and [231].

Mr. Ferry, Mr. Tyler 271 (1) The History of the English Novel I

245 (1) Victorian Literature The beginnings of the English novel in the 18th

1 century: Defoe through Jane Austen. Poetry, fiction, and social criticism by major Vic- Open to all students except those who have torian writers, including Mill, Carlyle, Dickens, taken [238]. Tennyson, Browning, Ruskin, and Arnold. Some Miss Corsa, Mr. Tyler emphasis will be placed on recurnng themes, such as the growing conflict between private 272 (2) The History of the English Novel II values and public facts. 1 Open to all students except those who have The 19th century English novel from the Brontes taken [314]. to James.

Mr. Beaton Open to all students except those who have taken [239].

251 (2) Modern Poetry (1) Miss Corsa, Mr. Caris, Mr. Peltason, Mr. Tyler 1 British and American poetry and poets, recent 273 (1) (2) The History of the English Novel III and contemporary. 1 Open to all students except those who have The 20th century novel from Conrad to the taken [210]. present. Open to all students except those who Miss Craig, Mr. Bidart have taken [240].

Mr. Caris, Mr. Cain, Ms. Van Dyke

261 (1) American Literature I

1 281 (1)* Comedy A survey of American literature from its Puritan 1 beginnings to Moby-Dick. Emphasis upon major The development, variety, and continuity of figures. Open to all students except those who English comic writing. have taken [223]. Open to all students except those who have Mr. Quinn, Mrs. Cole taken [232].

Not offered in 1978-79. 262 (2) American Literature II 1 282(1)* Tragedy American writers from Whitman to World War I. 1 Emphasis upon major figures. Tragic drama in the age of Shakespeare— its Open to all students except those who have diversity and relation to other traditions. Open taken [224]. to all students except those who have taken Mr. Quinn, Mrs. Cole [233].

Mr. Layman English 81

301 (1) The Short Story 327 (1) Seventeenth Century Poetry

1 1 Techniques of short story writing together with Close study of themes and techniques as they practice in critical evaluation of student work. develop in major poems of the period between Open by permission of the instructor to stu- Sidney and Marvell, concentrating on Jonson, dents who have taken one Grade II writing Donne, Herbert, and Marvell. Particular atten- course. tion to love and devotional poetry. Prerequisite: same as for 313. Not open to stu- Ms. Moss dents who have taken [316].

302 (2) Fiction Ms. Harman 1 Intensive practice in the writing of prose fiction, 331 (2)* The Age of Satire the short story, or novella, according to the in- 1 terest of the individual student. A study of satire as social response and as Prerequisite: same as for 301. literary phenomenon, exemplified in the work of such writers as Dryden, Congreve, Gay, Swift, Mr. Bidart and Pope. Prerequisite: same as for 313. Not open to stu- 31 3 (2)* Advanced Studies in Chaucer dents who have taken [310]. 1 A reading of the early poems, "The Book of the Mr. Pinsky Duchess," "The House of Fame," "The Parliament of Fowls," "Anelida and Arcite," "The Legend of 333 (2)* From Neoclassic to Romantic Good Women," as they lead to an intensive 1 study of Chaucer's one tragedy, Jroilus and The shift of sensibility from the 18th to the 19th Criseyde. Supplemented by shorter, minor po- century studied with emphasis on such authors ems that reveal his interest in the history and as Johnson, Burke, and Blake. society of the late 14th century. Prerequisite: same as for 313. Not open to stu- Open to juniors and seniors who have taken dents who have taken [311]. two literature courses in the department, at Not offered in 1978-79. least one of which must be Grade II, and by permission of the instructor to other qualified 341 (2) Advanced Studies in the Romantic students. Period

Not offered in 1978-79. 1 Topic for 1978-79: The poetry of Wordsworth and Keats. 323 (1) Advanced Studies in Shakespeare I 1 Prerequisite: same as for 313. 1604, such as Plays written between 1591 and Mr. Ferry

Richard II, Henry IV, Much Ado about Nothing, Troilus and Cressida, Hamlet, Measure lor Meas- 345 (2) Advanced Studies in Victorian and Early ure, Othello. Modern Literature Prerequisite: same as for 313. Not open to stu- 1 dents have taken who [305]. Topic for 1978-79: Autobiography and sensibility Mr. Layman, Mr. Garis -Wordsworth, Mill, Dickens, Ruskin, Newman, and Joyce. Prerequisite: as for 313. 324 (1) (2) Advanced Studies in Shakespeare II same 1 Mr. Beaton Plays written between 1605 and 1611, such as King Lear, Macbeth, Antony and Cleopatra, Cor- 350 (1) (2) Research or Individual Study iolanus, Cymbeline, The Winter's Tale, The 1 or 2 Tempest. Open by permission to juniors and seniors who Prerequisite: same as for 313. Not open to stu- have taken or are taking two Grade II literature dents have taken [306]. who courses in the department.

Mr. Ferry, Miss Craig, Mr. Pinsky 82 English

351 (2) Advanced Studies in Modern Poetry 382 (1) Criticism

1 1 Topic for 1978-79: Contemporary poetry and Critical theory suggests a method of reading the the modernist background. Recent poetry con- history of ideas in Western thought. With considered in the light of the achievement of such stant reference to the traditional texts of criti- modernist predecessors as Stevens, Frost, and cism, the course will begin and end with an ex- Williams. amination of structuralist propositions in order Prerequisite: same as for 313. Not open to to determine how the project of criticism has ar- students who have taken [319]. rived at its present status. Prerequisite: same as for 313. Not open to Mr. Pinsky students who have taken [307].

363 (1) Advanced Studies in American Ms. Spillers Literature

1 386 (1) Seminar

Topic for 1978-79: Symbolism in American lit- 1 erature. A study of some major 19th and 20th Topic for 1978-79: Confessionalism in modern century texts in the American symbolist tradi- poetry. A critical study of confession in modern tion. poetry, either veiled or explicit, with concentra- Prerequisite: same as for 313. Not open to tion on Yeats, Eliot, Lowell, Berryman, Plath, students who have taken [317]. Sexton, and Bidart. Prerequisite: same as for 313. Mr. Quinn Miss Craig 370(1-2) Thesis

2 to 4 387 (2) Seminar Open only to honors candidates who choose to 1 do honors research or an honors project in crea- Topic for 1978-79: Jane Austen-a search for the tive writing. For alternate honors programs see sources of her art. Intensive reading of all the Directions for Election. novels (completed and unfinished), the Juvenilia, the Letters. A study of the several biographies.

372 (1) Advanced Studies in the Novel Reading of some of the figures she acknowl-

1 or 2 edged as influences (Fanny Burney, Maria Edge- Topic for 1978-79: 20th century comedy—Joyce's worth, Cowper, Crabbe, Dr. Johnson, and the (J/ysses, Evelyn Waugh, and Anthony Powell. Gothic novelists). A look at some theories of Prerequisite: same as for 313. Not open to stu- creativity (mostly modern). dents who have taken [318]. Prerequisite: same as for 313.

Mr. Garis Miss Corsa

381 (1) The English Language

1 Flistorical linguistics: major characteristics of the English language today studied as the products of their origin and history. Emphasis on speech, dictionaries, semantics and etymology, and translation. Open to juniors and seniors who have taken or

are taking two Grade II literature courses in the department, or a course in linguistics, or by permission of the instructor to other qualified students. Not open to students who have taken [312].

Miss Lever English 83

Directions for Election a project in creative writing. Programs II and III offer an opportunity to receive Honors on the basis of work done for regular courses; these programs carry no additional course credit. Th*^ Grade I literature courses are open to all students. These courses assume no previous col- candidate who elects Program II takes a written lege experience in literary study, and provide examination in a field defined by several related good introductions to that study because of courses she has taken (e.g., the Renaissance, their subject matter or focus on training in skills drama, criticism). The candidate who elects Pro- of critical reading and writing. Freshmen are ad- gram III presents a dossier of essays written for several courses with a statement of connections vised to take one Grade I course before enroll- critical raised ing in Grade II courses. All of the latter assume between them and questions by some competence in critical reading and writing. them. An oral examination is required in all They treat major writers and historical periods in Honors programs. English and American literature, and provide Special attention is called to the range of cours- training in making comparisons and connections es in writing the College offers. Expository Writ- between different works, writers, and ideas. ing is open to all students who want to improve Grade III courses encourage students and teach- their skills in writing expository essays. Extrade- ers to pursue their special interests. These partmental 100 is open, with permission of a courses assume greater competence in critical class dean, to students who would benefit from reading and writing and some previous exper- a continuation of Expository Writing, or from an ience in the study of major writers, periods, and individual tutorial. The Critical Essay, primarily ideas in English or American literature. They are for English majors, offers intensive instruction in open to juniors and seniors who have taken two the writing of critical essays about literature. literature courses in the department, at least Courses in the writing of poetry and fiction one of which must be Grade II, and by permis- (Grades II and III) are planned as workshops in sion of the instructor to other qualified students. writing with small group meetings and frequent For admission to seminars and for independent individual conferences. While the emphasis is on work (350), students of at least B standing in the constant practice in writing, each course re- work of the department will have first con- quires a critical reading of pertinent examples of sideration. Students are encouraged to consult the type of writing being studied. In addition, with the instructors of courses they are in- qualified students may apply for one or two terested in, and with members of the depart- units of Independent Study (350) in writing. All ment generally. More complete descriptions of courses in writing, and all 350 writing projects all courses, composed by their instructors, are as well, are taken credit/noncredit/credit-with- posted on bulletin boards in Founders Hall, and distinction. In general, enrollment in writing are available from the department secretary. courses is limited to 15. English major consists of a minimum of The Knowledge of English and American history, of in the department. Six of these eight courses the course of European thought, of theatre stud- must be in literature, including two Grade III ies, and of at least one foreign literature at an and not more than two Grade I courses. (Exposi- advanced level is of great value to the student tory Writing not counted toward the may be of English. See, for example. History 237, 239, major.) Students majoring in English must take 240, 252, 301; Philosophy 203, 204; Grade II and Critical Interpretation, ordinarily in the freshman Grade III courses in foreign literatures; Extra- year. This offers fundamental and rigor- course departmental 104, 108, 201, 202, 211, 220, 231, ous practice in methods of interpretation of a 247, 330, 331, 335; and courses in theatre literary text. All majors must also take at least studies. one course in Shakespeare, ordinarily Advanced A reading knowledge of at least one ancient or Studies in Shakespeare I or II. Majors should foreign language is desirable for all ma- work closely with their advisors in arranging a modern jors. expecting to graduate work in program of study with these objectives: (a) abili- Students do English should ordinarily plan to acquire a read- ty to interpret a text; (b) an understanding of languages. some major works, authors, and periods that ing knowledge of two foreign comprise the history of English and American lit- For students interested in American literature, in erature; (c) a developing interest in some special American studies, in modern drama, and in Renaissance, field of study, such as the English modern poetry, attention is called to relevant drama, criticism, modernism. courses in the Department of Black Studies, es- 211, and The department offers a choice of three pro- pecially 105, 150, 207, 208, 209, 210, 310. grams for Honors. Under Program I (English 370, ordinarily carrying two units of credit), the honors candidate does independent research or 84 French

121-122(1-2) Intermediate French French 2 First semester: Particular stress on grammar review, listening comprehension, vocabulary building and development of oral skills. Second Professor: semester: Choice of different sections emphasiz- Caland*, Francois, McCulloch* ing either the reading of modern texts with discussion and written work or further develop- Associate Professor: ment of conversational skills through regular Stambolian, Mistacco (Chairman) laboratory work using primarily nonliterary materials. Three periods. (Formerly 102)

Assistant Professor: Prerequisite: 102 (2) or one or two admission Lydgate*, Gillain*, Carlson, Hules, Grimaud, units (one or two years) in French. Baier, Piore, Levitt, Mathe Ms. Hules and Staff

Instructor: 141-142 (1-2) The Language and Culture of Respaut-Creenlaw, Straus, Frye^ Modern France 2 All courses (except 220 and 349) are conducted Discussion of selected modern texts, both lit- in French. Oral expression, composition, and, in erary and cultural. Grammar review. Study of certain courses, creative writing are stressed. vocabulary and pronunciation. Frequent written The department reserves the right to place new and oral practice. Three periods. (Formerly 104) students in the courses for which they seem Prerequisite: 122 or three admission units (three best prepared regardless of the number of units years) in French. they have offered for admission. Mrs. Baier and Staff In 1978-79 the following courses will be taught as joint offerings at MIT: 305, 321. 201 (1), 202 (2) French Literature and Culture Through the Centuries Qualified students are encouraged to spend the 1 or 2 junior year in France. See p. 42. First semester: From the Middle Ages through Classicism. Second semester: From the Enlight- enment through Existentialism. Class discussion of selected masterpieces, short papers, outside reading, slides. Each semester may be taken independently. 101-102 (1-2) Beginning French Prerequisite: 142 or four admission units (four 2 years) in French (or CEEB score of 610); by per- Intensive oral training and practice in listening, mission of the instructor, 122. speaking, and reading, supplemented by weekly laboratory assignments. A slide presentation of Mr. Francois, Mr. Carlson, Mrs. Piore the text introduces each week's cultural and linguistic material. The French comic book Asterix 203 (1) Approaches to Literary Analysis: Fiction, will be used as a supplement during the second Theatre, Poetry semester. Three periods. (Formerly 100) 1 Open only to students who do not present Texts from various periods will serve as a basis French for admission. for writing short analytical papers and presenting oral reports. Mr. Grimaud and Staff Prerequisite: same as for 201.

111 (1) Elementary Intermediate French Mr. Cnmaud 1

Intensive oral training and practice in listening 205 (1) (2) French Society Today comprehension and writing. Thorough grammar 1 review. Vocabulary building. Three penods. Contemporary problems and attitudes. Class dis- (Formerly 101) cussion of representative texts, periodicals, and Open to students by permission of the depart- newspapers. Oral reports, short papers, outside

ment only. To fulfill the language requirement reading. students completing 111 must proceed to 122. Prerequisite: same as for 201.

The Staff Ms. Mathe French 85

206 (1) (2) Intermediate Spoken French 216 (2) The French "New Novel"

1 1

Practice in conversation, using a variety of Recent experiments in fiction: textual play vs. materials including films, video tapes, periodi- expression, communication, representation. cals, songs, radio sketches, and interviews. Some discussion of film. Emphasis on the works Regular use of language laboratory. Enrollment and theoretical writings of Sarraute, Butor, limited to IS. Not open to freshmen. Robbe-Grillet, Simon, and Beckett. Prerequisite: same as for 201. Prerequisite: same as for 212.

Mrs. Respaut-Creenlaw, Ms. Mathe, Mr. Straus Not offered in 1978-79.

Ms. Mistacco 212(1) Medieval French Literature I

1 Offered in 1979-80. The knight, the lover, and the outlaw: from the

Chanson de Roland through Villon. Medieval 220 (1) The Modern French Novel (in English)

texts read in modern French. 1 Prerequisite: one unit of 201, 202, 203, 205, or Psychology and aesthetics in works by Flaubert, 206; by permission of the instructor, 142. Open Gide, Sartre, Beckett, and Robbe-Grillet, with to freshmen with four or more admission units emphasis on Prousfs Remembrance of Things (four or more years) in French (or CEEB score of Past. Lectures, papers, and class discussion in 650). English. Students may read the texts in French or in English translation. Not offered in 1978-79. Open to all students except those who have Miss McCulloch taken two or more Grade II courses in French literature. Offered in 1979-80. Mr. Stambolian 213 (1) (2) French Drama in the Twentieth Century 222 (1) (2) Studies in Language

1 1 Trends in contemporary drama: symbolism, the A review of selected problems in French gram- use of myths, the influence of existentialism, the mar, enrichment of vocabulary, and an introduc- theatre of the absurd. tion to specifically French techniques of compo- Prerequisite: same as for 212. sition and the organization of ideas. Not open

Mr. Stambolian, Mr. Straus to freshmen in the first semester. Prerequisite: 142, or 122 by permission of the instructor. 214 (1) (2) The French Novel in the Nineteenth Century Mr. Carlson, Mrs. Hules, Ms. Mathe 1 Intensive study of narrative techniques and the 226 (1) (2) Advanced Spoken French representation of reality in major works by Bal- 1

zac, Stendhal, Flaubert, Zola. Practice in oral expression to improve fluency Prerequisite: same as for 212. and pronunciation with special attention to idio-

Mrs. Baier, Mr. Carlson matic vocabulary and phonetics, in addition to recordings, video tapes, and periodicals, classics of the French cinema will be studied for their 215 (2) Baudelaire and Symbolist Poets linguistic interest. 1 Regular use of language laboratory. Enrollment limited to 15. The nature of the poetic experience studied in Not open to the works of Baudelaire, Verlaine, Rimbaud, and freshmen. Not recommended for students who Mallarme. have already studied in France. Prerequisite: same as for 212. Prerequisite: one Grade II unit except 206, or by permission of the instructor. Mrs. Respaut-Creenlaw Mrs. Respaut-Creenlaw 86 French

240 (2) Contemporary French Cinema 304 (2) The French Novel in the Eighteenth

1 Century

The evolution of French cinema in the past 20 1 years. The course will start with a representative The affirmation of self and the development of film of the classical period (Renoir), then will narrative forms. Authors studied: Prevost, Mari- deal at length with works by the directors asso- vaux, Rousseau, Diderot, Laclos, Sade. ciated with "La Nouvelle Vogue" in the 1960's Prerequisite: same as for 300. and some of their more recent productions: Ms. Mistacco Godard, Truffaut, Rohmer, Rivette, Resnais. En- rollment limited to 20. 305 (1) Studies in Romanticism Prerequisite: one Grade II unit of French 1 literature. Inclusive study of French literature from 1800 to Not offered in 1978-79. 1860, with emphasis on the poetry of Hugo, Vi- gny, Musset, Lamartine, Nerval, and Gautier, the Ms. Gillain novels of Stendhal and Balzac, and the Roman- Offered in 1979-80. tic theatre. Also, examination of the allied arts of music and painting. Taught at MIT.

249 (1) (2) Selected Topics Prerequisite: same as for 300. 1 or 2 Mr. Jones (MIT) Not offered in 1978-79.

306 (1) French Literature in the Twentieth

300 (2) French Literature of the Renaissance Century I

1 1 Laughter, love, and the self: authors include From Symbolism to Surrealism: the literary ex- Rabelais, the Pleiade poets, and Montaigne. perience in works of Valery, Proust, Gide, Apol- Slides and discussions of French culture in the linaire, Saint-John Perse, Breton. Renaissance. Prerequisite: same as for 300. Prerequisite: two units of 201, 202, or 203, or Not offered in 1978-79. one unit of 212, 213, 214, 215, or 216. Mr. Galand Not offered in 1978-79. Offered in 1979-80. Miss McCulloch

Offered in 1979-80. 307 (2) French Literature in the Twentieth

Century II

301 (1) French Literature in the Seventeenth 1

Century I Existentialism and after: the function of literature

1 in works of Malraux, Sartre, Camus, Char, Richelieu; Corneille and the birth of the classical Ponge, Robbe-Grillet. theatre; the Baroque; L'Astree and preciosite; Prerequisite: same as for 300. Montaigne's descendants: the erudite Libertines; Not offered in 1978-79. the great debate: Descartes, Pascal. Prerequisite: same as for 300. Mr. Galand

Mr. Francois Offered in 1979-80.

in I 302 (2) French Literature in the Seventeenth 308 (1) Advanced Studies Language

Century II 1

1 Comparative stylistics: a normative approach Louis XIV and High Classicism. The theatre: Mol- through linguistic analysis to the processes and iere, Racine; the novel: Lafayette; the fable: La patterns of translation. Theories are tested and Fontaine; from Classicism to the Age of Enlight- applied. enment: La Bruyere. Prerequisite or corequisite: one Grade III unit of Prerequisite: same as for 300. French literature and 222, or their equivalents.

Mr. Franjois Mr. Franfois French 87

309 (2) Advanced Studies in Language II 349 (2) Studies in Culture and Criticism (in

1 English)

Translation into French from novels, essays, and 1 poetry. Study of French style through analysis of Topic for 1978-79: Psychology, poetics, pleasure.

selected texts. Literature and its enjoyment can be understood Prerequisite: same as for 308. in new ways because of advances in cognitive psychology (how we think, remember, read) Mr. Francois and psychoanalytic theory (how and why we fantasize). By combining this knowledge with 312 (1) Medieval French Literature II the Structuralist (and semiotic) studies of Jakob- 1 son, Levi-Strauss, and others, the course will See 212. Joint class meetings for 212 and 312. show the importance of the human sciences for Supplementary assignments and readings in Old the progress of literary criticism and poetics. French for students at Grade III level. Open by permission of the instructor to juniors Open by permission of the instructor. and seniors from all departments. Not offered in 1978-79. Mr. Grimaud Miss McCulloch 350 Research or Individual Study Offered in 1979-80. (1) (2) 1 or 2 Prerequisite: same as for 319. 316 (1) The Reader in Modem French Fiction

1 370 (1-2) Thesis Modes of communication and the evolution of 2 to 4 conventions of reading in selected novels from only to honors candidates. the early 20th century to the Nouveau Nouveau Open Roman, with emphasis on recent experimental narratives. Authors include: Gide, Mauriac, Oilier, Duras, Pinget, Simon, Robbe-Grillet. Prerequisite: same as for 300.

Ms. Mistacco Directions for Election

319 (1) Women and Literary Expression

1 Course 101-102 is counted toward the degree 1978-79: Topic for Modern French women writ- but not toward the major. Students who begin ers and the quest for transcendance. Beauvoir, with 101-102 in college and who plan to major Duras, Rochefort, WIttig and others, with em- in French should consult the chairman of the phasis creation of on the "feminine" myths and department during the second semester of their the search for language. a new freshman year. Course 141-142 may not be Prerequisite: one Grade III unit of French lit- elected by students who have taken both 101- erature. 102 and 121-122. A student may not count

Mrs. FHules toward the major 220, both 121-122 and 141-142, both 206 and 226. Course 349 may be not the 321 (2) Seminar counted toward the major but toward

1 minimum major. Topic for 1978-79: comparative study of the A Students who achieve a final grade of A or A- works of Proust Beckett, with and emphasis on for the first semester of a 100 level course may, the structures of time and space and their rela- on the recommendation of their instructor, action to the problematics of reading, writing, and celerate their study of French in the following desire. Texts: selected volumes of A la re- manner: from 101 to 122, from 121 to 142, cherche du temps, perdu; Beckett's major plays from 141 to a lower 200 level course. and trilogy {Molloy, Malone meurt, L'lnnom- Majors are required to take two of the following mable). Weekly meetings of the seminar will 309. In some cases 226 may alternate between Wellesley and MIT, courses: 222, 308, also be required. Prerequisite: same as for 319.

Mr. Stambolian Courses in other foreign language and literature departments, in art, history (especially 242 and 243), philosophy, English, Extradepartmental 237, 88 Geology

330 and 331, and Religion and Biblical Studies 104 and 105 are recommended for majors. Geology

Students who plan to do graduate work in French are advised to begin or to pursue the study of second language and the a modern Associate Professor: study of Latin; those who plan to do graduate Andrews work in comparative literature are advised to continue the study of one or other more mod- Assistant Professor: ern literatures to acquire proficiency in at and Besancon (Chairman), Lundeen, Ciffin^ least one classical language.

102 (1) (2) Introduction to Geology 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.

Mr. Besancon, Mrs. Lundeen

200 (2) Historical Geology 1 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. Labora- tory and field trips. Prerequisite: 102 or permission of the instructor.

Mrs. Ciffin

202 (1) Mineralogy

1 Introduction to crystallography; systematic study of the rock-forming minerals. Emphasis on geochemical relationships including bonding, solid solution series, and mineral structure. Labora- tory. Prerequisite: 102 and another unit of physical science, preferably chemistry, or permission of the instructor.

Mr. Besancon Geology 89

205 (1)* Invertebrate Paleontology 306 (2)* Rock Mechanics

1 1 The morphology and evolution of the major fos- Physical analysis of rock deformation. Topics to sil invertebrate phyla with discussion of such include theories of stress and strain, models of general topics as functional morphology, origin rock deformation, results from experimental de- of species and higher taxa, ontogeny and phy- formation, and applications to natural examples logeny, and animal size and shape relationships. of folding and faulting. No laboratory. Laboratory. Prerequisite: 206. Prerequisite: 102 and 200, or one unit in biol- Mrs. Lundeen ogy, or permission of the instructor. Not offered in 1979-80. Mrs. Ciffin

Not offered in 1979-80. 307 (1)* Optical and X-Ray Mineralogy

1 206(1)* Structural Geology Theory of optical crystallography, with appli-

1 cations to the analysis of minerals in thin sec- Introduction to geometry and origin of rock tion. Study of the interaction of x-rays with crys- structure ranging from micro-textures and rock tals, including diffraction and elements of crystal fabrics to large-scale fold belts. Other topics to structure determination. Laboratory. include review of geophysical foundations of Prerequisite: 202 or Physics 202, or permission plate theory and its applicability to problems of of the instructor. continental tectonics. Laboratory and field trips. Not offered in 1978-79. Prerequisite: 102 or permission of the instructor. Mr. Besancon Mrs. Lundeen Offered in 1979-80. Not offered in 1979-80.

309 (2) Petrology 208 (1)* Marine Geology 1 1 Study of the origin and occurrence of igneous Geology of the ocean floor with emphasis on and metamorphic rocks with particular reference ocean basin tectonics and submarine processes. to modern geochemical investigations. Examina- Topics include ocean currents and sediments, tion and description of hand specimens and thin development of continental margins, submarine sections using the petrographic microscope. Lab- canyons, structural framework and evolution of oratory. the ocean floors, coral reefs, and deep sea life. Prerequisite: 202. No laboratory. Prerequisite: 102 or permission of the instructor. Mr. Besancon

Not offered in 1978-79. 310 (1)* Geometries

Mrs. Lundeen 1 Statistical analysis of geologic data utilizing Offered in 1979-80. univariate, bivariate, and multivariate techniques. Development and application of FOR- 304 (2)* Stratigraphy and Sedimentation TRAN computer programs for the solution of 1 geologic problems. Laboratory includes field Study of the formation, composition, and corre- mapping and scientific photography. lation of stratified rocks. Emphasis on sedimen- Prerequisite: 102 and one Grade II unit, or per- tary environments, transportation of sedimen- mission of the instructor. tary particles, sediment diagenesis, and sedimentary petrography. Laboratory and field trips. Not offered in 1978-79. Prerequisite: 102 and 200, or permission of the Mr. Andrews instructor. Offered in 1979-80. Not offered in 1978-79.

Mrs. Lundeen 349 (2) Seminar

1 Offered in 1979-80. Topic for 1978-79: To be announced.

Mrs. Ciffin 90 German

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

370 (1-2) Thesis 2 to 4 Professor: Open only to honors candidates. Goth'T

Assistant Professor: Ward (Chairman), Prather, Hansen

Visiting Professor: Directions for Election Wieser

The language of the classroom in all courses is

In addition to eight units in geology, normally to almost exclusively German. The student thus include 205, 206, 304, and 309, the minimum has constant practice in hearing, speaking, and major requires four units from other laboratory writing German. sciences, mathematics, or computer science. All The department reserves the right to place a four units may not be taken in the same depart- new student in the course for which she seems ment. A student planning graduate work should best prepared regardless of the number of units note that most graduate geology departments she has offered for admission. normally require two units each of chemistry, physics, and mathematics. Biology often may be By doing special reading during the summer and upon approval of the chairman, capable stu- substituted if the student is interested in paleontology. dents in 100 have the opportunity to omit 102 and proceed with 202. The department recommends that students majoring in geology attend one of the Rocky Qualified students may be recommended to junior in Mountain geology field courses given by other spend the year Germany. See p. 42. colleges. Credit may be given for such courses provided the student's plans are approved in advance by the department.

100 (1-2) Elementary German 2 Study of grammar and vocabulary; frequent written exercises; reading of short stories; special emphasis on oral expression. Four periods. Open to students who do not present German for admission.

The Staff

102(1-2) Intermediate German 2 intensive language study: emphasis on idiomatic usage and on syntax. Introduction to the critical study of literary texts, mainly 19th and 20th centuries. Three periods. Prerequisite: 100 or two admission units in German.

The Staff German 91

104 (1-2) Studies in Language and Literature 207 (2) Twentieth Century Literature: Prose 2 Fiction

Training in analysis of fiction and drama. Cram- 1 mar review. Vocabulary building. Written and A study of modern narrative techniques: Rilke, oral practice. Three periods. Musil, Broch, Crass, Boll, Bachmann, and Prerequisite: two admission units in German and Handke. placement test or, by permission of the depart- Prerequisite: two Grade II units or by permission ment, 100. Permission will be based on a high of the instructor. grade in 100. Not offered in 1978-79. Mrs. Wieser, Ms. Goth

208 (2) Literature Since 1945: Literary Trends in

202 (1-2) Introduction to German Literature the Two Germanies

1 or 2 1 Close study of representative works of the 18th, Discussion of literature in the Federal Republic 19th, and 20th centuries. First semester: Drama. of Germany and the Democratic Republic of Second semester: Prose. Frequent exercises in Germany. An analysis of contrasts, taking works expository writing and stylistics. One unit of from each genre by representative writers credit may be given for the first semester. Three (Grass, Boll, Christa Wolf, Biermann, and periods. others), and considering them within a polit- Prerequisite: three or more admission units in ical/historical context. Attention will also be German, or 102, or 104, or, by permission of given to recent trends in literary criticism. the department, 100. Permission will be based Prerequisite: one Grade II unit. on a high grade in 100 and summer work. Ms. Ward Mrs. Wieser, Ms. Goth, Ms. Ward 210 (1) German Drama 1 204 (1) Goethe Ages to 1 Theory and practice from the Middle Lyric, drama, and prose with emphasis on Wer- the present. The theories of Gottsched, Lessing, Schiller, and Brecht will be included as well as ther and Faust I. Kaiser others. Prerequisite: 202 (1-2). dramas by Buchner, Hebbel, and

Prerequisite: one Grade II unit. Not offered in 1978-79. Not offerd in 1978-79. Ms. Goth

Offered in 1979-80. 230 (1) Advanced German Language Skills 1 A review of difficult points of grammar, syntax 205 (1) Studies in Romanticism and style, with intensive practice in composi- 1 skills. Required for all Romantic thought, discovery of the uticonscious: tion, translation, and oral German majors whose native language is not Friedrich Schlegel, Brentano, Novalis, E. T. A. periods. Hoffman, Eichendorff, and others. German. Two

Prerequisite: one Grade II unit. Prerequii*te: same as for 204.

Ms. Ward Mr. Hansen

206 (2) Nineteenth Century Literature: The 304 (2) Goethe II Novelle 1 thinker, with 1 Goethe, the poet and the empha- Late Romanticism and Realism with special em- sis on Faust, and his writings after 1788. phasis on the development of the Novelle as a Prerequisite: 204. genre. Stifter, Keller, F. Meyer, Morike, C. Not offered in 1978-79. DrosteHiJlshoff, Storm, and Fontane. Ms. Goth Prerequisite: same as for 204.

Offered in 1979-80. Not offered in 1978-79.

Ms. Ward 92 German

305 (2) Reading in Eighteenth Century Literature Directions for Election 1 Emphasis on writers of the Enlightenment and the Storm and Stress movement: Cottsched, Les- Course 100 is counted toward the degree but sing, Herder, Burger, Goethe, Schiller. not toward the major.

Prerequisite: two Grade II units or by permission Students who begin with 100 and who wish to of the instructor. major in German should consult the department Mrs. Prather in order to obtain permission to omit 102 or 104 and take 202.

310 (1) Studies in Poetry Students intending to major in the department 1 are required to take 202 (1-2); either the se- Study of themes, techniques and historical quence 204-304 or the combination 205, 305 of- background. The development of German poet- fered in alternate years; 230, and at least one ry from the Baroque to modern times, with em- seminar. phasis on poets such as Gryphius, Goethe, the

Romantics, Keller, C. F. Meyer, and some mod- It is strongly recommended that the major in- ern writers. clude a distribution by approach; that is, at least

Prerequisite: two Grade II units. one period, one genre and one single-author

course, and that there be three Grade III units. Mrs. Wieser Courses in art, music, philosophy, English,

349 (2) Seminar. The Writer and His Age literature courses in other foreign language

1 departments. History 244 and the comparative Intensive study of the works of one or two writ- literature seminar, Extradepartmental 330, are ers in relation to philosophical, historical, and recommended. literary trends of their period. Topic for 1978-79: Rainer Maria Rilke.

Prerequisite: one Grade III unit or by permission of the instructor.

Ms. Goth

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. Greek 93

150(2) Colloquium Greek and Latin 1

For title and description see History 150 (2) g.

201 (1) Plato

Professor: 1 Lefkowitz, Ceffcken (Chairman) Apology, Cnto, and selections from the Phaedo. The character of Socrates and his position in de- Associate Professor: velopment of Greek thought. Three periods. Marvin, Muellner^ Prerequisite: 102 and 103, or two admission units in Greek or exemption examination. Assistant Professor: Miss Cole Fant, Engels

203 Greek Drama in Translation Instructor; (2) Cole 1 Intensive study of tragedies of Aeschylus, Soph- ocles, and Euripides, in English translation. The Courses on the original languages are conduct- survival in literary form of primitive ritual; the ed in English and encourage close analysis of development of new mythic patterns on ancient the ancient texts, with emphasis on their literary models. The role of contemporary psychoanaly- and historical values. tic theory in evaluating the social function and The departments reserve the right to place a structure of drama. student in the course for which she seems new Open to all students. best prepared regardless of the number of units Mrs. Lefkowitz she has offered for admission.

205 (2) Homer's Iliad

1 Study of selected books in Greek with emphasis on the oral style of early epic; reading of the Greek rest of the poem in translation; the archaeological background of the period. Three periods. Prerequisite: 201.

102 (1) Beginning Greek Miss Marvin 1 Fundamentals of the language. Reading Greek 207 (2) New Testament Greek from classical authors and from the New Testa- 1 ment. Four periods. For description and prerequisite see Religion Open to students who do not present Greek for 207. admission.

Miss Marvin 230 (1)* History of Greece 1 For description and prerequisite see History 230. 103 (2) Intermediate Greek

1 Reading from classical authors and from the 243 (1) Ancient Law New Testament. Intensive review of grammar 1 and syntax. For description and prerequisite see Extradepart- Prerequisite: 102. mental 243.

Miss Cole 246 (2) Ancient Medicine

1 104 (1) Classical Mythology For description and prerequisite see Extradepart- 1 mental 246. The more important classical myths read in Eng- lish translations of Greek and Latin authors; their religious origins; their expression in ancient literature and art; their later influence.

Open to all students.

Mr. Muellner 94 Greek

302 (2)* Aeschylus and Sophocles 328 (2) Problems in Ancient History and

1 Historiography

Drama as expression of man's conflict with 1 forces beyond his control; the use of mythology The Ancient City. An examination of the origins, to describe the conflict between human institu- growth, and comparative social, economic, and tions and the natural world; innovations in lan- political systems of cities in Mesopotamia, guage, metaphor, and metre. Reading of one Greece, and the Mediterranean world. Among drama by each author in Greek, others in the topics to be studied are urban art and ar- English. chitecture, city planning, and the impact of Prerequisite: 205. disease and hygienic conditions on ancient urban populations. The interrelationships among Mrs. Lefkowitz regional marketing networks, transportation, communication, rents, social stratification, 303 (1)* Myth and History in the Archaic Age foreign ethnic residents, and residential and 1 commercial land use patterns will also be ana- Investigation of the narrative methods of re- lyzed. cording significant past experience; the evalua- Prerequisite: History 230 or 231. tion of the relationship of the past to events of the first half of the 5th century; the restnctions Mr. Engels on perception imposed by style and structure in both prose and poetry. Reading in Creek from 349 (2) Seminar Herodotus and the lyric poets. 1 Prerequisite: 205. Topic for 1978-79: Greek religion. Myths of the origin and nature of the gods; their expression Mr. Engels in archaic poetry. Readings from Hesiod and the Homeric Hymns 304 (2)* Euripides Prerequisite: 205. 1 Euripides' exposition of current problems in tra- Miss Cole ditional narrative framework; his development of dramatic form; his exploration of human and 350 (1) (2) Research or Individual Study political motivation. Reading of two or three 1 or 2 plays in Greek, others in English. Open to seniors by permission. Prerequisite: 205. 370 (1-2) Thesis Not offered in 1978-79. 2 to 4 Offered in 1979-80. Open only to honors candidates who choose to do honors research. For alternate honors pro- 305 (1)* Thucydides gram see Directions for Election.

1 Contemporary impressions of the political conflicts confronting the state in the late 5th century B.C. Imperialism and the causes of the Pelo- Latin ponnesian War; the flaws in Athenian democracy and the influence of Sophistic argumenta- tion. The attempt to formulate a scientific ap- 100 (1) Beginning Latin proach to history and the rejection of earlier 1 models; the creation of a new prose style. Read Fundamentals of the Latin language. Readings ing in Greek of selections from Thucydides. from classical and medieval texts. Three periods. Prerequisite: 205. Open to students who do not present Latin for admission, or by permission of the instructor. Not offered in 1978-79. Mr. Fant, Miss Cole Mr. Engels

in Offered 1979-80. 101 (2) Intermediate Latin

1 Development of reading skills through intensive study of classical authors. Three periods. Prerequisite: 100.

Mr. Fant Latin 95

102 (2) Intensive Review 207 (2) Medieval Latin

1 1 Survey of grammar and syntax; reading from The interaction of Christian values and classical classical Latin authors. modes of thought in literature from 374 to 1374 Prerequisite: two admission units in Latin or per- A.D. Selected readings from prose and poetry. mission of the instructor. Prerequisite: 200 or 201 or the equivalent, or permission of the instructor. Mr. Fant Mr. Stehling 104(1) Classical Mythology 1 231 (1)* History of Rome

For description and prerequisite see Greek 104, 1 For description and prerequisite see History 231.

200 (2) Introduction to Vergil's Aeneid

1 246 (2) Ancient Medicine Study of the poem with selections from Books 1 l-VI in Latin. Three periods. For description and prerequisite see Extra- Prerequisite: 201, or three admission units in departmental 246. Latin not including Vergil, or exemption exam-

ination. 300 (1) Selected Topics

1 Miss Cole Topic for 1978-79: Vergil's Eclogues and Geor- gics and Ovid's Ars Amatoha. Vergil's re-creation 201 (1) Latin Comedy of the Greek pastoral and his use of didactic 1 and descriptive poetry as a means of examining Study of selected plays of Plautus and Terence man's relationship to nature and as political and in the light of ancient and modern theories of social commentary. Ovid's parody of Vergilian the comic. didactic. Prerequisite: Latin 101, 102 or two admission Prerequisite: 202 or 203. units in Latin. Miss Geffcken Miss Geffcken

302 (2) Vergil's Aeneid 202(1) Catullus and Cicero

1 1 artistic of Vergil in the light of Love, politics, morality, and humor in the last The achievement years of the Republic. Study of the evolution of earlier literature, especially Homer and Ennius; Latin poetic style and of the technique of Vergil's view of man and the destiny of Rome. destructive oratory. Prerequisite: 202 or 203. Prerequisite: four admission units in Latin or Miss Geffcken three including Vergil or 200.

Miss Cole 308 (1)* The Struggle for Power in the Late Republic

1 203 (2) Horace events, life, thought of the late Re- 1 The and The development of Horace's poetic style and public in the letters of Cicero and in the his- social commentary. Reading from Satires and torical writings of Caesar and Sallust. Odes. Prerequisite: 202 or 203.

Prerequisite: same as for 202. Not offered in 1978-79.

Mrs. Lefkowitz Offered in 1979-80.

206 (2)* Latin Prose Style 309 (2)* Historical Tradition, Morality, and 1 Immorality

A study of the development of Latin style with 1 reading and analysis of selected texts; practice Livy's treatment of the war with Hannibal; the in writing Latin prose. growth of the Senate's preeminence; the reli- Prerequisite: 202 or 203. gious crisis. Prerequisite: or 203. Not offered in 1978-79. 202

Not offered in 1978-79.

Offered in 1979-80. 96 Latin

316 (1)* The Effects of Power and Authority in Directions for Election the Empire

The literature of disillusion both historical and To fulfill the distribution requirement in Group satirical with emphasis on Tacitus and Juvenal. A, students may elect any courses in Greek or Prerequisite: 202 or 203. Latin except 150, 230, 231, and 328. The follow-

Mr. Fant ing may not be counted toward the major in Greek or Latin: Greek 203, 230; Greek/ Latin 104, 150, 328; Greek 203, 230; Latin 231. 317 (2) Imperial Rome: The Novel

1 All students majoring in Greek must complete of The development the ancient novel with em- four units of Grade III work. phasis on satincal techniques in Petronius and All students majoring in Latin are required to on religious and mythological themes in Apu- complete 300, 302, and at least two units of the leius. following: 308, 309, 316, 317. Students planning Prerequisite: 202 or 203. to teach are advised to elect 206. Miss Geffcken Latin students who offer an AP Latin score of 5 should elect 300; an AP score of 4 normally 328 (2) Problems in Ancient History and leads to 202. Historiography

1 Students majoring in Greek or Latin are advised

For description and prerequisite see Greek 328. to elect some work in the other language. It should be noted that work in both Greek and Mr. Engels Latin is essential for graduate studies in the clas-

sics. 350 (1) (2) Research or Individual Study 1 or 2 Courses in ancient history, ancient art, ancient Open to seniors by permission. philosophy, and classical mythology are recommended as valuable related work. Students in- 370 (1-2) Thesis terested in a major in classical and Near Eastern

2 to 4 archaeology are referred to p. 160 where the

Open only to honors candidates who choose to program is described. do honors research. For alternate honors pro- Students who wish to focus a classical major on gram see Directions for Election. ancient civilization can plan with the department an appropriate sequence of courses, which should include work in art, history, philosophy, and literature. Such a program should always contain at least four units of work in the original language. Basic knowledge of

French or German is recommended.

The departments offer a choice of two plans for the Flonors Program. Plan A (Honors Research, see 370 above, carrying two to four units of credit) provides the candidate with opportunity for research on a special topic and the writing of a long paper or several shorter papers. Plan B provides an opportunity for the candidate to show through examinations at the end of her senior year that she 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 FHonors examinations. Honors candidates who are classical civilization majors should elect Plan B. History 97

History 102 (1) The American Experience 1

An introduction to the social, cultural, political, economic forces that have shaped American history, including colonization, slavery, immigra- Professor: tion, civil conflict, industrialization, and interna- Culick, Robinson, Preyer, Cox», Cohen (Chair- tional relations.

man), Auerbach* Open to all students.

Ms. Jacobs Associate Professor: Martin 103 (1) The World and the West

1 Assistant Professor: An introduction to the study of history and an- Edwards, Tumarkin-Fosburg«1, Jones, Knudsen, thropology, focusing on common themes in Mann, Jacobs, Engels Western and non-Western cultures. Compares ideas of man and culture, religious beliefs, eco- Instructor: nomic organization, family life Molony^ and the role of women in the West, Far East, Middle East, and Africa. Visiting Associate Professor: Open to all students. McCully, Herlihy Ms. Mann

150(1) (2) Colloquia

For directions for applying see p. 46.

100 (1) (2) Medieval and Early Modern Open by permission to a limited number of European History freshman and sophomore applicants.

A study of the major ideas and institutions that (1) have shaped western civilizations from the b. 1776 and all that "grandeur that was Rome" to the Age of the An analysis of the group of American revolu- Renaissance and Reformation. Emphasis upon tionaries who rose to power and led the move- the different "lifestyles ' of successive western ment for independence from Great Britain. Ma- societies and upon the processes of social terials will be drawn from primary sources of change in the history of western Europe. Intro- the period: letters, documents, pamphlets, and duction to the techniques of historical analysis newspapers. and to problems in the interpretation of his- Mrs. Preyer torical evidence through extensive use of original sources. c. China in outside perspective Open to all students.

Mr. Edwards, Mr. McCully Can another people's historical or cultural experience be understood in its own terms by an outsider? Or does the outsider's outsideness 101 (1) (2) Modern European History place definite limits 1 upon cross-cultural understanding? An introduction to European history from 1600 Many Westerners who went to China in the 20th century stayed for long periods, to the present, designed to aid the student in in the formulating historical judgments about the signi- became deeply engaged revolutionary ficance of representative institutions, the scien- changes that were taking place, and then wrote accounts (often highly of their tific revolution, the Enlightenment, the French personal) ex- Revolution, industrialization, imperialism, world periences. What we can learn from these ac- wars, totalitarianism. counts about China-and what the accounts tell us about the outsiders themselves of Open to all students. (many them Americans)-will be the central problem Mrs. Tumarkin-Fosburg, Mr. Knudsen, explored in this course. Readings will be drawn Mr. Culick from autobiography, fiction, personal memoires, and journalism.

Mr. Cohen 98 History

1919. Year of the "New Negro" policy 151 (1) (2) d. Henry VIII: wives and 1 Henry's ma- see Black A study of the relationship between For description and prerequisite of domes- tnmonial ventures (all six) and issues Studies 151. his reign. The collo- tic and foreign policy dunng around the BBC Tele- East: An Introduction quium will be structured 203 (2) The Ancient Near called vision senes (6 films, 90 minutes each) scholarly see Religion and " Recent "The Six Wives of Henry Vlll. For description and prerequisite possible, works, including biographies where Biblical Studies 203. historical and 16th century sources will provide contrast to History matenals for comparison with and 206 (1-2) Afro-American At the end of the the dramatic presentations. 1 or 2 conclusions see Black term we will try to come to some For descnption and prerequisite expected about the attitudes toward and the Studies 206. levels of society roles of women at the topmost permitting, we will Education in early Tudor England. Time 2.12 (1) History of American women's also explore, in a preliminary way, society to gain a prerequisite see Education lives at less exalted levels of For description and comparative dimension. 212. Robinson Mrs. West Indies 216 (1) History of the and the Protestant Reformation e. Martin Luther see Black For description and prerequisite secondary sources, this Using both primary and Studies 216. thought of colloquium will trace the career and from Catholic monk to "reluctant Martin Luther 218 (1) Religion in America Emphasis revolutionary" to 'Protestant pope." 16th century German so- see Religion and will be placed on how For descnption and prerequisite influenced Luther and made ciety and politics Biblical Studies 218. the Reformation possible. Age to (1)* Greek History from the Bronze Mr. Edwards 230 the Death of Alexander the Great

emphasizing the relationships between the family in history A survey f. Sex and the West- Greek cultural patterns, the origins of discuss the history of the family, development The course will ern intellectual tradition, and the childhood, sexual behavior, mar- government culmin- focusing on of constitutional forms of and the family, old age and death. It democracy at Ath- riage, work ating in the formulation of change from the traditional to the religion, so- examines the ens Other topics will include Greek non-Western so- family in Western and of Athenian democ- modern ciety, economy, the failure Sparta and Macedon, cieties. racy in its conflicts with achievements of Alexander the Great Ms. Mann and the the future and their lasting consequences for development of Western civilization. g. Early Greece students. Western cultural Open to all A study of the formation of the Age to 500 in 1978-79. tradition in Greece from the Bronze Not offered the develop- B.C. The course will emphasize such as ration- ment of fundamental innovations in natural law, and sys- al thought, the belief the consent of tems of government based on include the Min- the governed. Other topics will problem of oan and Mycenaean civilizations, the Dark Ages, the Dorian invasion and the Greek of city states, religion, society, the formation and colonization.

Mr. Engels History 99

231 (1)* History of Rome 235 (2) Medieval and Early Modern European 1 Intellectual History

An introduction focusing on Rome's cultural de- 1

velopment from Its origins as a small city state A history of Western thought from St. Augustine in the 8th century B.C. to its rule over a vast to Pascal, emphasizing the relations between empire extending from Scotland to Iraq. Topics ideas and their historical context. How were infor discussion will include the Etruscan influence tellectuals educated and how did they support on the formation of early Rome, the causes of themselves in Medieval and Early Modern Eu- Roman expansion throughout the Mediterranean rope? How did their societies influence them, during the Republic, and the Hellenization of and they their societies? What did they think on Roman society. Also, the urbanization and Ro- such matters as salvation, war and peace, and manization of Western Europe, the spread of human nature? These and related issues will be mystery religions, the persecution and expansion examined in the lives and times of such intellec- of Christianity, and the economy and society of tuals as Augustine, Anselm, Abelard, Aquinas, the Empire will be examined. Dante, Machiavelli, Luther, Montaigne, and Open to all students. Pascal. to freshmen and Mr. Engels Open sophomores who have taken 100 or related work in literature or philosophy, and to juniors and seniors without prereq- 232 (1) Medieval Civilization, 1000 to 1300 uisite. 1 Western Christendom during the High Middle Mr. Edwards Ages. Kingship and papacy; natural, common, canon, and Roman law; feudalism, chivalry and 236 (1)* The Emergence of Modern European the courts of love; Romanesque and Gothic art; Culture: The Seventeenth and Eighteenth demographic, commercial and technological de- Centuries velopment; rural life and the rise of towns; the 1 climax and failure of medieval Christianity, A comparative survey of Enlightenment culture which set the stage for the subsequent Secular- in England, France, and the Germanies. Topics ization. to be considered include skepticism, the scienti- Open to freshmen and sophomores who have fic revolution, classicism in art, the formation of taken one unit in medieval history, art or liter- liberal society, the differing social structure of in- ature, and to juniors and seniors without prereq- tellectual life. The approach is synthetic, stress- uisite. ing the links between philosophy, political theory, art, and their historical Mr. McCully context. Among the authors: Locke, Hume, Voltaire, Diderot, Rous- seau, Lessing, Kant, Goethe. 233 (1) The Renaissance and Reformation Open to qualified freshmen and sophomores Movements, 1300 to 1600 (see Directions for Election), and to juniors and 1 seniors without prerequisite. A survey of Italian Renaissance civilization, its republics and despotisms, cultural life and intel- Mr. Knudsen lectual and artistic accomplishments; the Renais- sance and Reformation papacy; Renaissance hu- 237 (2)* Modern European Culture: The manism in the North; and the Lutheran, Calvin- Nineteenth and Twentieth Centuries ist, Radical, and Catholic Reformations. 1 Open to all students. A survey of European culture from the French

Revolution to the post-World War 11 period- Mr. Edwards from idealism to existentialism in philosophy,

from romanticism to modernism in art and liter-

ature. As with 236, emphasis is placed on the

social and historical context of cultural life. Among the authors: Wordsworth, Hegel, Marx, Mill, Kierkegaard, Sorel, Freud, Sartre. Prerequisite: same as for 236.

Not offered in 1978-79.

Mr. Knudsen 100 History

238 (1) English History: 1066 and All That 242 (1) The Age of Louis XIV in France

1 1 From the coming of the Anglo-Saxons through Society and government in 17th century France. the coming of Henry Tudor, This survey will The political and cultural background under study some of the traditional heroes and villains, Richelieu and Mazarin; social, political, and intel- such as Alfred the Great, William the Conquer- lectual life during the Golden Age of Absolutism or, Richard the Third; church and churchmen, under Louis XIV. such as Bede, Becket, and Beaufort; develop- Prerequisite: same as for 241. ments into and away from feudal monarchy; as- Not offered in 1978-79. pects of sociopolitical history, including baronial and peasant uprisings; and medieval cultural Mr. Cox achievements, especially in architecture, language, and literature. 243 (2) The Enlightenment, the French Open to qualified freshmen and sophomores Revolution, and Napoleon (see Directions for Election), to sophomores who 1 have taken 100 or are concentrating in English French civilization in the 18th century; analysis literature, and to juniors and seniors without of the causes, events, and results of the Revolu- prerequisite, tion. The era of the Revolution and the Napole- onic Empire with emphasis upon political, social, Mrs, Robinson and cultural developments, and their impact upon the rest of Europe. 239 (2) English History: Tudors and Stuarts Prerequisite: same as for 242. 1 The 16th and 17th centuries, emphasizing the Not offered in 1978-79. unique aspects of the English Reformation, Eliz- Mr. Cox abethan achievements and fallings, and the multiple revolutions or alleged revolutions of the 244 (1) Modern Germany 17th century. 1 Prerequisite: same as for 238, Beginning with the revolution of 1848, an ex- Mrs. Robinson amination of German politics, society, and cul-

ture to the post-World War II period. Special

240 (2) Modern England emphasis on Bismarck and the founding of the 1 German Empire; the Empire's crisis and collapse

English history from the late 18th century to the In World War I; the formation of the Weimar mid- 20th century. The transformation of a basic- Republic; and the emergence of Nazism and the ally agrarian, hierarchical, traditional society into Third Reich. The task will be to explore the Ger- an industrial, democratic welfare state. Emphasis man response to problems shared throughout will be on the time from 1815-1914, western Europe. Open to qualified freshmen and sophomores Prerequisite: same as for 236. Directions for (see Election), to students who Mr. Knudsen have taken 101 or 239, to sophomores concentrating in English literature, and to juniors and 246 (1) Medieval and Imperial Russia seniors without prerequisite. 1 Mrs. Robinson A study of the social, political, economic, and cultural development of Russia from the medi-

241 (2) The Disintegration of Medieval France eval period to the mid-19th century. Particular

1 consideration is given to the rise of absolutism,

The emergence of classical French civilization in the enserfment of the peasantry, and the impact the Ancien Regime. An analysis of political, so- upon Russia of successive foreign cultures- cial, economic, institutional and artistic develop- Byzantium, the Mongol Empire, and the West. ments during the French Renaissance and Refor- Open to sophomores, juniors, and seniors mation, the Wars of Religion and the crises of without prerequisite. the monarchy. Mrs. Herlihy Open to qualified freshmen and sophomores (see Directions for Election), to sophomores who have taken one unit in history, art history, or French, and to juniors and seniors without prerequisite.

Mr. McCully History 101

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

1 Century

One hundred years of reform, revolution, and 1 reaction. Late Imperial Russia, the Revolution of Selected 20th century issues and problems, with 1917, and the creation of a Soviet state under emphasis on the responses of Americans and

Lenin and Stalin. Special emphasis is placed on their institutions to social change. the Russian Revolution and on continuity and Prerequisite: same as for 246. change under Soviet rule. Ms. lacobs Prerequisite: same as for 246.

Mrs. Tumarkin-Fosburg 254 (2) United States Urban History

248 (1) Europe in the Twentieth Century Origins and development of the American urban 1 system from the colonial period to the present,

A survey of European history from c. 1900 to with emphasis upon changing city functions, ur- the present, with special emphasis on socio- ban physical and spatial structure and growth, economic, political, cultural and intellectual group accommodation to city living, historical development. Topics include; demographic and trends in urban politics, and problem solving. economic changes, the new science, the Euro- Open to sophomores by permission of the in- pean state system and its crisis, war and revolu- structor, and to juniors and seniors without pre- tion, the challenge of communism and fascism. requisite.

World War II and its aftermath, changing cultur- Ms. Jacobs al styles, and the place of Europe and European cultures in the contemporary world. 255 (2)* Japanese Religion and Culture Prerequisite: same as for 246. 1 Mrs. Herlihy For description and prerequisite see Religion and Biblical Studies 255.

250 (1) The First Frontier

1 257 (2) Women in American History The adaptation of the English, Europeans, and 1 Afncans to the alien environment of North A survey of women in American history, from America in the 17th century. Analysis of the for- the colonial period to the present, focusing on mation of colonial settlements, problems of sur- the family, marriage and divorce, women's role vival and leadership, relations with Indian cul- in the labor force, images of women in the pop- tures, the creation of new societies in the New ular media, women's rights, and feminism. World. Open to all students, except those who have Open to sophomores, juniors, and seniors taken [155]. without prerequisite. Ms. Jones Mrs. Preyer 260 (1)* History of Spanish America

251 (2) The United States in the Eighteenth 1 Century The political, social, economic, and cultural

1 evolution of the Latin American world from col- Society, culture, and politics in colonial America, onial days to the present. Emphasis on colonial in the era of the American Revolution and in institutions and their relations to historical the early national period to 1815. developments in the Iberian peninsula, and on Prerequisite: same as for 250. the fundamental problems, especially in certain key countries, of modern and contemporary Lat- Mrs. Preyer in America. Open to qualified freshmen and sophomores 252 (1) The United States in the Nineteenth (see Directions for Election), to sophomores who Century have had a course in history or art history, and 1 to juniors and seniors without prerequisite. An introduction to the major political, economic, and social forces which shaped 19th century Mr. Lovett American history. Prerequisite: same as for 246.

Ms. Jones 102 History

261 (2)* History of Spain 272 (1) Traditional and Early Modern Japanese

1 History

The period of Spain's hegemony and modern 1 developments culminating in the Civil War of japan from prehistoric times to the mid-1 9th 1936-39. century, with emphasis on the 17th-19th centur- Prerequisite; same as for 260. ies (Tokugawa). Japan's adaptation of Chinese civilization; cultural and literary history; political Not offered in 1978-79. effects of socioeconomic changes from the clas- Ms. Cascon-Vera sical period, through feudalism, to the eve of Japan's interaction with the West; ideological

267 (1) Africa Before the Europeans: Dark developments that conditioned Japan's response Continent or Kingdoms of Light? to Western encroachment; and changing status 1 of women.

Introduction to the complexity of political and Open to all students. social life and the unity of culture in traditional Ms. Molony African kingdoms. Discussion of social, political and economic organization, religion, art and lit- 273 (2) Society and Economy in Modern Japan erature, using an interdisciplinary approach. In- 1 cludes audiovisual material as well as reading, Consideration of major themes in Japanese his- lectures, and discussions. tory since the Meiji Restoration (1868). Japan's Open to all students. 19th century "economic miracle" and the prob- Ms. Mann lems faced by a rapidly modernizing agrarian economy; nationalism, imperialism, and their ef- 268 (2) Africa in the Modern World fects on foreign relations; adaptation of Western

1 ideas and institutions; themes in 20th century lit- Focus will be on problems confronting Third erature and culture; social and political move- World countries today, using Africa as a case ments of the 20th century, concentrating on study. Analyzes colonialism and its breakdown, women's suffrage and labor movements. Final the rise of liberation movements and the emer- topic; Japan today. gence of new states. Examines the role of gov- Open to all students. ernments, foreign corporations, and African en- Ms. Molony trepreneurs in economic development, and dis- cusses the directions of contemporary social 275 (1) Premodern Chinese History change. Special emphasis placed on the current 1 crisis in southern Africa. Chinese civilization from earliest times to the Open to all students. period of the modern western intrusion. Empha-

Ms. Mann sis on dominant historical and cultural patterns; the evolution of Confucianism, Taoism, and Chi-

271 (1) Japanese History nese Buddhism; and the development of major

1 political institutions (emperor, bureaucracy, ex- Japanese history from earliest times to present, amination system, and others). Extensive read- focusing on modern period (since 1600). Special ings in Chinese literature. consideration given to cross-cultural comparison Open to all students. (Japanese and European feudalism, Japanese and Not offered in 1978-79. Chinese responses to encounters with the modern West), factors contributing to Japan's as- 276 (1) Modern Chinese History tonishingly rapid modernization in the 19th and 1 20th centuries, and problems faced by Japan in An analysis of the revolutionary changes that the future. have swept China from the Opium War to the Open to all students. present. Equal emphasis will be placed on (1) Not offered in 1978-79. the disintegration of the old society during the last century of the imperial era and the ef- Mr. Cohen (2) forts of the Nationalist and Communist parties to rebuild China in the 20th century. Special attention will be paid to intellectual and cultural changes and to the respective roles of the West and of indigenous forces in shaping China's modern evolution.

Open to all students.

Mr. Cohen History 103

280 (2) Imperialism and Dependency in the 306 (2) Global International Relations

Third World 1

1 The emergence of untraditional, cataclysmic Analyzes the economic and political causes of problems of weaponry, population, and environ- the expansion of Europe and the United States ment superimposed on traditional, ongoing into Africa, Asia, the Middle East, and Latin problems of international relations. Attention America since the mid-1 9th century. Examines equally divided among Europe, East Asia, the the characteristics and consequences of imper- United States, and the Soviet Union. ialism and dependency in these areas of the Prerequisite: same as for 300. world today. Mr. Gulick Open to sophomores, juniors, and seniors without prerequisite. 310 (1-2) Social History of the United States

Ms. Mann 1 or 2 The development of American society in terms

300 (2) The Nature and Meanings of History of changing family organizations, socioeconomic

1 class structure, patterns of work and leisure time The history of Western historical thought, from activities, industrialization, urbanization, ethnic Herodotus to the present, as displayed in classic groups, and social and geographical mobility. works by such figures as Herodotus, St. Augus- First semester: Colonial period to 1850. Second tine, Leonardo Bruni, Machiavelli, Voltaire, Mon- semester: 1850 to 1960. Either semester may be tesquieu, Burke, Hegel and Marx, Burckhardt, elected independently. Acton, De Tocqueville, Bancroft, Spengler, Toyn- Open to juniors and seniors who have taken bee, and various philosophically significant rep- two units of history or by permission of the in- resentatives of modern historiography. structor. Open to qualified juniors and seniors by permis- Ms. Jones sion of the instructor.

Mr. McCully 319 (2) Pan-Africanism

301 (1) The Art of Biography For description and prerequisite see Black

1 Studies 319. Exploration of the diverse ways of presenting biographical narrative and insights in prose, film, 320 (1) Social History of American Law: The and other media; the utilization of sources on Formative Era the individual and their integration with histori- 1 cal materials; the historiographical problems of The modification of English law in the American biography. colonies, the impact of legal changes during the Prerequisite: same as for 254. post-revolutionary period; the development of American law in the federal system, the growth Mr. Gulick of the legal profession, the role of the judiciary, the relationship of law and legal institutions to 302 (2) Biography Workshop social and economic change before the Civil War. 1 Open to juniors and seniors. Student biographical projects in prose, film, and other media, normally a continuation of projects Mrs. Preyer begun in 301. Croup discussion. Prerequisite: 301. 321 (2) Social History of American Law: The Modern Era Mr. Gulick 1 An examination of selected problems in Ameri- 305 (1) Europe's Traditional System of can legal development since the Reconstruction International Relations, 1780 to 1914 era. Law will be viewed as a social institution, 1 not as a transcendent abstraction. It will be con- The nature of Europe's classical balance of sidered as an instrument of, and deterrent to, power system and its subsequent modification social change, with special attention to the rela- through the French and industrial revolutions; tion of law to liberty, the role of the legal pro- the diplomacy of national unification and of im- fession, and modes of legal thought. perialist expansion. Attention to Ottoman, Chi- Open to juniors and seniors. nese, and African relations with Europe. Prerequisite: same as for 300. Not offered in 1978-79.

Not offered in 1978-79. Mr. Auerbach

Mr. Gulick 104 History

328 (2) Problems in Ancient History and 333 (2) Seminar. European Intellectual History

Historiography 1 1 Topic for 1978-79: The Counter-Enlightenment. For description and prerequisite see Greek 328. Study of individuals and societies who stood in opposition to the principles of the European

330 (2) Seminar. Medieval/Early Modern Europe Enlightenment: the skeptics and mystics, the

1 philosophers of culture and irrationalism, the

Topic for 1978-79: Renaissance Florence. "It is secret and occult societies. We will consider in-

undoubtedly a golden age," wrote Marsilio Fi- dividuals such as Pascal, Vico, Herder, Mozart cino in 1492, "which has restored to the light (The Magic Flute) and de Sade, and societies the liberal arts that had almost been destroyed: such as the Rosicrucians and llluminati. grammar, poetry, eloquence, painting, sculpture, Prerequisite: same as for 330.

architecture, music. And all that is Florence." To Mr. Knudsen examine this claim, the seminar will study the political and social history of Florence and the 335 (1) Seminar. American Studies lives and achievements of such men as Bruni, 1 Ghiberti, Donatello, the Medici, Alberti, Michel- Topic for 1978-79: America as the promised angelo, and Machiavelli. land. An examination of selected texts drawn Open to qualified juniors and seniors by permis- from various disciplines and historical eras which sion of the instructor (see Directions for Elec- attempts to define the promise of the American tion). experience and analyze the fulfillment or failure Mr. Edwards of that promise. Open by permission of the instructor. 331 Seminar. European History (1) Ms. Jacobs 1 Topic for 1978-79: Russian cities m the 19th cen- 337 (2) Seminar. American History tury. An analysis of urbanization in Russia from 1 the Napoleonic war to the October revolution. Topic for 1978-79: Family household structure in The seminar will review early industri- Russian 19th century America-a comparative approach. alization, immigration, problems of health and An examination of the demographic character- housing, transportation, and the uses of urban istics of a variety of socioeconomic, regional, space. These topics will be considered within a and ethnic groups in 19th century America, with comparative framework, with special reference an emphasis on the size and composition of to urbanization in 19th century Western Europe households. Sources will include the U.S. Federal and America. Manuscript Census and secondary literature on Prerequisite: same as for 330. the history of the family. Mrs. Herlihy Prerequisite: same as for 330.

Ms. Jones 332 (1) Seminar. English History

1 338 (2) Seminar. American History Topic for 1978-79: The "woman question" in Vic- 1 torian England. A study of the literature about, Topic for 1978-79: Community and conflict. An and the struggles for, the emancipation of wom- examination of challenges to the corporate en: personal, legal, educational, professional, ideals of community, harmony, and unity. political. The major source will be the periodical Through the use of case studies, participants will literature from the 1850's onward, with special explore both how specific communities reacted attention to the many articles written, often to dissent and how dissenters reacted to repres- anonymously, by women. sion. Cases for discussion will include Salem Prerequisite: same as for 330. witchcraft, 19th century Utopias, the Scopes Mrs. Robinson trial, civil rights, and abortion and the women's movement. Prerequisite: same as for 330.

Ms. Jacobs History 105

339 (1) Seminar. American Jewish History 347 (2) Seminar. Comparative History

1 1 Ethnicity, assimilation, and identity: American Topic for 1978-79: A revolutionary era, 1776- lews as a case study. The development of 1830. Similarities and differences of revolution, American Jewish life and institutions since the reform and reaction in Europe and America. The era of mass immigration. Historical and literary ideology of change, the evolution of political evidence will guide explorations into the rela- movements, the role of social class and the tionship betvveen minority and majority cultures emergence of new social and economic realities. and the implications for group identity. Theories Prerequisite: same as for 330. of assimilation and pluralism will be considered Mrs. Preyer within their social contexts. Open by permission of the instructor. 350 (1) (2) Research or Individual Study Not offered in 1978-79. 1 or 2 Open by permission to juniors and seniors. Mr. Auerbach

370 (1-2) Thesis 340 (2) Seminar. Afro-American History 2 to 4 1 Open only to honors candidates. For description and prerequisite see Black Studies 340.

342 (2) Seminar. African History

1 Normally a different topic each year. Directions for Election Prerequisite: same as for 330.

Not offered in 1978-79.

Ms. Mann A wide variety of programs may provide insight into the nature and scope of history as a discipline. Accordingly, the student majoring in his- 345 (1) Seminar. Chinese History I tory is given great latitude in designing a pro- 1 gram of study. The student may elect courses Normally a different topic each year. freely, but should focus eventually upon a spe- Prerequisite: same as for 330. cial field of interest, such as: (1) a particular geo- Not offered in 1978-79. graphic area, nation, or culture; (2) a limited Mr. Cohen time period; (3) a special aspect of history, e.g., social, diplomatic, intellectual; (4) a significant historical problem or theme, e.g., revolution, ur- 346 (2) Seminar. Chinese History II banization, racism. In designing a program, stu- 1 are to consider courses given Topic for 1978-79: Sino-American relations from dents encouraged at MIT and in other departments at Wellesley. the late 19th century to the present. Possible The concept of the major should be discussed topics: U.S. exclusion legislation, the rhetoric with the major advisor, and students should and reality of the Open Door, American intellec- consult with their advisors about changes they tual and cultural influence in the 1920's and may wish to make in the course of the junior 1930's, China and the U.S. as allies during World and senior years. War II, American intervention in the Chinese civil war, McCarthyism and the re-emergence of The colloquia are available to freshmen and anti-Chinese feeling, the Nixon opening, the sophomores without prerequisite. Since collo- problem of Taiwan. quia enrollments are limited, special application Prerequisite: same as for 330. must be made. Incoming freshmen may obtain forms from the class dean, sopho- Mr. Cohen application mores from the Registrar's Office, Green Hall. If

a colloquium is oversubscribed, the instructor will decide which applicants are to be accepted. Students are advised to apply for more than

one, indicating first, second, and third choices if they wish.

Seminars, unless otherwise indicated, are open by permission of the instructor to qualified juniors and seniors. Since enrollments are limited, a student wishing to apply for admission to one 106 Italian

or more seminars must fill out an application blank, available in the department office, Found- Italian ers 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. Professor: Avitabile (Chairman) The general survey courses (100, 101, 102, 103)

and Grade II survey courses in classical (230, Assistant Professor: 231), Asian (271, 272, 273, 275, 276), and Afn- Ellerman»T, Jacoff can (267, 268), history are open to all students without prerequisite. In addition, freshmen and Instructor: sophomores with a strong secondary school Mattii^ background in European history (ancient, medieval, or modern) may elect as a beginning course All courses are conducted in Italian. In all 232, 233, 236, 237, 238, 239, 240, 242, 243. courses except seminars some work may be re- Courses at the Grade I level, however, are quired in the laboratory. strongly recommended for students planning to major in history. Qualified students may be recommended to

spend the |unior year in Italy. See p. 42.

Attention is called to the major in Italian Culture. See Directions for Election and Interde- partmental majors.

100 (1-2) Elementary Italian 2 Development of basic language skills for the

purpose of acquiring contemporary spoken Ital- ian and a reading knowledge useful in the study of other disciplines. A general view of Italian civilization. Three periods.

The Staff

202 (1) Intermediate Italian

1 Emphasis on grammar review, vocabulary enrichment, and development of written and oral expression. Readings, selected for their variety of content and style, will include articles from newspapers and periodicals, short stories, and a contemporary novel. Prerequisite: 100 or the equivalent.

The Staff

205 (2) Contemporary Italy

1 Continued development of language skills through the study of a variety of texts concerning basic aspects of contemporary Italian history, culture, and society such as: fascism and the resistance, the feminist movements, the current political scene, and the crisis in education. Em- phasis on class discussion; frequent oral reports, short papers. Prerequisite: 202.

Mrs. Ellerman Italian 107

207 (2) Significant Moments of the Italian 302 (1)* The Theatre in Italy

Literature of the Middle Ages and the Renais- 1 sance The development of the theatre from its origins

1 to the present time. An introduction to the clas-

An introduction to the Golden Age of Italian lit- sical theatre, the Commedia dell'Arte, the Pas- erature. Study and analysis of selected texts by toral drama; special emphasis on the modern authors such as Saint Francis of Assisi, Dante, theatre and experimental theatre of today. Petrarch, Boccaccio, Machiavelli, and Guicciar- Study of plays by authors such as Machiavelli, dini. Tasso, Goldoni, Pirandello, Betti, and Fo. Prerequisite: 202. Prerequisite: same as for 208.

Mrs. Mattii

(1)* in Italy Through the 208 (1) Italian Romanticism 303 The Short Story

1 Ages An introductory study of the poetry and prose 1 of Foscolo, Leopardi, and Manzoni. A study of short stories by authors such as Boc- Prerequisite: 205 or 207 or permission of the in- caccio, Sacchetti, Bandello, Gozzi, Verga, Cal- structor. vino, and Moravia. Particular attention will be given to the content as a reflection of changing social mores. Prerequisite: same as for 208. 211 (1) Dante in English

1 Not offered in 1978-79. An introduction to Dante and his culture. This Mrs. Ellerman course presumes no special background and attempts to create a context in which Dante's po- 308 (2) The Contemporary Novel etry can be carefully explored. It concentrates 1 on the Divine Comedy and Dante's use of his The study of Italian fiction since 1930 as seen in literary and philosophical sources. The centrality the works by authors such as Vittorini, Pavese, and encyclopedic nature of the comedy make it Pratolini, Volponi, and novelists of the 1970's. a paradigmatic work for students of the Middle Special emphasis on themes related to the liter- Ages. Since Dante has profoundly influenced ary, social, and cultural problems of the postwar some key figures of the 19th and 20th centuries, era. students will find that he illuminates modern lit- Prerequisite: same as for 208. erature as well.

Open to all students. Mrs. Ellerman

Ms. Jacoff 349 (2) Seminar. Literature and Society

1 245 (2) Films and the Novel in Italy The works of one or two writers studied in rela- 1 tion to their historical context. The author(s) will For description and prerequisite see Extra- be chosen according to the interests of the par- departmental 245. ticipants in the course. Open by permission of the chairman. 301 (1-2) Dante 2 The Staff A study of Dante's Divina Commedia and minor works. 330 (1) (2) Research or Individual Study Prerequisite: same as for 208. 1 or 2 Open by permission to students who have com- Ms. Avitabile pleted two units in literature in the department.

370(1-2) Thesis 2 to 4 Open only to honors candidates. 108 Mathematics

Directions for Election Mathematics

Course 100 is counted toward the degree but not toward the major. Course 245 may count toward the major as specified in the course Professor: description. Schafer, Wilcox (Chairman)

Students majoring in Italian are required to take Associate Professor: 207 and are advised to take 301 and 308. Stehney, Shuchat, Shultz Courses in one or more other languages, ancient or modern, art, history, and philosophy, Assistant Professor: are recommended as valuable related work. Wason, Sontag*, Wang, Bekes*, Beers, Students interested in an individual major in Ledbetter, Magid, Criscenti^ Italian Culture are referred to the section in the

Catalogue where the program is described. Lecturer: They should consult with the director of the Ital- Trubek^ ian Culture program.

Instructor: Majors planning to do graduate work in Italian Wolitzer are advised to take at least one unit in French or Spanish literature and to have a reading knowledge of Latin or of a third Romance language. Most courses meet for two periods weekly with a third period every other week.

100 (1) (2) Introduction to Mathematical Thought

1 Topics chosen from areas such as strategies, computers, infinite sets, knots, coloring problems, number theory, geometry, group theory. Courses 100 and 102 are intended primarily as terminal courses; both may be elected. Not open to students who have taken [101], IIS, 150, or the equivalent.

The Staff

102 (1) (2) Applications of Mathematics Without Calculus

1 Introduction to topics such as probability and statistics, matrices and vectors, linear programming, game theory; applications in the biological and social sciences. Courses 100 and 102 are intended primarily as terminal courses; both may be elected. Open to all students.

The Staff Mathematics 109

103 (1) (2) Techniques of Mathematics: 150(1) (2) Colloquium

Precalculus 1

1 For directions for applying see p. 46. Methods of problem-solving; an emphasis on Open by permission to a limited number of development of analytic and algebraic skills freshman and sophomore applicants. necessary for success in studying calculus. The course is designed to maximize substantive suc- Discovery course in mathematics and its applica- cess in mathematics: interaction and close per- tions sonal attention are the rule in class; quizzes are Mathematical reasoning and its applications. A given frequently with virtually unlimited oppor- discussion group in which students discover tunities to retake them. Three 50-minute class mathematical structure in several fields, in- meetings, two optional tutorial sessions weekly. cluding some not often recognized as mathe- Does not count toward the Group C distribution matical in nature. Topics chosen from: network requirement. analysis, mathematics in music and art, graphing Open by permission of the department. and interpretation of data, exponential growth, The Staff computer programming. Especially appropriate for students with an interest in fields requiring

115 (1)(2) Calculus I quantitative reasoning but who might otherwise 1 avoid these fields because of the mathematics Introduction to differential and integral calculus involved. Two 70-minute meetings and another for functions of one variable. Differentiation and 1-2 hour meeting weekly. Mandatory credit/non- integration, with applications to curve sketching, credit. extremal problems, velocities, related rates, and Prerequisite: reasonable knowledge of high areas. school level mathematics. Not open to those Open to all students except those who have who have taken 100 or calculus. taken [108] or [110] or the equivalent. Ms. Schafer, Ms. Beers The Staff

201 (1) Techniques of Intermediate Calculus

116(1) (2) Calculus II 1 1 A nontheoretical development of topics of par- Theoretical basis of differentiation and integra- ticular importance to students interested in ap- tion: limits, continuity, differentiability. Mean plications of mathematics. Topics include: func- Value Theorem, linear approximation, integrabil- tions of several variables, partial differentiation ity. Trigonometnc, exponential, and logarithmic and multiple integration. Linear algebra, matri- functions and their applications in greater depth ces, linear equations, determinants. Ordinary dif- than in 115. Further integration techniques and ferential equations, homogeneous and simple applications. Sequences and series. L'Hospital's nonhomogeneous equations, numerical and

Rule and Improper Integrals. First order differen- power series solutions. Vector valued functions. tial equations. Not to be counted toward the major in math-

Prerequisite: 115 or the equivalent. ematics. Extradepartmental 216 is recommended as a sequel, particularly for majors in the physi- The Staff cal sciences. Prerequisite: 116 or the equivalent.

The Staff

203 (1) Probability and Elementary Statistics 1 Topics selected from the theory of sets, discrete probability for both single and multivanate random variables, probability density for a single continuous random variable, expectations, mean, standard deviation, and sampling from a normal population. Prerequisite: same as for 201. 110 Mathematics

210 (2) Differential Equations 249 (1) Selected Topics

1 1 An introductory course in ordinary differential Normally a different topic each year. equations. Prerequisite: same as for 201. Prerequisite: [207] or 215. Not offered in 1978-79.

215 (1) (2) Linear Algebra and Multivariable 302(1-2) Elements of Analysis Calculus I 1 or 2 1 First semester: Metric spaces; compact, com- Vectors, matrices, determinants, curves, func- plete, and connected spaces; continuous functions of several variables, partial denvatives, gra- tions; differentiation, integration, interchange of dients, vector-valued functions of a vector varia- limit operations as time permits. Second se- ble, applications. mester: Topics such as measure theory, Le- Prerequisite: same as for 201. besque integration, Fourier series, and calculus The Staff on manifolds. One unit of credit may be given for the first semester.

216 (1) (2) Linear Algebra and Multivariable Prerequisite: 216 or both [206] and [208].

Calculus II Mr. Schuchat 1 Vector spaces, including subspaces, indepen- 305 (1-2) Modern Algebraic Theory dence, bases, dimension. Linear transformations, 1 or 2 including range, null space, inverses, represent- First semester: Introduction to groups, rings, ining matrices, eigen values. Line integrals and tegral domains, and fields. Second semester: Green's Theorem. Multiple integrals. Topics chosen from the theory of abstract vec- Prerequisite: 215. tor spaces, Galois theory, field theory. One unit The Staff of credit may be given for the first semester. Prerequisite: same as for 302. 217 (1)* Topics in Mathematics and Economics Ms. Wang, Ms. Beers 1 Applications of calculus and linear algebra to 307 (1)* Topology economic analysis. Topics include: linear and 1 nonlinear programming (optimization), input- Introduction to point-set and algebraic topology. output analysis and game theory. Topological spaces and properties, product spa- Prerequisite: Economics 201 or 202 and Mathe- ces, continuous maps, covering spaces, homot- matics 201 or 215, or permission of the instructor. opy, the fundamental group, and applications.

Not offered in 1978-79. Prerequisite: 302 (1).

Ms. Stehney 218 (2)* Topics in Applied Mathematics

1 309 (1)* Foundations of Mathematics Topic for 1978-79: Mathematical modelling. The 1 course will focus on the process of translating An introduction to foundations of modern math- "real world problems" into mathematical form ematics, including abstract point-set topology, (building a model), analysis of the model, and set theory, cardinal and ordinal arithmetic, and interpretation of the results. The problems dis- the axiom of choice. cussed will be chosen from such areas as public Prerequisite; 302 (1) and permission of the in- planning, demography, economics, energy, ecol- structor. ogy, chemistry, physics, and renewable resource management. Each student will develop a mod- Not offered in 1978-79. el of a significant contemporary problem as part of the course. Calculus and linear algebra will 310 (2) Functions of a Complex Variable be used throughout; probability, differential 1 equations, and computer usage will be intro- Elementary complex functions and their map- duced as needed. ping properties; integration theory; series expan- Prerequisite: 201 or 215. sions of analytic functions.

Prerequisite: 302 (1). Mr. Schultz Ms. Schafer Mathematics 111

349 (2) Selected Topics Directions for Election

1 Topic for 1978-79: Geometric analysis. Material chosen from multilinear algebra, derivatives and A major in mathematics must include 215 and differentials, inverse and implicit functions, the 216 or [206| and [208] as well as 302 (1), 305 (1) exterior and alternating algebras, vector fields and either 302 (2) or 310. Units of AP credit will and flows, manifolds, immersions and submer- not be counted toward the minimum of eight sions, the tangent bundle, the classical theorems units required of majors. Students planning to of analysis from a modern geometric viewpoint elect both units of either 302 or 305 should take (Stokes', Green's, divergence, Cauchy's, determi- both units in the same year. nant as a volume element), orientation, critical Courses 100, 102, 103, 150 and [101] may not points, transversality, Sards's theorem. be counted toward the major. Prerequisite: 302 (1) or 305 (1). Students expecting to do graduate work in Mr. Ledbetter mathematics should elect the second semesters of 302 and 305, and 310 and 349. They are also 350 Research or Individual Study (1) (2) advised to acquire a reading knowledge of one 1 or 2 or more of the following languages: French, Ger- Open to luniors and seniors by permission. man, or Russian.

370 (1-2) Thesis Students who expect to teach at the secondary 2 to 4 school level are advised to elect the second se- Open only to honors candidates who choose to mester of 302 or a course in geometry, and 310. honors research. See Directions for Election. do Majors who may be practice teaching in their

senior year should elect 302 (1-2) or 302 (1) and 310 not later than their junior year. Students are encouraged to elect MIT courses which are not Placement in Courses and offered by the Wellesley College mathematics Exemption Examination department.

All candidates for honors will be required to Students entering with AP scores of 4 or 5 on complete two of the following three courses; the AB Examination, or 3 on the BC Examination 302 (2), 305 (2), and 310. The department offers of the CEEB are eligible for 116; those entering the following options for earning honors in the with AP scores of 4 or 5 on the BC Examination major field: (1) completion of 302 (2), 305 (2), of the CEEB are eligible for 215. 310 and one additional Grade III course, and

two written comprehensive examinations; (2) Examinations for exemption from one or two two semesters of thesis work (370); or (3) par- courses in mathematics to satisfy partially the ticipation in a two-semester seminar and a writ- College requirement in science and mathematics ten examination on the seminar topics. An oral will be offered to students who have been well examination is required in all honors programs. prepared in the subject matter of 115 and 116.

If students pass both 115 and 116 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. 112 Music

106 (2) Afro-American Music Music 1 A survey of Black music in America, its origins,

its development, and its relation to cultural and social conditions. Not to be counted toward the Professor: major in music. Herrmann, Jander»2 Open to all students except those who have taken [107]. Associate Professor: Mr. Carroll Barry (Chairman)

200 (1-2) Design in Music Assistant Professor: 2 Kelly, A. Shapiro^, Proctor A survey beginning with Gregorian chant and concluding with electronic music, with emphasis Lecturer: on live performance and on the incisive analysis Cooke^, Fisk^, CarrolP, Tolkoff^ of scores. Three periods. Prerequisite: 202 or [101]. Instructor in Performing Music: Taylor (organ), Pappoutsakis (harp), Preble Mr. Kelly

(flute), O'Donnell (voice). Plaster (bassoon and

Assistant in Chamber Music), Hartzell (viola da 202 (2) Harmony I gamba and Assistant in the Collegium Musicum), 1 Moran (horn), Linfield (recorder, and Assistant in A continuation of 102. Further development of the Collegium Musicum), Cirillo (violin and Di- reading and listening skills. Figured bass: har- rector of Chamber Music), Arnold (guitar), Fisk monic writing, analysis, and keyboard realiza- (piano), Zaretsky (viola), Moerschel (cello), tion. The study of classical tonal relationships. Cleverdon (harpsichord), Sadovnikoff (forte- Three periods: one lecture and two section piano, piano), Pearson (oboe), Krueger (flute and meetings. baroque flute), Reid (trumpet), L. Shapiro Prerequisite: 102 or [101 (1)]. (piano), Tolkoff (Assistant in Chamber Music) Miss Barry

204 (1) Counterpoint I

1 Writing and analysis of 16th century modal counterpoint. A practical study of the style 100 (1) (2) Style in Music based on two- and three-part vocal models by 1 Dufay, Depres, Lassus, Ockeghem, and Pales- A survey of principal musical styles and forms of trina. Western music, with emphasis on the period Open to students who have taken, or exempt- FHandel) to the turn of the last 1700 (Bach and ed, 102 or [101 (1)]. century (Moussorgsky, Debussy, and Stravinsky). Mrs. Proctor Not to be counted toward the major. Two lectures and one section meeting. 208 (2)* The Baroque Era Open to sophomores, juniors, and seniors who 1 have not taken more than one unit in music, Studies in the music of the 17th and early 18th and to freshmen with permission of the chair- centuries with emphasis on the works of Bach man. and Handel. Not to be counted toward the ma- Mr. Herrmann, Mr. Jander, Mrs. Proctor, jor in music. Normally alternates with 209, 210, Mrs. Shapiro and 214.

Prerequisite: 100, 102, [101 (1)[, or [103]. 102 (1) Introductory Theory Not offered in 1978-79. 1 The fundamentals of musicianship. Development of reading and listening skills. Normally followed by 202. Three periods: one lecture and two section meetings.

Open to all students.

Miss Barry, Mr. Fisk Music 113

209 (2)* The Classical Era 240 (2) Proseminar in Performance

1 1 The development of the principal instrumental Studies in performance and interpretation. Ex- forms of the period: concerto, sonata, string ploration of available repertory, editorial prob- quartet, and symphony, with emphasis on lems, and questions of performance practice in works of Haydn, Mozart, and Beethoven. Not to several historical periods through the perfor- be counted toward the major in music. Normal- mance and analysis of a few representative ly alternates with 208, 210, and 214. works. The study of a common repertory, Prerequisite: same as for 208. shared by the entire class, will be supplemented by individual projects relating directly to the stu- Not offered in 1978-79. dent's own performance interests and needs. Limited enrollment. 210 (2) The Romantic Era Open by consultation and informal audition 1 with the instructor. Main currents in 19th century music: the influ- Prerequisite; 202 or [101]. ence of Beethoven; short lyric forms; the music drama. Not to be counted toward the major in Mrs. Shapiro music. Normally alternates with 208, 209, and

214. 302 (1) Harmony II Prerequisite: same as for 208. 1 The harmonization of melodies. Improvisation Not offered in 1978-79. and elaboration of typical harmonic phrases. A continuation of figured bass studies with empha- 211 (1) The Major Instrumental Forms sis on keyboard realization. Further study in the 1 structure of classical tonality. Three periods. Topic for 1978-79: The concerto. Representative Prerequisite: 202 or [101]. and varied examples of the concerto from the 17th through the 20th centuries, with emphasis Mrs. Proctor on works of Bach, Mozart, Beethoven, Brahms, and Bartok. Not to be counted toward the ma- 303 (1) The Middle Ages and the Renaissance jor in music. 1 Prerequisite; same as for 208. Topic for 1978-79; Renaissance instrumental music-instruments and their use; performance pos- Mr. Jander sibilities; relation of instrumental music to vocal forms and practice. 214 (2) The Twentieth Century Prerequisite: 200. 1 An introduction to contemporary music. Not to Mr. Kelly be counted toward the major in music. Normal- ly alternates with 208, 209, and 210. 304 (2) Counterpoint II Prerequisite: same as for 208. 1 A study of tonal counterpoint through written Not offered in 1978-79. exercises based on examples from the works of will J. S. Bach. Additional study be devoted to 215 (2) Vocal Forms developing an understanding of the role of 1 counterpoint in classical tonal composition. Topic for 1978-79: The opera. The growth of the Prerequisite; 204 and 302. opera as a musical and dramatic form from its beginnings in the early Baroque to the end of Mrs. Proctor the 19th century. Works studied will cover the span from Monteverdi's Orfeo to Puccini's Ld 306 (2) Tonal Analysis Boheme, but particular emphasis will be placed 1 upon the operas of Mozart, Verdi, and Wagner. The normal continuation of 302. A study of the Not to be counted toward the major in music. tonal forms of the 18th and 19th centuries. Prerequisite; same as for 208. Analysis emphasizing musical form as a process in time and tonality. Three periods. Mr. Herrmann Prerequisite: 302.

Mr. Fisk 114 Music

307 (2)* The Opera 320 (1) Seminar. The Twentieth Century

1 1 A study of operatic forms, styles, and traditions Normally a different topic each year. from the time of Mozart to the present. Prerequisite: same as for 303. Prerequisite: 200 or, with permission of the in- Not offered in 1978-79. structor, two Grade II units in the literature of music. 321 (1) Seminar. The Age of Bach and Handel

Not offered in 1978-79. 1 Topic for 1978-79: The Handelian oratorio. A

313 (1) Twentieth Century Analysis and study focusing on the works written in the pe- Composition riod 1738-1744, including Saul, Israel in Egypt,

1 Messiah, and Samson. The English oratorio A study of compositional devices of 20th cen- viewed as music drama and a synthesis of var- tury music through the analysis of selected short ious musical and dramatic forms: Italian opera examples from the literature. Techniques will be and chamber cantata, German church music, reinforced by the composition of solo and small English anthem and ceremonial ode. Special em- ensemble pieces, vocal and instrumental. phasis will be placed on the role of the chorus. Prerequisite: 204 or [203] and 306 or [312], or Prerequisite: 200 and 306. by permission of the instructor. Mr. Hermann Mrs. Proctor

322 (2) Seminar. The Classical Era

314 (2) Tonal Composition 1

1 Topic for 1978-79: A study of the Classical style A study of tonal forms-the minuet, extended as exemplified by the keyboard and chamber song forms, and the sonata—through the com- works of Mozart and Haydn, with special em- position of such pieces within the style of their phasis on problems of performance practice in traditional models. the Classical repertoire. Prerequisite: same as for 313. Prerequisite: same as for 321.

Mrs. Proctor Miss Tolkoff

319 (2)* Seminar. The Nineteenth Century 344 (1) (2) Performing Music

1 1 or 2 Topic for 1978-79: Berlioz, rebel, dramatist, or- Intensive study of interpretation and of ad- chestral genius, and primordial Romanticist. vanced technical performance problems in the Works to be studied inlcude the overtures, dra- literature. One hour lesson per week plus re- matic symphonies. Damnation de Faust, Les quired biweekly performance workshop. Troyens, Requiem, and L'Enfance du Christ. Open to qualified students who have taken 200 Open to students who have taken 200 and who and who meet the qualifications described have taken or are taking 306. under Performing Music: Academic Credit.

Mr. Cooke The Staff

350 (1) (2) Research or Individual Study 1 or 2 Directed study in analysis, composition, or- chestration, or the history o^ music. Open to qualified juniors and seniors by permission.

370 (1-2) Thesis 2 to 4 Open only to honors candidates who choose to do honors research, or an honors project in composition or in performance. See Directions for Election. Music 115

Directions for Election Performing Music

The normal music major sequence is 102, 202, Private Instruction 200, 302, 506, 204, and one of the following: 304, 313, or 314. Beginning with the Class of The Music Department makes arrangements for

1980, two units of Grade III music literature are private instruction in voice, piano, fortepiano, also required. organ, harpsichord, harp, violin (baroque and modern), viola, cello, viola da gamba, flute Students who plan to undertake graduate study (baroque and modern), oboe, clarinet, bassoon, in music should be aware that a knowledge of trumpet, French horn, recorder, lute, and clas- both German and French is essential for work at sical guitar. that level, and a proficiency in Italian is highly desirable. Also of value are studies in European Students who contract for performing music in- history, literature, and art. struction are charged at the rate of $252 for a half-hour private lesson per week throughout Music majors are especially urged to develop the year. An additional fee of $25 per year is their musicianship through the acquisition of ba- charged to all performing music students for the sic keyboard skills, through private instruction in use of a practice studio for one period daily. practical music, and through involvement in the The fee for the use of a practice studio for harp- Music Departments various performing organi- sichord and organ is $35. Performing music fees zations. are payable in advance and can be returned or Training in sight reading, keyboard harmony, reduced only under limited conditions and upon and score reduction is provided without charge the approval of the chairman of the Department to all students enrolled in any Grade II or Grade of Music.

III theory course. All students at Wellesley who take lessons in The department offers a choice of three pro- performing music are required to take or ex-

grams for Honors, all entitled 370. Under Pro- empt 102 or [101 (1)].

gram I (two to four units of credit) the honors Arrangements for lessons in performing music candidate performs independent research lead- are made at the department office during the ing to a thesis and an oral examination. Under first week of the semester. Program II, honors in composition, one unit is elected per semester in the senior year, these Academic Credit units culminating in a composition of substance and an oral examination on the honors work. Music 344 is a special program whereby stu- Prerequisites for this program: 204, 306, dis- dents receive academic credit for work done in tinguished work in 313, and evidence of inde- performing music at Wellesley College. One to pendent work in 314; prerequisite or corequi- four units may be counted toward the degree site: 320. Program III, honors in performance, in- provided at least two units of Grade III work in volves the election of one unit per semester in the literature of music are completed. Music 344 the senior year culminating in a recital, a lecture should ordinarily follow or be concurrent with demonstration, and an essay on some aspect of such courses in the literature of music; not more performance. than one unit may be elected in advance of Prerequisites for Program 111: Music 344 (normal- election of Grade III work in the literature. Only ly two units) in the junior year, and evidence one unit of 344 may be elected per term. that year, through public performance, of excep- first unit of 344 is tional talent and accomplishment. Permission to elect the granted only after the student has successfully auditioned for the department faculty upon the written recommendation of the instructor in performing music. This audition ordinarily takes place early in the second semester of the sophomore or junior year. Permission to elect subse-

quent units is granted only to a student whose

progress in 344 is judged excellent. 116 Philosophy

Performing Organizations Philosophy The following six organizations are a vital exten- sion of the academic program of the Wellesley music department: Professor: The Wellesley College Choir Stadler (Chairman), Putnam The Wellesley College Choir, with approximately 80 members, gives concerts on and off Associate Professor: campus during the academic year, many of Congleton them with men's choirs. Endowed funds provide for at least one joint concert each year accom- Assistant Professor: panied by a professional orchestra. Menkiti, L. Janik*, Flanagan, Chaplin, Winkler The Wellesley Madrigal Singers The Madrigal Singers are a chamber chorus of Visiting Professor; about 25 mixed voices. The organization elects Stavrides^ 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 Plato's Dialogues As an Introduction Collegium enjoy the use of an unusually fine 101 (1) (2) collection of historical instruments: harpsichords, to Philosophy recorders, krummhorns, shawm, violas da gam- 1 An introduction to philosophy through a study ba, baroque violins, baroque and renaissance of Plato's views of the nature of man and socie- flutes, baroque oboe, sackbut, and lute. ty, and of the nature of philosophical inquiry as Separate consort instruction is available in viola found in the early and middle dialogues taking recorder for both beginning and da gamba and Socrates as their central concern. advanced players. Members of such groups are Open to all students. encouraged to take private instruction as well. Mrs. Stavrides, Ms. Congleton The Chamber Music Society The Chamber Music Society, supervised by a 106 (1) (2) Introduction to Moral Philosophy faculty member and assistants, presents three 1 concerts each year, plus a number of diverse, An examination of the methods by which intel- informal programs. ligent moral decisions are made through an examination of the views of several major figures Wellesley College Orchestra The Chamber in the history of moral philosophy. An attempt Wellesley Orchestra is a The College Chamber to develop the capacity to recognize and criti- of student directed organization consisting ap- cally analyze philosophical arguments pertinent proximately 30 members. Its concerts include to the resolution of concrete contemporary works from several periods for small orchestra, issues. with possibilities for solo performance. Open to all students.

The MIT Orchestra Mr. Flanagan Through the Wellesley-MIT cross-registration students the are program, on Wellesley campus 119 (2)* History of Science: Scientific Ideas and eligible to audition for membership in the MIT World Views Symphony Orchestra. Wellesley members of the 1 orchestra often held solo positions. have For description and prerequisite see Extradepart- mental 119. Philosophy 117

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

1 1 For directions for applying see p. 46. For description and prerequisite see Black Stud- Open by permission to a limited number of ies 202. Course alternates with Black Studies freshman and sophomore applicants. 211.

Mr. Menkiti a. Fact, fiction, and philosophy

Scientists, story tellers, and philosophers view 203 (2) Philosophy of Art the world from different perspectives. They 1 seem to see different worlds and use different An examination of some major theories of art modes of expression to communicate what they and art criticism. Emphasis on the clarification of see. In this colloquium students will explore such key concepts as style, meaning, and truth, these different approaches. Appreciation of the and on the nature of judgments and arguments value of these diverse points of view and modes about artistic beauty and excellence. of expression will be encouraged. Open to freshmen who have taken one unit in philosophy, and to sophomores, juniors, and Mrs. Putnam seniors without prerequisite.

b. Darwin, Marx, and Freud: pioneers of modern Mrs. Stadler thought Not offered in 1979-80. An introduction to the thought of three 19th century thinkers who have provided the histori- 204 (1) Philosophy of Language cal framework for the contemporary period. Em- 1 phasis will be placed on their interpretations of An investigation of man as the unique user of human nature and history. A specific interest of language. The relationship of language capacity this colloquium will be the psychological proc- to rationality and morality will also be consid- ess of discovery, the origins of new ideas, and ered. Readings for the first half of the course the process of social acceptance and assimila- will include Whorf, Skinner, Chomsky, Piaget, tion of ideas which may appear to threaten the and Vygotsky; for the second half, Wittgenstein. intellectual establishment. Prerequisite: same as for 203.

Mrs. Chaplin Ms. Congleton

in 200 (1) (2) Modern Sources of Contemporary 206 (1) Selected Problems Moral Philosophy Philosophy 1

1 Focuses on a clarification of the nature of justice A study of the work of Descartes, FHume, and and of moral responsibility as discussed by ma-

Kant. The course is intended to introduce stu- jor modern and contemporary philosophers. Ap- dents to the most influential philosophers of plication to current problems. modern times. Key concepts, terms, and argu- Prerequisite: same as for 203. from the 17th cen- ments used by philosophers Mr. Menkiti tury to the present day will be discussed. The course also provides preparation for more ad- 211 (2) Philosophy of Religion vanced work both in contemporary philosophy 1 and in the history of modern philosophy. An examination of basic problems regarding the Open to all students except freshmen in the first nature of religion, the grounds of religious be- semester. lief, and the character of ritual, with attention to Mr. Flanagan both traditional and contemporary positions. Prerequisite: same as for 203.

Mr. Menkiti "

118 Philosophy

215(1) Knowledge and the Mind 221 (2) History of Modern Philosophy in the 1 Nineteenth Century

An investigation of selected problems in the 1 fields of theory of knowledge and philosophy of A study of the Post-Enlightenment philosophy, mind. Topics for discussion will include: behav- concentrating on the German tradition. Initial iorism and its critics; our knowledge of our own reading of Rousseau and Kant, as heirs of the minds and of others'; human and nonhuman in- Enlightenment, will be followed by study of se- telligence; intention and volition; skepticism, lected texts from Hegel, Schopenhauer, and verification and belief; the scope and limits of Nietzsche. Some attention will also be given to human knowledge. John Stuart Mill and Darwin, and to their place Open to sophomores, juniors, and seniors. in the Victorian climate of thought. Prerequisite: 200 or other previous study of Kant Mr. Flanagan accepted as equivalent by the instructor.

216(1) (2) Logic Mr. Winkler

1 An introduction to the methods of symbolic log- 222 (2)* American Philosophy ic and their application to arguments in ordinary 1 English. Discussion of validity, implication, con- This course will be chiefly devoted to Pragma- sistency, proof, and of such topics as the thesis tism, as both the most influential and most dis- of extensionality and the nature of mathematical tinctively American contribution to philosophy; truth. special emphasis on the works of C. S. Peirce Open to sophomores, juniors, and seniors. and John Dewey. Other topics will be the phil- Not recommended for freshmen. osophical responses of Americans to such social crises as: the revolution, the issue of slavery, Mrs. Putnam and the status of Black Americans. Offered in alternation with 338. 21 7 (2) Philosophy of Science Prerequisite: 200. 1 A course for both science and nonscience ma- Mrs. Putnam jors to increase understanding and appreciation of scientific knowledge and the methods of sci- 226 (1) History of Science: Historical entists. An examination of concepts which phil- Foundations of Twentieth Century Science osophers of science have found to be particu- 1 larly interesting, e.g., explanation, law, theory For description and prerequisite see Extradepart- construction, experiment and observation, truth. mental 226. Examples from the history of science and contemporary science, drawn from both the "hard 249 (1) Medical Ethics and the "soft " sciences. 1 Prerequisite: same as for 203. A philosophical examination of some central problems at the interface between medicine and Mr. Winkler ethics. Exploration of the social and ethical implications of current advances in biomedical re- 220 (1) History of Modern Philosophy from the search and technology. Topics discussed will in- Renaissance to Kant clude psycho-surgery, gender-surgery, genetic 1 screening, amniocentesis, euthanasia. An examination of the origins and development Prerequisite: same as for 203. of modern philosophy, from the Renaissance re- discovery of classical thought, through the Scien- Mr. Monkiti tific Revolution, to the French Enlightenment.

The course will concentrate on close study of 311 (1) Plato major thinkers including Montaigne, Bacon, Pas- 1 cal, Locke, Leibniz, and Diderot. Some attention Intensive study of Plato's thought through de- will also be given to the interaction between tailed reading of selected dialogues. Attention philosophy and other intellectual developments will also be given to the influence of Socrates in the period. and Plato on subsequent philosophy. Prerequisite: 200 or other previous study of Des- Prerequisite: 101 or other study of Plato ac- cartes and Hume accepted as equivalent by the cepted as equivalent by the instructor. instructor. Ms. Congleton Mr. Winkler Philosophy 119

320 (2) Seminar 333 (1) Existential Philosophy and

1 Phenomenology

Topic for 1978-79: Nietzsche. Intensive studies in 1 the philosophy of Nietzsche with some consider- Central themes in contemporary European phil- ation of his position in the history of 19th cen- osophy with special emphasis on the contribu- tury thought. tions of S0ren Kierkegaard, Edmund Husserl, Prerequisite: 200. Martin Heidegger, and Jean-Paul Sartre. Prerequisite: 200. Mrs. Stavrides Mrs. Stavrides

326 (2) Philosophy of Law

1 334 (2) Wittgenstein

A systematic consideration of fundamental is- 1 sues in the conception and practice of law. Such Intensive study of the philosophy of Wittgen- recurrent themes in legal theory as the nature stein, concentrating on the Tractatui Logico and function of law, the relation of law to mor- Philo'^ophicus and the Philosophical Investi- ality, the function of rules in legal reasoning, gations. Some attention to Wittgenstein's intel- and the connection between law and social pol- lectual background and to his place in current icy. Clarification of such notions as obligation, philosophical discussion. power, contract, liability, and sovereignty. Open to qualified juniors and seniors, or by per- Readings will cover the natural law tradition and mission of the instructor. the tradition of legal positivism, as well as such Ms. Congleton contemporary writers as Hart and Fuller. Open to qualified juniors and seniors, or by per- 338 (1)* Equality mission of the instructor. 1 Mr. Menkiti A systematic philosophical examination of an ambiguous social ideal. Critique of traditional at-

327 (2) Seminar. Ideas of Progress tempts to distinguish legal, political, and eco-

1 nomic equality. Clarification of new questions

The aim is to discover what exactly is at issue in raised by current controversies regarding racial discussions of the debts which the arts, sciences, and sexual equality as well as by the notion of and philosophies of the 20th century owe to equality of opportunity. The seminar is intended their respective historical antecedents. The sem- to elucidate the concept(s) of equality; to sub- inar will examine texts in the history of art, sci- ject arguments for and against it to critical scru- ence, and philosophy with a view to clarifying tiny, and to reveal how equality relates to other the measure of agreement between different an- moral and social ideals. Offered in alternation swers to the questions of what progress is and with 222. in or how it is to be assessed. Readings will include Prerequisite: at least one course moral Combrich, Lakatos, and Collingwood. Offered social philosophy or in political theory, or con- jointly with MIT 21.751. sent of the instructor. permission of Open to juniors and seniors by Mrs. Putnam the instructor.

Mrs. Stadler, Mr. Kibel (MIT) 350 (1) (2) Research or Individual Study

1 or 2 Open to juniors and seniors by permission. 328 (1) Problems in Twentieth Century Art and Philosophy 370 (1-2) Thesis 1 2 to 4 Twelve major painters of the last 100 years, only to honors candidates. For alternate from Manet to Olitski, will be studied. Equal em- Open honors programs see Directions for Election. phasis will be given to their stylistic development through a close study of individual paintings and to the critical issues raised by their work especially as these issues relate to the history of Modernist thought. Readings will include writings of the artists themselves, as well as relevant critical and philosophical texts. Offered jointly with MIT 21.753. Open by permission of the instructor.

Mrs. Stadler, Mr. Ablow (Boston University) 120 Physical Education

Directions for Election Physical Education

Philosophy majors are expected to elect courses in at least two of the following fields; (1) logic or the philosophy of science; (2) history of phil- Associate Professor: osophy, ancient or modern; (3) value theory, Vaughan (Chairman) i.e., moral or political philosophy, or the philosophy of art. Students planning graduate Assistant Professor: work in philosophy are strongly advised to elect Burling, Batchelder, Charles, Cochran, Temin courses in all three fields, and, in particular, in logic. Instructor: Earle, Hughes, jannarone. La Peer^, Rappoli, In addition, students ma]oring in philosophy Hansa^, Baraka^, PauP, Nutt^, Samelson^ should develop a special competence either in the work of one major philosopher or in one problem of contemporary concern. Such competence may be demonstrated by passing a course on the Grade III level with an honors grade, by 350 work, or by submitting a substantial paper. 121 (1-2) Physical Education Activities Special arrangements can be made for students The instructional program in physical education with strong interdepartmental interests. is divided into four seasons, two each semester.

A knowledge of Greek, French, or German is To complete the College work in physical edu- desirable. Students planning graduate work in cation a student must earn 8 credit points with- philosophy should acquire a reading knowledge in the first two years. These credit points do not of two of these languages. count as academic units toward the degree, but are required for graduation. Most activities give The department offers the following options for 2 credit points each season, but certain activities earning honors in the major field: (1) writing a give 3 or more credit points. Each activity is di- thesis or a set of related essays; (2) a two-se- vided into skill levels to provide instruction in mester project which replaces the thesis with homogeneous groups. Special fees are charged some of the activities of a teaching assistant; (3) for a few courses and are listed in the course a program designed particularly for students descriptions. More detailed information on spe- who have a general competence and who wish cific course offerings, skill levels, prerequisites, to improve their grasp of their major field by in- and numbers of points may be found in the De- dependent study in various sectors of the field. partment of Physical Education Curriculum A student electing option (2) will decide, in con- Handbook which is sent to entering students sultation with the department, in which course and is distributed to each student prior to regis- she will eventually assist and, in the term pre- tration. The total program of activities offered in ceding her teaching, will meet with the instruc- 1978-79 in very general terms follows. tor to discuss materials pertinent to the course.

Option (3) involves selecting at least two related areas and one special topic for independent study. When the student is ready, she will take written examinations in her two areas and, at the end of the second term, an oral examination focusing on her special topic. Physical Education 121

235 (1) Nineteenth and Twentieth Century (2) Dance Scheduled throughout the second semester

1 For description and prerequisite see Extra- Advanced Life Saving and Aquatic Safety departmental 235. Aerobic Running Ballet

(1) Modern Dance Scheduled throughout the first semester Self Defense Swimming Advanced Life Saving and Aquatic Safety Yoga Aerobic Running Ballet Season 3. Scheduled in first half of second

First Aid semester FHorseback Riding Badminton Modern Dance Cross-Country Skiing Self Defense Dance Swimming Downhill Skiing Fencing

Season 1. Scheduled in first half of first semester Gymnastics Archery Human Performance: Physio-Perspectives Canoeing Individual Exercise Activities Crew Lacrosse: Skills and Conditioning Dance Mask, Fin and Snorkel Field Hockey: The Game Squash Golf Swimming Hiking and Outdoor Study Trampoline Individual Exercise Activities Volleyball Jazz Yoga Mask, Fin and Snorkel Sailing Season 4. Scheduled in second half of second Soccer semester Swimming Archery Tennis Canoeing Volleyball Crew Yoga Dance First Aid

Season 2. Scheduled in second half of first Golf semester Hiking and Outdoor Study Badminton Horseback Riding Dance Individual Exercise Activities Fencing Sailing First Aid Scuba Diving Gymnastics Seminar. Sport in Society Individual Exercise Activities Soccer Jazz Swimming Scuba Diving Tennis Seminar. Sport in Society Yoga Squash Swimming Trampoline Volleyball Yoga 122 Physics

Intercollegiate Program There are opportunities for those who enjoy Physics competition to participate on one of the intercollegiate teams presently sponsored by the department and the Sports Association. Professor: These teams include: Fleming (Chairman), Brown Basketball Crew Assistant Professor: Fencing Ducas, Brecher, Papaefthymiou^ Field Hockey Lacrosse Laboratory Instructor: Sailing Benson^, Roberts^ Squash Swimming and Diving Unless otherwise noted all courses meet for two Tennis periods of lecture and discussion weekly and all Volleyball Grade I and Grade II courses have one three- hour laboratory appointment weekly.

Directions for Election

101 (2) Physics in Perspective

1 Each student is expected to complete a mini- A qualitative overview of the evolution of mum of two seasons a year until Physical Educa- physics, from classical to modern concepts. An tion 121 is completed. A student may elect a introduction to the methodology and language course which is scheduled throughout a se- of physics. Laboratory in alternate weeks. Not to mester, two courses concurrently, or may be counted toward minimum major, or to fulfill choose not to elect a course during some entrance requirement for medical school. seasons. Open to all students. Students should select courses which meet their Not offered in 1978-79. present and projected interests in physical activities. It is hoped that students will gain knowl- Mrs. Brecher edge of the relation of physical activity to the Offered in 1979-80. maintenance of general well-being; that they will achieve a level of ability, understanding, 102 (1)* Physics of Perception and Aesthetics and participation in sports, dance, and/or exer- 1 cise so that they may experience satisfaction Qualitative discussion of some of the physical and enjoyment; and that they will be able to problems arising in psychology, art, and music. swim with sufficient skill to participate safely in Each student will write a final paper applying recreational swimming and boating. physical principles to a particular field of in- A student's choice of activity is subject to the terest. Laboratory in alternate weeks. Not to be approval of the department and the College counted toward the minimum major, or to fulfill Health Services. Upon recommendation of a entrance requirement for medical school.

College physician and permission of the depart- Open to all students. ment, a student may enroll in a modified program.

Students may continue to enroll in physical education after Physical Education 121 is completed. Members of the faculty may elect activities with the permission of the department. Physics 123

103 (2) Contemporary Problems in Physics 106 (2) General Physics II

1 1 Consideration of selected aspects of physics and Electricity and magnetism; wave phenomena physical concepts in their relationship to con- and optics. Biological examples. Two periods temporary societal problems. Topic for 1978-79: weekly with a third period every other week. Physics of whales and porpoises. Various as- Prerequisite: 104 or 105 and Mathematics 115 or pects of these unusual mammals will be ex- [108] or [110|, or by permission to students who plored and viewed in the light of the physical offer physics for admission. Beginning in 1980- principles they embody. Areas covered include: 81, this course will be offered in the first semes- diving, acoustics, and movement through fluids. ter. Each student will write a final paper on a par- Mrs. Brecher, Miss Papaefthymiou ticular topic. Laboratory in alternate weeks. Not to be counted toward the minimum major, or 110 (1) Advanced General Physics to fulfill entrance requirement for medical 1 school. Mechanics, wave motion, optics. Two periods Open to all students. weekly with a third period every other week. Mr. Ducas Open to students who offer physics for admission and have completed Mathematics 115; or permission of the instructor to students 104 (1) Basic Concepts in Physics by who

1 offer no physics and who have completed Math- Mechanics including: statics, dynamics, and con- ematics 116 or (111). A student who successfully servation laws. Introduction to waves. Basic completes 110 is eligible for Grade II work in principles of calculus will be introduced as need- physics. ed. Laboratory appointments in alternate weeks. Miss Fleming Open to all students who do not offer physics for admission and by permission of the instruc- 200 (2) Modern Physics tor to juniors and seniors who offer physics for 1 admission. Beginning in 1979-80 this course will Basic principles of relativity and quantum be offered in the second semester and will have theory, and of atomic and nuclear structure. an additional prerequisite of Mathematics 115. Prerequisite: 106 or 110 and Mathematics 115 or Beginning in 1980-81, 106 will offered in the be [111]. first semester. Mr. Ducas Mr. Ducas, Miss Papaefthymiou

201 (2) Electricity and Magnetism

105 General Physics I (1) 1 1 Fundamental laws of electric and magnetic applications to grav- Elementary mechanics and fields; electric circuits; electric and magnetic itation and planetary motions; introduction to properties of matter. Laboratory includes prac- special topic of classical wave phenomena; a tice in the use of the oscilloscope and other physics, such as thermodynamics; fluids. measuring instruments. Open to students who offer physics for admis- Prerequisite: 106 or 110, and Mathematics 116 sion are not eligible for 110. knowledge and A or [111]. of geometry, trigonometry and elementary cal- Miss Fleming culus IS a prerequisite. Beginning 1979-80 this course will be offered in the second semester and will have an additional prerequisite of Math- 202 (1) Optical Physics ematics 115. Beginning in 1980-81, 106 will be 1 optical phenomena. offered in the first semester. Wave theory as applied to Interference, diffraction, coherence, polarization, Mrs. Brecher dispersion, resolution. Introduction to modern optics including lasers and holography. Prerequisite: same as for 201.

Ms. Brown

216 (2) Mathematics for the Physical Sciences

1 For description and prerequisite see Extradepart- mental 216. 124 Physics

222 (1) Medical Physics 349 (2)* Selected Topics

1 1 Biological applications of physics. Such areas as Advanced topics of mutual interest to faculty mechanics, electricity and magnetism, and ther- and students. Examples: Random signals and modynamics will be investigated. noise; atomic and molecular physics; solid state; Prerequisite: 106 or 110 and Mathematics 115, laser physics; astrophysics. Students will report or permission of the instructor. on topics of special interest. Prerequisite: 321 or special permission. Mr. Ducas The Staff 249 (1)* Selected Topics

1 350 (1) (2) Research or Individual Study Topics selected from areas not covered in the 1 or 2 general physics courses. Normally a different Open by permission to juniors and seniors. topic each year. No laboratory. Prerequisite: 216 or Mathematics 116 or the 370 (1-2) Thesis equivalent, or permission of the instructor. 2 to 4 Open only to honors candidates. Not offered in 1978-79.

Offered in 1979-80.

305 (2)* Thermodynamics

1 laws of kinetic of The thermodynamics; theory Directions for Election gases; statistical mechanics.

Prerequisite: 106 or 110, and one Grade II course; 216 or Mathematics 201 or 215 or [208]. Credit will be given for only one of the follow- Ms. Brown ing courses: 104, 105, 110.

A major in physics should ordinarily include 201, 306 (1) Mechanics 202, 306, 314, and 321. Extradepartmental 216 1 or Mathematics 216 or [208] is an additional re- vector analytical presentation of Newtonian A quirement. One unit of another laboratory sci- mechanics with emphasis on central fields, rota- ence is recommended. tional motion, and small vibrations; Lagrange's equations. A reading knowledge of two of the following languages is desirable for students planning to Prerequisite: 201 or 202; 216; or permission of attend graduate school: French, German, Rus- the instructor. sian. Ms. Brown

314 (2) Electromagnetic Theory

1 Maxwell's equations, boundary value problems, special relativity, electromagnetic waves, and ra- Exemption Examination diation. Prerequisite: 201 and 306 and 216 or Mathemat- ics 215 or [208]. An examination for exemption from Physics 110

Ms. Brown is offered to students who present one admission unit in physics. Students who pass this ex-

321 (1) Quantum Mechanics amination will be eligible for Grade II work in 1 physics. No unit of credit will be given for pass- Introduction to quantum physics: the classical ing this examination. limit, crucial experiments, basic concepts, solutions to the Schrodinger equation; operator for- malism and matrix mechanics; the hydrogen atom; a special topic-such as perturbation theory—if time permits.

Prerequisite: Grade II physics courses; 216 or Mathematics 210; 306 or 314 are strongly recommended.

Mrs. Brecher Political Science 125

Political Science Comparative Politics

204 (1) Political Economy of Development and Underdevelopment

Professor: 1 Evans, Miller, Schechter An analysis of the national and international context of political and economic problems in Associate Professor: Third World countries, with special consider- Stettner (Chairman), Just ation of major explanations of development and underdevelopment. Topics discussed include Assistant Professor: colonialism, industrialization, rural development, Sullivan, Grindle, Paarlberg, Sheppard^ and economic dependency; constraints of political and economic structures on national deci- Instructor: sion-making; and the potential for change. The Krieger, Sanchez-Jankowski^ course will include case studies of specific political systems. Visiting Professor: Prerequisite: one unit in political science, eco- Kanza^ nomics, or European history; open to juniors and seniors without prerequisite.

Mr. Sullivan

205 (1) Politics of Western Europe

1 101 (1) (2) Introduction to Politics A comparative study of democratic politics in 1 Western Europe. The course will focus on politi- Study of political conflict and consensus, or cal development in Great Britain, France, and "who gets what, when, and how." Topics in- Germany and will examine the role of political clude ways in which political systems deal with culture, parties, interest groups, and leaders in problems of leadership, economic development, the political process. Contemporary problems in social and racial inequality. Comparison of dem- civil rights, economics, and European integration ocratic and authoritarian systems, including the will be explored. United States, Great Britain, Nazi Germany, and Prerequisite: one unit in political science or the People's Republic of China. Emphasis on the European history; open to juniors and seniors relationship between political thought, institu- without prerequisite. tions, and policy problems. Readings from Rous- seau, Madison, Mill, Hitler, Marx, Lenin, and Mrs. Just Mao as well as contemporary political analysts. Strongly recommended for all further work in 207 (2) Politics of Latin America political science. 1

Open to all students. An analysis of political and economic problems of Latin America, including alternative explana- The Staff tions of development and underdevelopment in the region. The course will focus on major national problems such as urbanization, rural development and agrarian reform, economic dependency, industrialization and redistribution and explore the political consequences of public policies formulated to deal with these issues. Special consideration given to the political systems of Mexico, Brazil, Peru, Argentina, and Chile. Prerequisite: one unit in political science; by permission to other qualified students.

Ms. Grindle 126 Political Science

209 (1) African Politics 305 (1) Seminar

1 1 An examination of the politics of Africa, with Topic for 1978-79: The military in politics. A special emphasis on relations among African comparative exploration of the role of the mili- countries and between Africa and the rest of tary in the political process. Why and how does the world. Attention will be paid to the prob- the military become involved in politics? What

lems of decolonization, national integration, and are the consequences of its involvement for the to the crisis in southern Africa. society and for the military as an institution?

Prerequisite: one unit in political science: by per- Special attention to military and civilian elite in- mission to other qualified students. teraction, causes of military coups, decision making styles, and policy outcomes in military Mr. Kanza regimes. Case studies drawn from experiences in the U.S., Western Europe, and the Third World. 300 (2) Politics of East Asia Open to juniors and seniors by permission of 1 the instructor. National and international politics of China and .Japan. The People's Republic of China will be Ms. Grindle considered as an experiment in a radical political ideology and a response to the problems of 306 (1) Seminar economic development. Study of Japan will em- 1 phasize contemporary voting behavior and bu- Normally a different topic each year. reaucratic politics. Not offered in 1978-79. Prerequisite: two units in political science or one unit in Asian history.

Mr. Sullivan

301 (1) Politics of the Soviet Union and Eastern Europe American Politics

1 Study of the ideology and political organization of Soviet and Eastern European Communism 200 (1) (2) American Politics since the 1917 Bolshevik Revolution. Topics in- 1 clude theory and practice of Marxism-Leninism The dynamics of the American political process: and Stalinism, internal politics of the Communist constitutional developments, erosion of congres- Party, Soviet education and public opinion, and sional power and the rise of the presidency, im- varieties of socialist democracy in contemporary pact of the Supreme Court, evolution of federal- Eastern Europe. ism, the role of political parties, elections and Prerequisite: two units in political science or interest groups. Emphasis on political values and Russian language and/or history. their influence on both institutions and policies. Analysis of contemporary problems, including Mr. Sullivan, Ms. Mickiewicz political corruption, racial conflict, individual liberties, urbanization, environmental disruption, 304 (2) Studies in Political Leadership inflation, and unemployment. Recommended for 1 further work in American law and politics. Not The interaction of psychology and politics will open to students who have taken [211]. be emphasized in conceptual approaches and Prerequisite: one unit in political science, case studies. Special attention will be given to economics, or American studies, or by permis- U.S. presidents as political leaders and women sion of the instructor. as political leaders. Individual research and student reports. Mr. Schechter, Ms. Grindle, Mr. Sheppard

Open to students who have taken one Grade II unit in international relations, American or comparative politics, or by permission of the instructor.

Miss Miller Political Science 127

210 (1) Voters, Parties and Elections 313 (1) American Presidential Politics

1 1 Analysis of political behavior in America. The Analysis of the central role of the President in role of interest groups and public opinion in pol- American politics, and the development and op- icy issues. Study of voting decisions, political eration of the institutions of the modern presi- campaigns, party organization, and the meaning dency, including the White House staff, the Of- of elections. Special topics include the use of fice of Management and Budget, the Council of media and technology in campaigns, political Economic Advisors, and the National Security alienation, and structural reform. Council. The course will focus on sources of Prerequisite: two units in political science or presidential power and limitations on the chief American history or sociology, or by permission executive, with particular emphasis on congres- of the instructor. sional relations and leadership of the federal bureaucracy. Case studies will be drawn from Mrs. Just recent administrations. Prerequisite: 200, or the equivalent, or by per- 212 (2) Urban Politics mission of the instructor. 1 Introduction to contemporary urban problems. Mr. Paarlberg Analysis of the various perspectives on the nature of urban and suburban problems and poli- 314 (2) Congress and the Legislative Process cies. Evaluation of the formation, implementa- 1 tion, and impact of selected urban policies con- An examination of the structure, operation, and cerning housing, education, race, criminal jus- political dynamics of the U.S. Congress and tice, welfare, finances, transportation. Examina- other contemporary legislatures. Emphasis will tion of trends in national urban policy, intergov- be on Congress: its internal politics, relations ernmental relations, and patterns of political in- with the other branches, and responsiveness to volvement and conflict. Opportunities for group interest groups and the public. The course will and individual field work in the metropolitan analyze the sources and limits of Congressional Boston area. power, and will familiarize students with the in-

Prerequisite: one Grade II unit in American pol- tricacies of lawmaking. itics, two units in American history, sociology, or Prerequisite: 200, or 210, or by permission of economics, or by permission of the instructor. the instructor.

Mr. Sanchez-Jankowski Mr. Sheppard

315 Bureaucratic Politics 310 (2) Political Decision-Making in the United (1) States 1 Analysis of the American federal bureaucracy 1 Analysis of the policy-making process based on with emphasis on the role executive agencies play in formulation and implementation of simulation of decision-making in executive, legis- the policies. Examination of the sources lative, and/or judicial units at different levels of public and strategies of bureaucratic influence. Study of the government in the United States. Eour or five nationally important questions considered with relationships between federal agencies and the Congress, interest groups, and the presidency. all class members playing roles as advocates, witnesses, decision-makers, or analysts; evalua- Prerequisite: 200 or permission of the instructor. tion of role-playing and extent to which relevant considerations are taken into account in reaching decisions.

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

Mr. Schechter 128 Political Science

317(2) Seminar 222 (2) Comparative Foreign Policies

1 1 Topic for 1978-79: Mass media, public opinion, An examination of factors influencing the formu- and the political agenda. Analysis of develop- lation and execution of national foreign policies ment and treatment of contemporary political is- in the contemporary international system. Com- sues in the mass media and the written press. parisons and contrasts between "advanced" and Relevant topics in political behavior will also be "developing" countries will be stressed, especial- explored. How do people learn about politics? ly the varying significance of domestic sources How consistent or mutable are popular opin- of foreign policy in Western and non-Western ions? How does public opinion influence or con- settings. strain democratic leadership? Why are some Prerequisite: one unit in international relations groups more successful than others in gaining or comparative politics. access to the political agenda? Comparison will Mr. Paarlberg be made of the development of issues such as the Viet Nam War, school desegregation, na- 321 (1) The United States in World Politics tional health insurance, and ERA. Each partici- 1 pant will be expected to follow the treatment of An examination of American foreign policy since a contemporary issue in specific media sources. 1945. Readings will include general critiques and Open to juniors and seniors by permission of case studies designed to illuminate both the the instructor. processes of policy formulation and the sub- Mrs. Just stance of policies pursued. Consideration of future prospects and current research strategies.

318 (2) Field Research Seminar in Public Policy Prerequisite: one unit in international relations

1 or permission of the instructor. A seminar combining student internships in gov- Miss Miller ernmental agencies or public interest groups with investigation of a particular area of public 323 (1) The Politics of Economic policy. Emphasis on such topics as health or Interdependence welfare policy. Class sessions will explore sub- 1 stance of the policies, and procedures and struc- A review of political strategies for coping with tures of the different agencies in which interns global economic interdependence. Emphasis on have been placed. the promise and performance of national, re- Open to juniors and seniors by permission of gional, international, and transnational organiza- the instructor. tions, including multi-national corporations, in Mr. Sheppard response to demands for a new international economic order. Global issues discussed will in-

clude food, oil, terms of trade, population, income inequality, and resource depletion. Prerequisite: one unit in international relations or comparative politics. International Relations Mr. Paarlberg

324 (2) International Security 221 (1) (2) World Politics 1 1 War as the central dilemma of international pol- An introduction to the international system with itics. Shifting causes and escalating conse- emphasis on contemporary theory and practice. quences of warfare since the industrial revolu- Analysis of the bases of power and influence, tion. Emphasis on the risk and avoidance of the policy perspectives of principal states, and armed conflict in the contemporary period, the the modes of accommodation and conflict reso- spread of nuclear and conventional military ca- lution. pabilities, arms transfers, arms competition, and Prerequisite: one unit in political science or per- arms control. mission of the instructor. Prerequisite: same as for 321. Miss Miller Mr. Paarlberg

Not offered in 1979-80. Political Science 129

325 (2) Seminar 332 (1) The Supreme Court in American Politics

1 1

Topic for 1978-79: The superpowers-friends and Analysis of ma)or developments in constitutional enemies? An exploration of the dual nature of interpretation, the conflict over judicial activism, the Soviet-American relationship. The perfor- and current problems facing the Supreme Court. mance of the two countries as limited adversar- Emphasis will be placed on judicial review, the ies and partial collaborators will be studied, as powers of the President and of Congress, feder- revealed in their responses to a variety of global al-state relations, and individual rights and liber- issues, including strategic arms, trade, cultural ties. Each student will take part in a moot court exchanges, alliance management, human rights, argument of a major constitutional issue. the role of China, and the Arab-Israeli conflict. Prerequisite; two Grade II units in political sci- Individual reports and a foreign policy game. ence, including one in American politics; or 330; Open to juniors and seniors by permission of or permission of the instructor. the instructor. Mr. Schechter Miss Miller

333 (2) Seminar

1 Topic for 1978-79; Law and social change- emerging constitutional rights of women and racial minorities. Analysis of contemporary legal, Legal Studies political, and administrative issues. Focus on the equal protection clause of the Fourteenth Amendment, and statutes such as Title VII of

330 (1) (2) Law and the Administration of the 1964 Civil Rights Act. The seminar will ex- Justice amine the role of interest groups, political 1 leaders, bureaucrats, and judges in conflicts such Fundamentals of the American legal process, in- as employment discrimination, affirmative action cluding development of common law, courts programs, school segregation, housing for the and judges, civil and criminal proceedings, con- poor and racial minorities, welfare rights. sumer rights and duties, criminal liability, in- Prerequisite; 332 or the equivalent and permis- teraction of law and politics, limits of a legal sion of the instructor. system, some comparison with Civil Law Sys- Mr. Schechter tem. Legal research and moot court practice. Recommended for further work in legal studies. 334 (2) The Criminal Justice System Prerequisite; two Grade II units in political sci- 1 ence or related disciplines; and by permission of An examination of how the criminal justice sys- the instructor to sophomores. tem works, considering the functions of police, Miss Evans prosecutor, defense counsel, and court in the processing of criminal cases; uses of discre-

331 (1) International Law tionary power in regard to international and na-

1 tional rendition of fugitive offenders, arrest, bail,

The law applicable to the relations of States, in- plea bargaining, and sentencing; changing per- ternational organizations, and individuals in the ceptions of the rights of offenders and victims; international community, considering law-mak- current problems in criminal law. Legal research ing processes, settlement of public and private and moot court practice. disputes, national claims to marine areas, con- Prerequisite; 330 or permission of the instructor. trol of international terrorism, nationality and Miss Evans alienage, regulation and protection of foreign trade and investments, revision of laws of war. Legal research and moot court practice. Open to students who have taken 330 or two units in international relations, or by permission of the instructor.

Miss Evans 130 Political Science

Political Theory and Methods 249 (2) Political Science Laboratory 1 The role of empirical data and the use of the 240 (1)* Classical and Medieval Political Theory computer in the study of comparative politics,

1 public opinion, and political behavior. Frequent Study of selected classical, medieval, and early exercises introduce students to topics in descrip- modern writers such as Plato, Aristotle, Cicero, tive statistics, probability and sampling, ques-

St. Augustine, St. Thomas Aquinas, Machiavelli, tionnaire design, cross tabulation; tests of sig- Luther, Calvin, and Hooker. Views on such ques- nificance, regression, correlation and modeling. tions as nature of political man; interpretations Emphasis is on concepts in data analysis. No of the concepts of freedom, justice, and equali- previous knowledge of mathematics, statistics, ty; legitimate powers of government; best polit- or computing is required. ical institutions. Some attention to historical con- Prerequisite: one Grade II unit in political text and to importance for modern political an- science or permission of the instructor. alysis. Offered in alternation with 340. Mrs. Just Prerequisite: one unit in political science, philosophy, or European history. 340 (1)* American Political Thought

Not offered in 1978-79. 1 Examination of American political writing, with Mr. Stettner emphasis given to the Constitutional period. Offered in 1979-80. Progressive Era, and to contemporary sources.

Questions raised include: origins of American in- 241 (2) Modern Political Theory stitutions, including rationale for federalism and 1 separation of powers, role of President and Con- Study of political theory from the 17th to 19th gress, judicial review, etc.; American interpreta- centuries. Among the theorists studied are tions of democracy, equality, freedom and jus- Hobbes, Locke, Hume, Rousseau, Burke, Mill, tice; legitimate powers of central and local gov- Hegel, Marx, and Nietzsche. Views on such ernments. Attention paid to historical context questions as the nature of political man; inter- and to importance for modern political analysis. pretations of the concepts of freedom, justice, Offered in alternation with 240. and equality; legitimate powers of government; Prerequisite: Grade II work in political theory, best political institutions. Some attention to American politics, or American history, or by historical context and to importance for modern permission of the instructor. political analysis. Mr. Stettner Prerequisite: one unit in political science, philosophy, or European history. Not offered in 1979-80.

Mr. Stettner 341 (2) Issues and Concepts in Political Theory

1 242 (1) Contemporary Political Theory Study of such political concepts as freedom, jus- 1 tice, equality, democracy, power, revolution, Study of selected 20th century political theories, civil disobedience, and political obligation. Dis- including Marxism-Leninism, Social Democracy, cussion of related issues, including implications Fascism, Neo-conservatism. Attention will be for political systems of adopting these concepts paid to theories leading to contemporary ap- and problems which result when these values proaches to political science, including elite conflict with one another. Emphasis on contem- theory, group theory, functionalism, and theo- porary political problems and sources. ries of bureaucracy. Prerequisite: two Grade II units in political sci- Prerequisite: one unit in political theory; 241 is ence, philosophy, or intellectual history, or by strongly recommended. permission of the instructor. Mr. Krieger Mr. Krieger Political Science 131

349 (1) Seminar Directions for Election

1 Topic for 1978-79: An examination of selected topics in Marxist political thought. Emphasis on A major in political science may be broad in

Marx's theories of alienation and ideology, and scope, or it may have a special focus, e.g., met- on Lenin's additions to, and alterations of, Marx- ropolitan regional problems, environmental poli- ist thought. Some attention to contemporary So- tics, area studies, international politics, legal viet and Chinese ideological formulations. problems of minorities, political ethics. Political Open to juniors and seniors by permission of Science 101, which provides an introduction to the instructor. the discipline of political science, is strongly recommended for students planning to major. The Mr. Krieger department offers courses, seminars, and research or independent study in five fields: 350 (1) (2) Research or Individual Study American politics, comparative politics, interna- 1 or 2 tional relations, legal studies, political theory Individual or group research of an exploratory and methods. Of the eight units comprising a or specialized nature. Students interested in in- minimum major, two units must be taken in dependent research should request the assis- each of three of these five fields. At least three tance of a faculty sponsor, and plan the project, of these six distribution units must be taken in readings, conferences, and method of examina- the Department of Political Science at Wellesley. tion with the faculty sponsor. Units taken at another institution in order to ful- Open to juniors and seniors by permission. fill the field requirement must be approved by the department. 370 (1-2) Thesis 2 to 4 Graduate work in political science leading to the Open only to honors candidates. Ph.D. usually requires a reading knowledge of two foreign languages and, for many specialties, a knowledge of statistical techniques or an introduction to the calculus.

Students participating in the Wellesley Wash- ington Summer Internship Program or the Wellesley-MIT Course Exchange Wellesley Urban Politics Summer Internship Pro- gram may arrange with the respective directors to earn credit for independent study. Course for 1978-79: To be announced. The experimental exchange of faculty and courses between the political science departments of Wellesley and MIT will be announced. 132 Psychology

207 (1) (2) Child Development Psychology 1 Behavior and psychological development in infancy and childhood. Theory and research per- taining to personality, social, and cognitive de- Professor: velopment are examined. Three periods of lec- Zimmerman, Dickstein ture, discussion, demonstration, and observation of children. Associate Professor: Prerequisite: 101. Furumoto, Schiavo (Chairman) Mrs. Clinchy, Ms. Sheingold

Assistant Professor: 207R (2) Research Methods in Developmental Clinchy, Finison^, Rierdan, Koff», Sheingold, (1) Psychology Schwartz, Wolf, Littenberg^, Bradner^ 1 An introduction to research methods appropri- Assistant Visiting Professor: ate to the study of human development. Indivi- Kleinke dual and group projects. Laboratory. Each section typically limited to twelve students. Instructor: Not open to students who have taken or are Pillemer^ taking 210R or 212R. Prerequisite: 201 and 207. Lecturer: Stiver^ Mrs. Clinchy, Ms. Sheingold

Assistant: Research 210 (1) (2) Social Psychology Eister 1

The individual's behavior as it is influenced by Teaching Assistant: other people and the social situation. Study of O'Brien social influence, interpersonal perception, social evaluation, and various forms of social interaction. Three periods of lecture, discussion, and demonstration. Prerequisite: 101.

Mr, Schiavo, Mr. Kleinke 101 (1) (2) Introduction to Psychology 1 21 OR Research Methods in Social Psychology Study of selected research problems from areas (2) 1 such as personality development, learning, cog- An introduction to research methods appro- nition, and social psychology to demonstrate priate to the study of social psychology. Indi- ways in which psychologists study behavior. vidual and group projects on selected topics. Open to all students. Laboratory. Each section typically limited to Miss Zimmerman, Mrs. Bradner, Mr. Pillemer twelve students. Not open to students who have taken or are taking 207R or 21 2R. 201 (1) (2) Statistics Prerequisite: 201 and 210. 1 Mr. Kleinke The application of statistical techniques to the analysis of psychological data. Major emphasis Personality on the understanding of statistics found in pub- 212(1) (2) 1 lished research and as preparation for the stu- Selected theories of personality as applied to dent's own research in more advanced courses. the normal individual. Some emphasis on rela- A considerable part of the course will be devot- tion of theories to selected topics and/or case ed to laboratory exercises in and out of class. studies. Three periods of combined lecture-laboratory. Prerequisite: 101. Additional optional periods may be arranged for review and discussion. Mr. Dickstein, Ms. Rierdan, Mr. Schwartz Prerequisite: 101.

Mr. Finison, Mr. Kleinke Psychology 133

21 2R (1) (2) Research Methods in Personality 219 (1) Learning

1 1 An introduction to research methods appropri- Conditioning, verbal learning, and memory will ate to the study of personality. Individual and be discussed. There will be an emphasis on in- group projects. Laboratory. Each section typical- class exercises demonstrating principles of learn- ly limited to twelve students. Not open to ing and a consideration of their relevance to students who have taken or are taking 207R or everyday learning situations. 210R. Prerequisie: 101. Prerequisite: 201 and 212. Ms. Furumoto Mr. Dickstein, Ms. Rierdan, Mr. Schwartz

220R (1) Research Methods in Experimental

215 (2) Comparative Psychology Psychology

1 1 Study ot the behavior of a variety of animal An introduction to research methods employed species to provide insight into basic psycholog- in experimental psychology including the fields ical processes and behavior patterns such as of learning, information processing, animal be- learning, cognition, communication, conscious- havior, and cognition. Group and individual proj- ness, courtship, mating behavior, and parenting. ects. Opportunity for student selection of an ap- Course will include laboratory and field observa- propriate independent project. Laboratory. tions. Prerequisite: 101 and 201 (201 may be taken Prerequisite: 101. concurrently); and 216 or 217 or 218 or 219 or 245. Ms. Furumoto Ms. Furumoto

216 (2) Psycholinguistics

1 245 (1) Neuropsychology Consideration of psychological theories of lan- 1 guage, including such topics as origins and evo- Study of the structure and function of the ner- lution of language, animal communication, lan- vous system with particular emphasis on the guage acquisition, biological basis of language, brain. Normal and pathological relationships be- and the relation between language and thought. tween brain processes and such aspects of hu- Prerequisite: 101. man behavior as motivation, consciousness, memory, learning, and language will be consid- Ms. Wolf ered. Readings will include human experimental and clinical studies and relevant animal studies. 217 Cognitive Processes (1) Prerequisite: 101. 1 Examination of basic issues and research in hu- Not offered in 1978-79. man information processing, including topics from attention and pattern recognition; memory 300 (1) (2) Seminar and conceptual processes; judgment, reasoning, 1 and problem-solving. Study of the Keller Plan method of learning and Prerequisite: 101. teaching, which permits a student to move through course material at her own pace. Semi- Ms. Wolf nar members construct materials for the Keller Plan portion of 101, act as Keller advisors to 101 218 (2) Sensation and Perception students for five weeks, and later evaluate the 1 Keller Plan work. Advantages and disadvantages Survey of theoretical and experimental ap- of Keller Plan learning; some comparison of Kel- proaches to selected topics in sensation and ler Plan and other innovative teaching programs perception, including sensory receptor proces- in colleges. ses; auditory and visual perceptual phenomena; Open by permission of the instructor to stu- perceptual learning and adaptation; influence of dents who have taken 101. the social and personal variables. Prerequisite: 101. Miss Zimmerman

Ms. Wolf 134 Psychology

301 (1) (2) Seminar 309 (1) (2) Abnormal Psychology 1 1 The role of sex-typing in childhood socialization. Consideration of major theories of neurosis and The development of sex-role behaviors, stan- psychosis. Illustrative case materials. Selected dards, and identifications will be considered, issues in prevention and treatment of emotional with emphasis upon the processes through problems. which sex-typed behaviors are socialized. Open to juniors and seniors who have taken

Open by permission of the instructor to juniors two Grade II units, including 212. and seniors who have taken two Grade II units, Ms. Rierdan, Mrs. Stiver including 207.

Not offered in 1978-79. 310 (2) Seminar

303 (2) The Psychological Implications of The acquisition of schizophrenic behavior. A Being Female definition of "schizophrenia" will be attempted

1 through consideration of theoretical models, Consideration of some of the changing patterns case studies, and autobiographical reports. Dif- in the behavior of women, including literature in ferent approaches to explaining the acquisition the area of sex differences. Some of the follow- of schizophrenia, as well as strategies for the ing topics will be examined: theoretical formula- change of schizophrenic behavior, will be con- tions of the psychology of women; female sexu- sidered. ality; men's liberation; results of research on sex Open by permission of the instructor to juniors differences in humans and animals; social deter- and seniors who have taken two Grade II units, minants of sex-stereotyped behavior. including 212. Open to juniors and seniors who have taken Ms. Rierdan two Grade II units and by permission of the instructor to other qualified students. 311 (2) Seminar. Social Psychology

Ms. Littenberg 1 Psychological study of family interaction. Ap-

306 (1) Special Topics in Personality plication of social psychological variables and 1 small group theories to the study of the internal

Topic for 1978-79: States of consciousness. An processes of family interaction. Topics will in- examination of various conceptual and empirical clude power, decision-making, coalition forma- issues in consciousness study. Topics considered tion, conflict resolution, and privacy. The ap- will include sleep and dreams, hypnosis and the proach will consider both marital interaction and induction of dissociated states, biofeedback, processes involving the family as a unit. Some childhood states of consciousness, the uncon- consideration given to the research methods scious, psychotic and hallucinogenic states, used to study family interaction. drug-induced states, and cross-cultural and psy- Open by permission of the instructor to juniors chotherapeutic concerns. and seniors who have taken two Grade II units, Open to juniors and seniors who have taken including 210. two Grade II units and by permission of the in- Mr. Schiavo structor to other qualified students.

Mr. Schwartz 312 (2) Seminar

1 307 (1) Adolescence Topic for 1978-79: Psychology of death. An ex- 1 amination of the psychological meaning of Consideration of physical, cognitive, social, and death to the individual. Topics to be covered personality development during adolescence. will include acquisition of the concept of death, Emphasis will be on recent research. antecedents and correlates of individual differ- Prerequisite: same as for 303. ences in concern about death, psychological processes in dying persons and their relatives, Mrs. Bradner and the psychology of grief and mourning. Open by permission of the instructor to juniors

and seniors who have taken two Grade I! units.

Mr. Dickstein Psychology 135

313 (2) Seminar 327 (2) Seminar. Child Development

1 1 Group psychology. Studies everyday interaction Topic for 1978-79: Infancy. An examination of of individuals in groups. Introduction to practi- the infant's cognitive and social development cal-theoretical problems of leadership, group from the perspectives of contemporary theory, formation and organization, participation and in- research, and longitudinal experience with intervention. Readings, demonstrations, and in- fants. Students will visit the home of a family struction in systematic observation of behavior, with an infant each week and will record obser- interpretation of motivation, and conceptualiza- vations of that infant's development. This field tion of individual personalities and group dy- experience will inform the class discussions of namics. selected issues in the psychological study of the Open by permission of the instructor to juniors infant. and seniors who have taken two Grade II units, Open by permission of the instructor to juniors including 210. and seniors who have taken two Grade II units, including 207. Not offered in 1978-79. Ms. Sheingold

317 (1) Seminar. The Psychology of Reading 1 328 (1) Seminar An examination of the skills and techniques 1 used by an individual when reading. Topics Topic for 1978-79: The family and family ther- considered will include learning to read, apy—focus on learning how to observe and ana- methods of teaching, reading disabilities, and lyze interpersonal and intrapsychic data from a reading problems encountered by bilingual family system's point of view. Each seminar speakers and speakers of a dialect. member will be part of a "simulated" family that Open by permission of the instructor to juniors will meet on a weekly basis. Differences be- and seniors who have taken two Grade II units tween family and individual treatment ap- and by permission of the instructor to other proaches will be discussed. qualified students. Prerequisite: same as for 310.

Ms. Wolf Not offered in 1978-79.

318 (2) Seminar. Brain and Behavior 330 (1) Seminar

1 1 Selected topics in brain-behavior relationships. Topic for 1978-79: Self-perception. We will study Emphasis will be on the neural basis of the high- how we learn about ourselves through aware- er-order behaviors. Topics will include language, ness of our bodily states and behavior. Research perception, learning, memory, hemispheric spe- on self-perception of bodily states has implica- cialization, and sex differences in lateralization. tions for how we learn to recognize thirst and Open by permission of the instructor to juniors hunger, the conditions under which we experi- and seniors who have taken two Grade II units, ence emotions such as romantic love, guilt, and including either 216 or 245. anger, and methods we can use to deal more effectively with anxiety and pain. Research on Not offered in 1978-79. self-perception of overt behaviors has implications for such issues as how we develop atti- 325 (1) History of Psychology tudes, why we experience our actions as being 1 under internal or external control, our reactions The history of selected topics and issues in to success and failure, and methods for gaining psychology with an emphasis on the analysis of more control over our lives. primary sources. The field of psychology will be Prerequisite: same as for 317. analyzed as a developing science. There will also be discussion of current issues in the Mr. Kleinke historiography of psychology. Open to juniors and seniors who have taken 101.

Not offered in 1978-79. 136 Psychology

335 (2) Seminar. Experimental Psychology Directions for Election

1 Topic for 1978-79: New experimental approaches to old psychological problems. An ex- A major in psychology must include 101; one of amination of recently developed theories and the following: 207, 210, 212; one of the follow- techniques from the field of experimental psy- ing: 215, 216, 217, 218, 219, 245; and 201. chology currently being applied to the problem The department offers four research courses: of self-control and the management of depres- 207R, 210R, 212R, 220R. A major in psychology sion and addictions. Each student will have the must include at least one of these. However, no opportunity to design and carry out a behavioral more than one of 207R, 210R, 21 2R may be self-control project. elected. It is possible to elect 220R in addition Prerequisite; same as for 312. to one of the other R courses. Ms. Furumoto The department recommends that students plan a program in which 201, the research course, 340 (1) Seminar. Applied Psychology and preferably all Grade II requirements are 1 completed as early in the program as possible Application of psychological research and prin- and no later than the end of the junior year. ciples to understanding occupations, work, and unemployment. Various work environments will be studied in terms of their consequences for psychological stress and health. Mechanisms for coping with psychological stress in the work situation will be explored. Prerequisite: same as for 317.

Mr. Finison

345 (1) Seminar. The Psychology of Thinking

1 An inquiry into the processes of human thinking with major emphasis on empirical studies. Top- ics to be covered will include inductive and de- ductive reasoning, problem solving, creative thinking, sex differences, and the role of personality variables in intellectual functioning. Prerequisite: same as for 312.

Not offered in 1978-79.

349 (1) Children and Media

1 Exploration of children's "productions" in and understanding of a variety of media: e.g., art, music, television, books. We will ask whether

children's general symbolic ability is reflected

similarly in all media or whether the particular medium affects what children can do and understand. These issues will be related to general developmental theories. Prerequisite: same as for 317.

Ms. Sheingold

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

370(1-2) Thesis 2 to 4 Open only to honors candidates. Prerequisite: any one of the following: 207R, 210R, 212R, 220R. Religion and Biblical Studies 137

108 (1) (2) Introduction to Asian Religions Religion and 1 An introduction to the major religions of India, Biblical Studies Tibet, China, and Japan with particular attention to universal questions such as how to overcome the human predicament, how to perceive the

ultimate reality, and what is the meaning of Professor: death and the end of the world. Materials taken Denbeaux, Johnson (Chairman) from Islam, Hinduism, Buddhism, Confucianism, Taoism, and Shinto. Comparisons made, when Assistant Professor: appropriate, with Hebrew and Christian Scrip- Hanson, Levenson, Kodera, Marini^ Elkins^ tures. Open to all students.

Lecturer: Mr. Kodera Santmire

109 (1-2) Elementary Hebrew 2 A systematic introduction to the grammar of the Hebrew language, with attention to oral and written expression. Preparation for the reading 104 (1) (2) Introduction to the Hebrew Bible of religious texts from all periods. No previous 1 acquaintance with Hebrew assumed. A critical study of the Hebrew Bible (Old Testa- Open to all students. ment) from a variety of perspectives-as a cultural expression of the ancient Near East, as a Mr. Levenson source for the history of Israel, and as the record of the evolving religious tradition of the Is- 110(1) The Phenomenon of Religion raelites. Attention to this tradition as the matrix 1 of Christianity and Judaism. Emphasis upon the An inquiry into the basic elements of human re- world views and literary craft of the authors. ligiousness. The role of ritual, sacrifice, commu-

Open to all students. nity, sacred time and space, religious experience, and sacred texts in the human encounter Mr. Denbeaux, Mr. Levenson with the holy. Readings illustrating these dimensions of religion across cultures and through 105 (1) (2) The Person and Message of Jesus time, with special attention to tribal and new 1 cultic religions. The life and message of Jesus of Nazareth, Open to all students. based on recent historical critical research of the Gospel record. A consideration of the relation Mr. Johnson, Mr. Marini between historical knowledge about Jesus and the faith of the early church in him with par- 150(1) Colloquia ticular attention to the synoptic Gospels. 1

Open to all students. For directions for applying see p. 46. Open by permission to a limited number of Mr. Hanson freshman and sophomore applicants.

107 (1) (2) Crises of Belief in Modern Religion a. Gandhi and nonviolence 1 Religious and antireligious thinkers from the En- Inquiry into the origins of Gandhi's philosophy lightenment to the present. An examination of of nonviolence as a means of passive resistance the impact of the natural sciences, social theory, and Its influence on later figures. Readings in psychology, and historical method on traditional Gandhi, Tolstoy, Thoreau, Bonhoeffer, M. L. religion. Readings in Hume, Darwin, Teilhard de King, Jr., and Cesar Chavez. Chardin, Marx, Reinhold Niebuhr, Freud, Tillich, and others. Not offered in 1978-79. Open to all students. Mr. Kodera Mr. Johnson, Mr. Santmire e. Martin Luther and the Protestant Reformation.

For description and prerequisite, see History 150 (1)e. 21

138 Religion and Biblical Studies

203 (2) The Ancient Near East: An Introduction 208(1) Ethics

1 1 A discussion of the earliest civilizations which An inquiry into the nature of values and the are basic to western thought, focusing on the methods of moral decision-making. Examination cultural history and especially the literature of of selected ethical issues including professional Egypt, Mesopotamia, Syna, and Canaan. Read- morality, violence and oppression, sexism, social ings include Enuma Elish, Gilgamesh, the Code justice and revolution, and personal freedom. In- of Hammurabi, the Baal cycle, the Keret and troduction to case study and ethical theory as Aqhat epics, and various hymns, omens, letters, tools for determining moral choices. treaties, chronicles, and royal inscriptions. Open to all students.

Closes with a discussion of the relationship of Is- Mr. Marini, Ms. Elkins rael to its environment.

Open to all students. 209 (1-2) Intermediate Hebrew Mr. Levenson 2 A rigorous review of Hebrew grammar with

204 (1)* Christian Beginnings in the Hellenistic readings in biblical and rabbinic texts and mod- World ern religious literature. Practice in the devel-

1 opment of oral competence. A study of the emergence of the Christian Prerequisite: 109 or permission of the instructor. with special emphasis upon those movement Mr. Levenson experiences and convictions which determined its distinctive character. Intensive analysis of 210 (1) Psychology of Religion Paul's thought and the significance of his work 1 in making the transition of Christianity from a An examination of psychological studies of re- Jewish to a Gentile environment. ligion from a variety of theoretical perspectives. Prerequisite: 105. Readings in authors such as William James, Sig- Mr. Hanson mund Freud, C. G. Jung, Erich Fromm, and Erik Erikson.

205 (2) The Prophetic Institution in Biblical Open to all students. Israel Mr. Johnson 1

A study of the institution of prophecy in its liter- 21 (2) Religion and the Human Life Cycle ary, historical, sociological, and theological set- 1 tings. A discussion of ecstatic experience and The formative role of religion in the critical spirit-possession in general and in the ancient episodes of human development: birth, puberty, Near East, followed by a careful reading of all marriage, and death. Readings in the religious the prophetic anthologies in the Hebrew Bible in rituals of sacred traditions, together with rele- an effort to understand the world-views of the vant psychological, philosophical, and theolog- prophets and their function within Israelite ical texts. society. Open to all students. Prerequisite: 104. Mr. Johnson Not offered in 1978-79.

Mr. Levenson 21 (2) Sociology of Religion

207 (2) New Testament Greek For description and prerequisite see Sociology 1 212. Special features of Kuine Greek. Readings from

New Testament authors. 215 (1) Pilgrimage. The Search for Meaning

Prerequisite: Greek 102. 1 A study of various journeys, mostly autobio- Mr. Hanson graphical, as portrayed in Wiesel's Night, Hesse's Siddhartha, Krosinski's Thv Painti'd Bird, Castenada's luurney to Ixtlan, Bellow's Hender- son the Ram King, The Autobiography of Mal- colm X, Lagerkvist's Barabbas, and Ellison's The Invisible Man.

Open to all students.

Mr. Denbeaux Religion and Biblical Studies 139

216 (1) Classical Christian Theology 224 (1) Male and Female in Contemporary 1 Christian Thought

Basic ideas and fundamental controversies in 1 Christian thought from its origins in the Greco- An analysis of the feminist critique of traditional Roman world through its culmination in 13th Christian theology, beginning with Mary Daly's century scholasticism. Writings of influential Beyond Cud the Father, read in comparison thinkers, especially Augustine, Anselm, and with modern expression of the tradition, such as Thomas Aquinas, addressing central questions, Karl Barth's The Humanity ol Cod Discussion of such as the nature and purpose of Christ; the contested contemporary questions such as male relationship between humans and the divine; and female in Genesis 1 and 2, Paul's view of ideas of good and evil, reason and revelation, men and women, misogyny in the Church Fath- and orthodoxy and heresy. Offered in alternate ers, masculine and feminine images of God, the years only. lordship of Christ, the role of Mary, the Church

Open to all students. as hierarchy, women as priests, submission \n marriage, and sexual morality. Ms. Elkins Open to all students.

218 (1) Religion in America Mr. Santmire 1

A study of major ideas, institutions, and events 232 (2) Religious Autobiography in American religions from the colonial period 1 to the present. Introduction to the principal Personal accounts, historical and contemporary, ways Americans have interpreted religious reali- of the perennial human quest for meaning. ty and the historical impact of these ideas on Works include Augustine's Con/ess;ons, Merton's society and culture. Readings in central thinkers Seven Storey Mountain, Teresa's Autobiography, including the Puritans, Jonathan Edwards, Ralph Hammarskjold's Markings, Pascal's Pensees, and Waldo Emerson, and Mary Baker Eddy as well Julian of Norwich's Revelations. Readings con- as primary sources from Native American, Black, sidered in their historical context and as endur- Catholic, Jewish, and Pentecostal traditions. ing expressions of religiousness.

Open to all students. Open to all students.

Mr. Manni Ms. Elkins

219 (2) Religion and Politics in America 233 (1) The Renaissance and Reformation, 1300

1 to 1600 A study of religious beliefs, institutions, and 1 symbols in the political culture of the United For description and prerequisite see History 233. States. Case studies and theoretical readings in selected topics, including religion and the Con- 242 (2) Christianity in the Arts stitution, the ideological functions of religion, 1 politics and symbolic drama, religious identity A study of the Christian tradition as expressed and the electoral process, religious radicalism through the arts. Case studies of fine arts, litur- and political dissent, and civil religion. gy, and music in theological and historical con-

Open to all students. text. Examples from the Ancient Mediterranean church, monasticism, Byzantium, 16th century Not offered in 1978-79. Rome, the Reformation, Latin American Cathol- Mr. Marini icism, and the Shakers. Open to all students.

221 (2) American Catholic Studies Ms. Elkins, Mr. Marini 1 Selected issues from the development and present life of the Roman Catholic Church in Amer- ica examined from histoncal, social, and theological perspectives.

Open to all students.

Not offered in 1978-79.

Ms. Elkins 140 Religion and Biblical Studies

251 (1)* Hindu Religion and Culture 255 (2)* Japanese Religion and Culture

1 1

An exploration of major issues in the religious Constancy and change in the history of Japan-

history and culture of India from the Indus Val- ese religious thought and its cultural and literary ley Civilization of 3000 B.C., through the Aryan expressions. A consideration of Japanese indebt- and Muslim invasions, to the modern Hindu re- edness to, and independence from, China, as- vival in response to European domination. Top- similation of the West and preservation of in- ics including fertility and asceticism, Brahmanic digenous tradition. Topics including Shinto, ritual, caste system and ideal womanhood, Japanese Buddhism and its arts, Neo-Confucian-

yoga, nonviolence, devotion to Shiva and ism and nationalism. Christian impact and fail- Vishnu, Sikhism, and the Hindu influence on ure, and modern Japanese thought. Offered in

western thinkers (e.g., Thoreau, M. L. King, Jr.). alternation with 254. Readings including Upanishads, Bhagavad Cita, Open to all students.

Ramayana, Tagore, Gandhi, and Sri Aurobindo. Not offered in 1978-79. Offered in alternation with 253.

Open to all students. Mr. Kodera

Not offered in 1978-79. 259 (1) Religious Innovators and Reformers, East Mr. Kodera and West

1 253 (1)* Buddhist Thought and Practice Biographical approach to major religious figures

1 who shaped the course of European and Asian

A study of Buddhist views of the human predic- civilizations. Examination of Constantme, the first

ament and its solution, using different doctrines Christian emperor, and Ashoka, the first Bud- and forms of practice from India, Thailand, Ti- dhist emperor; Francis of Assisi, lover of pover- bet, China, and Japan. Topics including Buddha's ty, and Mo Tzu, champion of the oppressed; Lu-

sermons, Buddhist psychology and cosmology, ther ("justification by grace through faith ") and meditation, bodhisattva career, Tibetan Tantn- Shinran ("even the good are saved in the Pure cism. Pure Land, Zen, influence on western Land, how much more so the bad"); and the

thinkers (e.g., Eliot, Hesse), and adaptation to mystics Thomas Merton and Tagore. the West. Offered in alternation with 251. Open to all students.

Open to all students. Mr. Kodera, Ms. Elkins Mr. Kodera

260 (1) Theology on the Boundary

254 (2)* Chinese Thought and Religion 1

1 Most theologies are enormously influenced by Continuity and diversity in the history of Chi- the institutions which they seek to defend. Ec- nese thought and religion from the ancient sage- clesiasts, priests, clergymen, seminary professors kings of the third millenium B.C. to Mao. Topics produce the bulk of such literature. There are, including Confucianism, Taoism, Chinese Bud- however, other kinds of writers who are free of dhism, folk religion and their further develop- the need for institutional authorization. Fyodor ments and interaction. Materials drawn from Dostoevsky, S0ren Kierkegaard, Miguel de Una- philosophical and religious works as well as muno, and Simone Weil demonstrated that the

from their cultural manifestations. Offered in al- vision which is perceived on the frontier is dif-

ternation with 255. ferent from, but not less than, that which is per-

Open to all students. ceived from the fortress center.

Open to all students. Mr. Kodera

Not offered in 1978-79.

Mr. Denbeaux Religion and Biblical Studies 141

305 (2) Seminar in Asian Religions 314 (1) Theology Seminar. Mortality, Immortality,

1 and Resurrection

Topic for 1978-79: Zen Buddhism. Zen, the long 1 known yet little understood tradition, studied A critical study of three classical descriptions of with particular attention to its historical and the end of man: (1) the case that views death as ideological development, meditative practice, both absolute and natural; (2) the case that and expressions in poetry, painting, and martial views death as the enabling instrument to free arts. Topic tor 1979-80: Buddhism and Asian the soul from the body/prison; and (5) the Chris- literature. tian view of a new heaven and a new earth.

Open by permission of the instructor. Prerequisite: one Grade II course in the department. Mr. Kodera Mr. Denbeaux

306 (1) Seminar in Biblical Hebrew Literature in Translation 316(2)* Ethics

1 1 A concentrated investigation of the Book of An intensive study of an ethical issue or a set of Psalms, from a variety of perspectives, including related issues with readings in relevant source form-criticism, tradition-history, and theology, in materials. Normally offered in alternation with an effort to ascertain the original settings of the 317. psalms, the various types of poems included in Prerequisite: 208. the book, and the religious ideas and imagery Not offered in 1978-79. most prominent therein. Prerequisite: 104 Mr. Johnson

Mr. Levenson 317 (2)* Religion and the Social Sciences

1 307 (2)* Seminar. The New Testament An exploration of the use of social scientific 1 methods (psychology, sociology, and anthropol- A study of the Christian movement, its life and ogy) in the study of religion. Readings demon- problems, in the post-Pauline period with special strating the application of such methods to spe- emphasis on the Gospel according to John and cific religious communities and/or individuals. its interpretive insights for an understanding of Normally offered in alternation with 316. the person and work of jesus and of the Chris- Prerequisite: 210, or 211, or Anthropology 104, tian tradition. or Sociology 102. Prerequisite: 204. Mr. Johnson Mr. Hanson

318 (2) Seminar in American Religions 311 (2) Theology and Its Expression in Literature 1 1 Topic for 1978-79: New England Puritanism. A The relation of theology and imagination. A study of the social, intellectual, political, and study of selected theological images and the religious dimensions of Puritan culture in 17th ways in which they have been reshaped by such and early 18th century New England. Special at- interpreters as D. H. Lawrence, Faulkner, Kafka, tention to the role of religion as a shaping and and Pasolini. integrating force in early colonial society. Close to students have taken one unit in Open who reading of primary sources including the Anti- the Grade II course in litera- department and a nomian Controversy, the poetry of Anne Brad- ture. street, the Fundamental Laws, the Salem Witch Mr. Denbeaux Trials, and the theology of the Mathers. Prerequisite: 218, 219, History 250, or permission of the instructor.

Mr. Marini

320 (1) Black Institutions

1 For description and prerequisite see Black Studies 320. 142 Russian

332 (2)* Medieval Relics and Saints' Lives 1 Russian An interdisciplinary study of the cult of saints and relics as a formative force in 12th and 13th century culture. Attention will be given to the establishment of building programs and architec- Professor: tural types, the development of iconography, Lynch, Bones (Chairman) the literary genre of saints' lives, the conceptions of saintliness, the economics of shrines, Visiting Associate Professor: the politics of canonization, the role of Mickiewicz pilgrimage, and the birth of liturgical drama. Open by permission of the instructor. Visiting Lecturer: Hoffman^ Mr. Fergusson, Ms. Elkins

339 (1) Seminar. American Jewish History.

1 For description and prerequisite see History 339.

Not offered in 1978-79. 100 (1-2) Elementary Russian 2 350 (1) (2) Research or Individual Study Grammar: oral and written exercises; reading of 1 or 2 short stories; special emphasis on oral expres- Open to juniors and seniors by permission. sion; weekly language laboratory assignments. Four periods. 370 (1-2) Thesis The Staff 2 to 4 Open only to honors candidates. 200 (1-2) Intermediate Russian 2 Conversation, composition, reading, review of grammar. Three periods. Prerequisite: 100 or the equivalent.

Directions for Election The Staff

201 (1) Russian Literature in Translation I

The total program of the major shall be pre- 1

pared in consultation with the advisor so as to Russian literature from its beginnings to the mid- provide for an appropriate balance between dle of the 19th century. The focus of the course specialization and diversity. is on the major prose of the first half of the 19th century. The authors to be considered include Specialization shall include a sequence of Pushkin, Lermontov, Gogol', Goncharov, Turgen- courses in at least one particular field of study. ev, and Dostoevsky. Diversity is fulfilled by electing some work Open to all students. within the department outside the field of specialization. Mrs. Bones

Freshmen and sophomores considering a major 202 (2) Russian Literature in Translation II are encouraged to elect introductory courses 1 appropriate to their special field of interest; in- Russian literature from the second part of the formation is available in the department office. 19th century to the present with emphasis on Students planning to pursue studies in the the works of Tolstoy, Chekhov, Sologub, and Twelve College Exchange Program as part of such Soviet writers as Babel, Olesha, Bulgakov, their major should consult with their depart- and Solzhenitsyn. ment advisor. Several of the Twelve College Open to all students. religion departments offer courses which could supplement and enrich a Wellesley major in re- Mrs. Bones ligion and biblical studies.

Studies in the original language are particularly

valuable for students specializing in Hebrew Bi- ble or New Testament; see Religion 109 and 209 (Hebrew) and Greek 102 (Beginning Greek) and Religion 207 (New Testament Greek). Russian 143

205 (2)* Intermediate Conversational Russian 317 (2)* Russian Writers Today: Emigre and

1 Soviet Practice in conversation and writing to increase 1 fluency and accuracy in the use of idiomatic Prose and poetry of such writers as Bunin, Al- Russian. A variety of materials such as news- danov, Nabokov, Morshen and Pasternak, Pan- papers, penodicals, tapes, and films will be used ova, Sinyavsky, Solzhenitsyn. in the course. Regular use of language labora- Prerequisite or corequisite: 300. tory. Mrs. Lynch Prerequisite or corequisite: 200 or permission of the instructor. 320 (2)* Seminar

Mrs. Bones 1 Normally a different topic each year. 249 (2)* Language Prerequisite or corequisite: 300.

1 Not offered in 1978-79. General laws of phonology, syntax, and gram- matical categories. History, theory, and logic of Mrs. Bones language and their application to Russian and the problems of English-Russian translation. 349 (2)* The Writer in a Censored Society: His Prerequisite or corequisite: 200 or permission of Literary and Nonliterary Roles the instructor. 1 Selected works of 19th and 20th century writers Miss Hoffman with an emphasis on works by Mayakovsky, Es- enin, Mandel'shtam, Axmatova, and Evtushenko. 290 (1) Silver Age of Russian Literature Prerequisite or corequisite: 300. 1 Examination of representative Modernist works Not offered in 1978-79.

in fiction, poetry, drama and criticism from the Mrs. Lynch beginnings of Symbolism (ca. 1900) to the onset 1979-80. of Socialist Realism (ca. 1930). The evolution of Offered in aesthetic norms and practices will be analyzed in the light of the cultural and historical devel- 350 (1) (2) Research or Individual Study opments of those decades. Meyerhold, 1 or 2 Zam'atin, Blok, Mayakovsky and Mandel'shtam Open by permission to qualified students. are among authors considered. Offered in Eng-

lish. 370 (1-2) Thesis

Open to all students. 2 to 4 Open only to honors candidates. Mr. Mickiewicz

300 (1-2) Advanced Russian

1 or 2 The structure of modern Russian. Extensive reading of literary and historical works. Weekly written and oral reports on selected topics. Prerequisite: 200.

Mrs. Lynch

311 (1)* Russian Literature from Its Beginnings to Pushkin

1 Byzantine, western, and folk influences in the chronicles and epics of the Kievan and Mosco- vite periods. Reading of the Igor Tale, selections from Primary Chronicle, Zadonshchina; and works of Ivan IV, Avvacum, Lomonosov, Der- zhavin, Radishchev, and Pushkin. Prerequisite or corequisite: 300.

Not offered in 1978-79.

Miss Hoffman

Offered in 1979-80. 144 Sociology

Directions for Election Sociology

Course 100 is counted toward the degree but not toward the major. Courses 201 and 202 are counted toward the distribution requirements in Professor: Group A but not toward the major. However, Eister (Chairman) 201 and 202 are strongly recommended to students who intend to major in Russian. A ma- Associate Professor: jor in Russian is expected to elect 249 or 205 in Markson^ conjunction with 200. Assistant Professor: Students majoring in Russian should consult the Dimieri*, Anderson-Khleif, Silbey^ chairman of the department early in the college career, as should students interested in an in- Instructor: dividual major which includes Russian. Burstein ^ History 246 and 247 and 309 are recommended as related work. Lecturer: Elliott^ The study of at least one other modern and/or classical language is strongly recommended for Visiting Professor: those wishing to do graduate work in Slavic Mickiewicz languages and literatures.

Visiting Associate Professor: Waxier^

102 (1) (2) Sociological Perspective

This course is an introduction to the basic concepts, methods, and theoretical approaches in sociology. Emphasis on the fundamental assumptions or premises underlying sociological analysis. Exploration of sociological issues and research in selected subfields including stratification and social class lifestyles; deviance; family; religion; ethnic and minority groups; organizations; urban sociology; social change. Students are introduced to some basic computer methods in sociology through brief exercises.

Open to all students.

The Staff

103 (2) American Society

1 Distinctive organizational and structural characteristics of society in the United States including representative local communities. Popu- lation change and institutional developments. Review and critical assessments of the work of deTocqueville, T. Veblen, C. W. Mills, D. Ries- man, and others. Does not substitute for 102 as a prerequisite for advanced work in the department.

Open to all students.

Mrs. Silbey Sociology 145

111 (1) Family and Society 202 (2) Social Research II

1 1

The theme of this course is the study of transi- Techniques for the analysis of quantitative data; tion or change in the family system. Readings, creation and access of computer data files; de- discussions, lectures, and student projects ex- scriptive and inductive statistics including meas- plore current trends in family structure and ures of distribution, tests for significance, and roles. Course work emphasizes the contempo- measures for association. One laboratory period rary U.S. family but encompasses historical and required. cross-cultural material as well. Topics include Prerequisite: 201. single-parent family life, divorce, new family and Ms. Waxier work roles for women, "dilemmas of masculin- ity," dating, the impact of current changes on 206 (1) Women, Education and Work marital relationships, "the future of mother- 1 in satisfaction over the life hood," trends marital For description and prerequisite see Education others. The Scandinavian family, the cycle, and 206. family of the Israeli kibbutz, the traditional extended family, and the Dutch family are dis- Societies cussed as cross-cultural models for change. 207 (2) Human 1 Open to all students. Prerequisite: 102 or Anthropology 104. Mrs. Anderson-Khleif Not offered in 1978-79.

120 (2) The Metropolitan Community Population and Society 1 208 (1) Ecological basis of community development 1 to the analysis of social phenom- from the village to the megalopolis. Changes in An approach in terms of populations rather than institu- social control, deviance, conflict and integration ena Historical and comparative treatment of of neighborhood and community in relation to tions. nature, causes, and demographic conse- social class, ethnicity, and city size. Types of po- the quences of the "population explosion." Particular litical behavior emerging from different commu- will given to demographic process- nity structure. attention be es defined as social problems, such as social dif- Open to all students. ferences in the risk of illness and death, immi- Ms. Burstein gration, and fertility control. Consideration will be given to alternative policy strategies which 138(1) Deviance are aimed at these "social problems." Not open 1 to students who have taken Education 228. The process of labeling and defining nonnorma- Prerequisite: same as for 201. tive conduct. Focus on juvenile delinquency and Ms. Burstein mental illness in cross-cultural and historical perspectives. 209 (1) Social Inequality Open to all students. 1 Mrs. Markson Critical analysis of inequality, social stratification, and social class in the United States and in other 201 (1) Social Research I societies. Relationship between stratification and 1 power. Attention to current issues of lifestyles, specification, Nature of social research, problem liberation movements, and class as the basis of research design, techniques of data collection in- social change. interviews cluding field work, survey research, Prerequisite: same as for 201. and content analysis. Significance of values, eth- Ms. Burstein ics, and politics for research enterprise. One laboratory period required. Normally followed by 210 Racial and Ethnic Minorities 202. (2) of 1 Prerequisite: one grade I unit or permission For description and prerequisite see Anthro- the instructor. pology 210. Ms. Waxier 146 Sociology

212 (2) Sociology of Religion 224 (2)* Social Movements and Collective

1 Behavior

Sociological views of contemporary religion. Dif- 1 ferences in organization and functions of religion Theories of conflict and collective behavior ap- in primitive, traditional, and advanced contempo- plied to emergent social processes such as dem- rary societies. Problems of organized religion in onstrations, riots, and rebellions; relationship to secular, pluralistic, and urban-industrial society. movements seeking alterations in the social or- Prerequisite: same as for 201. der. Prerequisite: same as for 201. Mr. Eister Not offered in 1978-79. 213(1) Sociology of Law

1 229 (1) Modern Organizations Analysis of sociological jurisprudence; examina- 1 tion of the empirical studies of various compo- Various perspectives and methodologies used in nents of the justice system-legal profession, jury the investigation of organizations. Examination system, courts, police, and prisons; special at- of the nature of work. Emphasis on size, com- tention to topics of social change, social class, plexity, and formalization of structure and on and the law. power, communication, and decision-making Prerequisite: same as for 207. processes. Roles and adaptation of individuals in organizations; the significance of social and cul- Mrs. Silbey tural environments. Prerequisite: same as for 201. Not open to 214 (2) Medical Sociology students who have taken [219]. 1 Social factors associated with the incidence and Mrs. Anderson-Khleif treatment of health disorders. Differential avail- ability of health care services. Social organiza- 231 (2) Society and Self tion of hospitals; role behavior of patients, pro- 1 fessional staff and others; attitudes in hospital Over a century ago, Auguste Comte, generally setting toward terminal patients and death. credited with the christening of sociology as a Prerequisite: same as for 207. separate field of study asked the question: How can the individual be at once cause and conse- Mrs. Markson quence of society? Not only is the person a so-

cial product, but s/he is also clearly unique, and 215 (1) Sociology of Communication in turn helps shape and modify society. This 1 course is concerned with the relationship be- Sociological forms and consequences of commu- tween the individual and society, and the be- nication with special attention to the press, mo- havior of persons in groups. Ways in which tion pictures, television, and other mass media. groups and institutions aid or inhibit individual Prerequisite: same as for 201. experience will be discussed. Not offered in 1978-79. Prerequisite: same as for 201.

Mrs. Markson 216 (2) Sociology of Higher Education

1 233 (1) Women and Developing Societies Contemporary functions and types of higher ed- 1 ucational institutions in the United States. Social Women's participation in development and its organization of the campus as a local communi- impact on their status in society. Focus on Asia ty. Professional and nonprofessional role rela- and Latin America, with opportunities for stu- tionships and the coordination of standards and dents to pursue topics in Africa and the Middle of objectives. Field research required. East. After examination of theoretical literature Prerequisite: same as for 201. on social change and women's roles, the course Not offered in 1978-79. examines how urbanization, commercialization of agriculture, industrialization and other facets of modernization affect women's economic and political roles. Discussion of development planning, with case study of the People's Republic of China. Prerequisite: at least one unit of relevant work in sociology, anthropology, economics, history, political science.

Ms. Elliott Sociology 147

300 (1) Classical Sociological Thought 329 (2) Internship Seminar in Organizations

1 1 Development of major sociological themes and An internship seminar in organizational theory theoretical positions from Montesquieu to the and analysis. Required internship assignment in present. organizations concerned with health, correc- Prerequisite: 102 or Anthropology 104, and two tions, housing, planning, media, other public or

Grade II units, or permission of the instructor. private services, government, or business and in-

dustry. The internship is utilized for participant Mr. Eister observation on some aspect of organizational behavior, structure, or process. Seminar sessions 309 (1) Soviet Social Stratification are focused on selected topics in organizational 1 research and on issues in participant observa- Study of the process and effects of ethnic, sex, tion. Limited to 12 students. Elected on cred- and social class differentiation in the Soviet sys- it/noncredit basis only. Open to juniors and tem. Analysis of social inequality and trends in seniors. differential access to education, occupational Prerequisite: same as for 300; or 229 and one mobility, power, and prestige. other Grade II course in Sociology, or permis- Open to all students. sion of the instructor. Ms. Mickiewicz Mr. Eister

311 (2) Family Research Seminar 338 (1) Seminar. Deviance 1 1 Topic for 1978-79: Families, personal well-being, Social factors associated with the incidence and and social policy. Study of social participation treatment of crime. Focus on the relationship and personal well-being in modern industrial so- between the criminal justice institutions (police, ciety. Analysis of the social meaning of income courts, and prisons) and the incidence of crime. and the quality of family life. Emphasis on policy Prerequisite: same as for 300. Not open to stu- in the areas of welfare, housing, day-care, and dents who have taken [323]. delivery of services to families with special needs. Topics include problems of post-parental Not offered in 1978-79. and retired families, widows, the aged, divorced families, single men and women, dual career 340 (2) Seminar. Evaluation Research and Policy families, the disabled and the working poor. Analysis Prerequisite: same as for 300; or 111 and at 1

least one Grade II course other than 211, or per- Analysis of research paradigms utilized in pure mission of the instructor. and applied forms of social science research. Particular attention to research sponsors and Mrs. Anderson-Khleif patrons; the professionalization of policy analysis; methodological issues of design and meas- 320 (2) Urban Social Systems urement; and the political, economic, and legal 1 context of research. Topics for review include Sociological and systems analysis of selected quality of life research; impact analysis of social federal, city, and community attempts to re- programs in health care and criminal justice; and spond to urban problems. Extensive field work issues in the management of organizations. in urban programs and projects in Boston. Prerequisite: 201 and 202 or the equivalent. Prerequisite: 102, 220, and one additional Grade

II unit. Not offered in 1978-79.

Ms. Burstein 350 (1) (2) Research or Individual Study

1 or 2 324 (2) Seminar. Strategies of Social Change in Open by permission to juniors and seniors. Contemporary America

1 370(1-2) Thesis Examination of strategies of change available to 2 to 4 "relatively powerless" groups. Relationship of Open only to honors candidates. protest strategies to electoral politics. Recent examples include strategies by students, women, and ethnic minorities.

Prerequisite: same as for 300, and 224 is recommended but not required. Not open to students who have taken [349].

Not offered in 1978-79. 148 Spanish

Directions for Election Spanish

Majors in sociology are required to include in their programs 102, 201, and 300. In addition to the "core" of required courses, students may Professor: continue to develop a general major to consist Lovett (Chairman) of at least five additional courses of their choice or to construct a more specialized program in Assistant Professor: an area of concentration, beginning in 1978-79 Cascon-Vera, Ben-Ur, Lusky with one of the following: Family Studies and Role Behavior, Urban Studies, or Deviance, Soci- Instructor: ology of Law, and Corrections starting with an Villanueva*, Levy^, Rodrlquez-Hernandez appropriate exploratory course in each case. These are, respectively. 111, 120, and 138, any Courses of the department are normally con- of which may be taken without prerequisite. ducted 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 |unior year in a Spanish-speaking

country. See. p. 42.

100(1-2) Elementary Spanish 2 Introduction to grammar through directed conversation; stress on audio-lingual approach. In- tensive 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 Hispano-American writers. Emphasis on vocabulary building and oral and written expression. Three periods. Prerequisite: two admission units in Spanish or 100.

The Staff Spanish 149

103 (1-2) Intensive Spanish 203 (2)* Modern Spanish Literature

3 1 First semester: Concentrated introduction to From La Crnrrddun dol '98 to the Spanish Civil spoken Spanish. Constant oral-aural practice, in War. Dominant themes and innovations in such class and in the language laboratory, builds an authors as Unamuno, Valle Inclan, Baroja, active facility with linguistic structures. Intensive A. Machado, Garcia Lorca, Guillen, and Salinas. vocabulary building through visual presenta- Offered in alternation with 204. tions, dramatizations, and short readings. Sec- Prerequisite: same as for 202. ond semester: Increased emphasis on writing Ms. Gascon-Vera and on the reading of literary texts. Continued use of the audio-lingual method develops accur- 204 (1)* Post-Civil War Spanish Literature acy and fluency with the spoken language. Five 1 periods per week. From post-civil war literature to today. The Open by permission of the instructor to struggle for self-expression in Franco's Spain. A students who do not present Spanish for admis- study of the literary styles and accomplishments sion. of contemporary authors: Cela, Goytisolo, Mi- Ms. Lusky guel Hernandez, Gabriel, Celaya, Martin Santos, and Bias de Otero. Offered in alternation with

200 (1) Contemporary Language and Literature 203.

1 Prerequisite: same as for 202.

Constant practice in writing and speaking coor- Not offered in 1978-79. dinated with study of contemporary Hispanic figures. Emphasis on literary, philosophical and ar- Mr. Villanueva tistic movements in Spam and Spanish America. Neruda, Aleixandre, Juan Benet, Julian Marias, 205 (2)* Masterpieces of Spanish American Valle)o, Bufiuel, Dali, Picasso. Literature Prerequisite: 102 or three admission units or 1 permission of the instructor. A selection of such outstanding Latin American essayists, poets, and playwrights as El Inca Gar- Ms. Cascon-Vera cilaso, Sor Juana Ines de la Cruz, Neruda, Lu-

gones, Ruben Dario, et al. Offered in alternation 201 (1) (2) Oral and Written Communication with 202. 1 Prerequisite: same as for 202. Practice in conversation and writing to increase offered in 1978-79. fluency and accuracy in the use of idiomatic Not Spanish. Development of skills in bilingual situa- Ms. Ben-Ur tions. Not open to students who have taken 230. 206 (1) Landmarks of Spanish Literature I units Prerequisite: 102 or 200 or four admission 1 or permission of the instructor. Intensive study of masterpieces and authors

The Staff chosen from the Middle Ages to the Baroque: Poems del Cid, La Celestina, Lazanllo de Tor- mes; Garcilaso, Fray Luis 202 (2)* The Spanish American Short Narrative de Leon, Cervantes, Lope de Vega, Calderon. 1 Prerequisite: as for 202. The evolution of the short story in Spanish same America from the 19th century cuadro de (os- Ms. Gascon-Vera fumbres to the modern masterpieces of Quir- oga, Borges, Cortazar, Rulfo and Garcia Mar- 207 (2) Landmarks of Spanish Literature II influ- quez. Special attention will be given to the 1 the chang- ence of Poe and Hawthorne, and to From the Enlightenment through the Romantic ing formal properties of the genre. Offered in revolution to 19th century Realism. The evolu- alternation with 205. tion from neoclassicism to the realistic novel: Prerequisite: 200 or 201 or permission of the in- Morati'n, Larra, Espronceda, Becquer, and Perez structor. Galdos. Ms. Lusky Prerequisite: same as for 202.

Mr. Lovett 150 Spanish

210 (2)* Chicano Literature 261 (2)* History of Spain

1 1 A study of the major works of Chicano literature For description and prerequisite see History 261. in the context of the Hispanic and American lit- Not offered in 1978-79. erary traditions. A critical analysis of the themes and styles from 19th century Romanticism to Miss Gasc6n-Vera the genre of the contemporary Renaissance in the light of each author's social ethics and 301 (2)* Drama of the Seventeenth Century literary values: Luis Valdez, Alberto Urista, 1 Tomas Rivera, and Miguel Mendez. Offered in The characteristics of the Spanish drama of the alternation with 211. Golden Age. Analysis of ideals of this penod as Prerequisite: Same as for 202. revealed in the drama. Representative masterpieces of Lope de Vega, Guillen de Castro and Not offered in 1978-79. Ruiz de Alarcon, Tirso de Molina, Calderon. Of- Mr. Villanueva fered in alternation with 302. Open to juniors and seniors who have taken

211 (2)* Puerto Rican Literature two Grade II units including one unit in litera-

1 ture. Significance of Puerto Rican literature in con- Not offered in 1978-79. temporary society, its aims and accomplishment as seen from the literary point of view. The im- Mr. Lovett pact of Latin and North America on the development of such writers as Eugenio M. de Hos- 302 (2)* Cervantes tos, Jose Gautier, and Manuel Zeno Gandia and 1 the particular relevance of Pales Matos, Enrique A close reading of the Quijote with particular Laguerre, and Rene Marquez. Offered in alterna- emphasis on its significance in modern literature: tion with 210. the hero versus the anti-hero; the development of plot; levels of reality and fantasy in the novel; Prerequisite: same as for 202. history versus fiction. Offered in alternation with Ms. Ben-Ur 301. Prerequisite: same as for 301. 228 (2)* Latin American Literature: Fantasy and Ms. Gascon-Vera Revolution

1 306 (1) Arts and Letters of Contemporary For description and prerequisite see Extra- Mexico departmental 228. 1 Study of the fiction, poetry and essay in Mexico 230 Spanish for the Bilingual (1) within the context of the interrelationship of the 1 arts from the Revolution of 1910 to the present. This course is comparable to freshman composi- Emphasis will be placed on the pervading influ- tion in English in that it provides a basis for oral ence of myths originating in pre-Cortesian cul- and written competence for the bilingual Ameri- tures and the Colonial period which appear as can of Hispanic background. Emphasis on the recurrent themes in literature and painting. Au- behavior of parts of speech as they relate to thors read to include Vasconcelos, Rulfo, Fuen- English. Conversational practice stressing the tes, Paz, Usigli, Revueltas, Gorostiza, Villaurrutia, building of verbal skills for discussion of aca- Carballido, Garro, Sainz. Taught at MIT in 1978- demic and intellectual topics. Readings from se- 79 (course 21.289). lected short stories, newspapers, and magazines Prerequisite: same as for .301. for discussion and imitation. Not open to students who have taken 201. Ms. Ben-Ur Prerequisite: a bilingual background and permission of the instructor.

Not offered in 1978-79.

Mr. Villanueva

260 (1)* History of Spanish America

1 For description and prerequisite see History 260.

Mr. Lovett Theatre Studies 151

307 (1) The New Novel of Latin America

1 Theatre Studies Analysis and discussion of the metaphysical, existential and parodic dimensions in the novel from the 1950's to the 1970s. Special themes will be estheticism vs. engagement, literature as Professor: a critique of values, and the role of the artist as Barstow (Chairman) cultural hero. Works by Cortazar, Fuentes, Rul- fo, Donoso, Garcia Mirquez, Vargas Llosa, Car- Lecturer: pentier and Sarduy. Levenson^ Prerequisite: same as for 301

Ms. Ben-Ur

310(1)* Seminar

1 203 Plays, Production, and Performance Topic for 1978-79: Jorge Luis Borges. A close (2) study of the unique narrative mode developed 1 The produced play considered as originally the by Borges in his essays and short stories, a creation of the dramatist but brought to com- mode through which he expresses his whimsical pletion in performance through the creative col- preoccupations with time, the theme of the laboration of producers, directors, designers, double, and the nature of man's reliance on and actors. language itself. Attention will be given to the to all students. writers and philosophers who influenced Borges, Open and to the impact of Borges' work on contem- Mr. Barstow porary Spanish American letters. Prerequisite: same as for 301. 205 (1)* Scene Study

Ms. Lusky 1 Study of the performed scene as the basic building-block of playwright, director, and actor. 350 (1) (2) Research or Individual Study Scenes from significant plays and scenes written 1 or 2 for the course regularly rehearsed and per- Open by permission, or to seniors who have formed for class criticism. taken two Grade III units in the department. Prerequisite: 203 or permission of the instructor.

370(1-2) Thesis Not offered in 1978-79. 2 to 4 Mr. Barstow Open only to honors candidates. Offered in 1979-80.

206 (1)* Design for the Theatre

1 Directions for Election Study of the designer's function in the production process through development of scale models of theatrical environments for specific but Course 100 is counted toward the degree plays. The models are evaluated in a senes of not toward the major. juried critiques focusing on performance as a of analytical interpretation of Students who begin with 100 in college and realization the who wish to major should consult the chairman each play. Offered in alternation with 209. Prerequisite: as for 205. in the second semester of their freshman year. same Mr. Levenson Students may choose to major either in Penin- sular or Latin American literature. The Peninsular major should ordinarily include 201, 203 and/or 204, 206, 207, 301, 302, and two additional

units of Grade III literature in Spanish; the Latin American major should include 201, 202, 203 and/or 204, 205, 306, 307, and two additional

units of Grade III literature in Spanish. History

260 is recommended for the Latin Amencan major; History 261 is recommended for the Penin- sular major. Extradepartmental 330 and 331 are recommended for both majors. 152 Theatre Studies

208 (1)* Contemporary Theatre Directions for Election

1 Micl-20th century dramatists and production styles; plays, producers, designers, and actors A student who wishes to pursue an interest in significant in the development of contemporary theatre should consult the chairman of theatre theatre. studies about course selection which will em- Prerequisite: 203 or permission of the instructor. phasize dramatic literature in English and foreign Open to juniors and seniors without prerequi- languages together with the history and philos- site. ophy of art and music.

Not offered in 1978-79. A student who is interested m an individual major in theatre studies should see interdepartmen- Mr. Barstow tal Majors. Offered in 1979-80.

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

1 Theory and technique of the lighting of performance as a major artistic component of theatrical production. Emphasis is on developing the analytical, organizational and technical skills necessary to the lighting designer. Offered in alternation with 206. Prerequisite: same as for 205.

Not offered in 1978-79.

Mr. Levenson

Offered in 1979-80.

210 (1-2)* History of the Theatre

1 or 2 Study of theatre structures, crafts, and practices with emphasis on acting and production styles as these relate to major developments in dramatic literature. One unit of credit may be given for either semester by permission of the instructor. Prerequisite: same as for 205.

Mr. Barstow

215 (1)* Shakespeare in the Theatre

1 Study of production of Shakespeare's plays in the theatre; particular attention to Elizabethan stagecraft and to contemporary production styles; emphasis on acting and directing. Re- ports, and scenes performed for class cnticism. Prerequisite: 203, and English 215 or 305 or 306, or permission of the instructor.

Mr. Barstow

350 (1) (2) Research or Individual Study 1 or 2 Open by permission to qualified students. Extradepartmental 153

Extradepartmental Cambridge Humanities Seminar

The following section includes several separate The Cambridge Humanities Seminar is a col- courses of interest to students in various disci- laborative effort by universities in the Boston- plines. Cambridge area to enrich and diversify their interdisciplinary offerings in the humanities at an

advanced level. The program is centered at the Course may be elected to fulfill in part the dis- Massachusetts Institute of Technology and offers tribution requirement :n Croup A subjects to students in the humanities at participating institutions during the last two years of undergraduate and the first two years of grad- Course may be elected to fulfill in part the dis- uate work, in an area of scholarship periodically tribution requirement in Croup B determined by its membership. The program currently involves faculty in literature, history,

philosophy, and fine arts. Its current subject is fulfill in Course may be elected to part the dis- the idea of the past as it plays a role in the tribution requirement in Croup C study of various cultural activities. All subjects have limited enrollment. For further information, contact Mrs. Stadler, chairman of the philosophy department.

Semester I 1978-79

Painters and Philosophical Issues in Modernism 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 history of Modernist thought. Readings include writings of the artists themselves, as well as relevant critical and philosophical texts. Same course as Philosophy 328.

Mrs. Stadler, Mr. Ablow (Boston University)

Darwinism and Culture Acquaints the student with some of the antecedents and consequents of Darwinian theory in biological, social, moral and religious specula- tion. Aims to show how the distinction between the history of science and the history of other

forms of thought is in this case an artificial one. Readings in Malthus, Paley, Linnaeus, Lamarck, Auguste Comte, Darwin, Spencer, Huxley, Karl Marx.

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

Not offered in 1978-79.

Mr. Kibel (MIT) 154 Extradepartmental

Issues in Literary Interpretation Semester II 1978-79 Examination of the ways in which issues arising

in the interpretation of dreams, folk tales, sacred Ideas and Society in Modern Europe II texts, works of visual art, and primitive cultures Continues the approach of Ideas and Society in

have influenced the practice of interpreting Modern Europe I for the period since about

literary and narrative texts. Readings include 1900. Central concern is the way in which intel- Freud, T.S. Eliot, Empson, Levi-Strauss, Derrida, lectuals have conceived the relationship be- Barthes, Combnch, Panofsky, Walter Benjamin. tween knowledge and the social process. The course will cover the novel in France from Mr. Kibel (MIT) Balzac to Zola; European socialism from 1880's to 1920's; the French fin de siecle; the German Ideas and Society in Modern Europe I fin de siecle; Nietzsche; Freud; Durkheim and Conceptions of social life examined in their the origins of modern sociology; Tonnies and social and historical context: institutions of in- Simmel; Max Weber; interwar France; interwar tellectual life. While philosophy and literature Germany; Thomas Mann; from Lukacs to the receive some attention, emphasis is on images Frankfurt School; Sartre. Required readings; Flau- of the social and political process. The Enlighten- bert, Sentimental Education; Hughes, Conscious- ment and early nineteenth century are treated ness and Society (parts); Ringer, Decline of the as background for a more intensive analysis of German Mandarins (parts); Nietzsche, Birth of the period between about 1870 and 1920. The Tragedy and Genealogy of Morals; Freud, On course will cover the intellectuals and society in Dreams; Freud, Civilization and Its Discontents; 18th century Europe; the Enlightenment; Dider- Durkheim, Suicide; Gay, Weimar Culture; Mann, ot, Rousseau, Condorcet; foundations of 19th Buddenbrooks; Mann, The Magic Mountain. century individualism, English utilitarianism and liberalism; the German literary and philosophical Mr. Ringer (Boston University) revival-ca. 1770-1830; from Kant to Hegel; varieties of Romanticism; some Utopian social- On Quality in Art ists; Marx and the ongins of Marxism; the intel- An exploration of recent and older attempts at lectual and society in the age of Darwin; the formalizing critical and comparative judgments transformation of Marxism during the latter 19th of works of visual art, tracing the subject back century. Required readings: Torrey, Norman, to its roots in the isolation during the sixteenth ed., Les Philosopher; Rousseau, The Social Con- century of a distinct aesthetic realm, in order to tract; Mill, On Liberty; Randall, J.H., The Career investigate the extent to which objectivity of of Philosophy, Vol. II; Halsted, John, ed.. Roman- such judgment can be arrived at. Readings will ticism; Manuel, Frank E., The Prophets of Paris; be coordinated with analysis of art works to Marx, Early Writings; Williams, Raymond, Cul- which they refer. Authors include selections ture and Society; Darwin, Charles, Origin of Spe- from Vasari, Winckelmann, Baudelaire, Burk- cies (abndged); Lichtheim, George, Marxism. hardt, Hildebrand, Meier-Graefe, Berenson, Roger Fry, Apollinaire, Breton, Focillon, Panof- Mr. Ringer (Boston University) sky, Gombrich, Jacob Rosenberg, Rhys Carpen- ter, James Ackerman.

Mrs. Martin (Boston University)

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

what is progress? and how is it to be assessed? The rise of the idea of progress from the 17th

century to its position as the universal religion of the modern world. Topics and readings include: Renaissance idea of artistic and scientific progress (Bacon); battle between ancients and moderns (Fontenelle); perfection through universal progress of mankind (Condorcet, Kant, Hegel); progress through revolution (Marx); progress through the formation of scientific elites (Comte); Darwin and the ongins of cultural history; the idea of progress in contemporary views of science and art (Woifflin, T.S. Eliot, Popper, Kuhn, Northrop Frye). Same course as Philosophy 327.

Mrs. Stadler, Mr. Kibel (MIT) Extradepartmental 155

Culture and Criticism Extradepartmental Courses A study of the mapr literary and cultural critics of the 19th century: Coleridge, Carlyle, Ruskin, and Arnold among others. Selected poems and novels considered as imaginative exercises in 100 (2) Tutorial in Expository Writing the "criticism of life": Matthew Arnolds defini- 1 tion of the essential function of literature. Some An individual tutorial in writing, taught by jun- of the themes to be considered are the advent iors and seniors from a variety of academic de- of mechanical civilization, the new authority of partments. Requirements for the course include science, the weakening of religious authority, completion of weekly assignments in writing and the claim for (High) Culture and poetry as a and revising and occasional reading assignments; spiritualizing force. Texts include: Carlyle's 5arfor weekly conferences with a student tutor; occa- Resdrfus, Ruskin's "Nature of the Gothic," Ar- sional conferences with faculty advisor. Man- nold's Culture and Anarchy, Dickens' Hard datory credit/noncredit. Timei. Open by permission of the class dean.

Mr. Coodheart (Boston University) Mrs. Stubbs

104(1)** Classical Mythology

1 For description and prerequisite see Greek 104.

Experimental Courses 106 (2) Introduction to Chinese Culture

1 An inquiry into the patterns and themes of

China's culture by examining its history, phil- According to College legislation, the student- osophy, religion, literature, art and science. Par- faculty Committee on Educational Research and ticular themes will be explored through a series Development has the authority to recommend of historical topics. The patterns we will look for experimental courses and programs to the dean should help us answer questions such as: why of the college. Faculty members and students did the Chinese Empire continue to exist for are invited to submit their ideas to the Commit- four millenia? why did Chinese philosophy de- tee. There are three criteria for an experimental velop in the direction of Maoist ideology? course or program: a) it should address a de- Classes in English. fined problem in education at Wellesley; b) it Open to all students without prerequisite. should test a set of conscious assumptions Mr. Brook about learning (and the results of the test should be communicated openly); c) it should 108 (2)** Interpretations of Man in Western not fit easily into conventional departmental Literature contexts. The following are the experimental courses which have been proposed for 1978-79. 1 Representative views of the nature of man re

fleeted in a selection of major works of Euro- Discovery Course in Mathematics and its pean literature. The readings, chosen to empha- Applications size the classical heritage, will include works of Formerly Experimental 101. This course is now Vergil, Augustine, Dante, Machiavelli, Mon- offered as part of the mathematics curriculum taigne, Milton, Goethe, and Eliot. (see Mathematics 150). Open to all students.

201 (2) Exposition for Experts Not offered in 1978-79. 1 Mr. Layman The search for ways to explain specialized subject matter to educated laymen in clear, interesting prose without sacrificing accuracy and substance. Mandatory credit/noncredit. Open to seniors not majoring in English, or by permission of the instructor.

Miss Lever 156 Extradepartmental

110(1) (2) Introduction to Automatic 119 (2)* History of Science: Scientific Ideas and Computation World Views

1 1 Modeling of computational processes as sequen- The evolution of ideas about order, cause and tial algorithms. Formal and informal techniques chance and their role in Western man's chang- for the representation of these algorithms and ing views of himself, his world and his universe. their implementation on digital computers. Ex- Films from Jacob Bronowski's Ascent of Man se- perience in programming and running of ele- ries will provide a perspective for examining the mentary problems, numeric and nonnumeric, on contributions of such scientists as Newton, Dar- a digital computer. win, and Einstein to the science of their time as Open to all students. well as to our own. Critical eviuation of the por- trayal of scientific ideas and their impact in his- Mr. Wolitzer torical accounts, biography and film. (There will be two showings of each film outside of class 112 (2)**** Evolution: Change Through Time hours.) 1 Open to all students. Study of the concepts of evolution in the physical and biological world and their impact Miss Webster on man's view of himself, his place in nature, and his expectations for future change. Evidence 141 (2) China on Film for origins and change in the universe, the 1 earth, and life forms will come from the various West looks East through the camera's eye. Char- scientific disciplines. Consideration of the histor- lie Chan in Shanghai, Shirley MacLaine at the ical development of evolutionary concepts will Great Wall, Pearl Buck on the Good Earth: a cin- provide the opportunity to examine carefully ematic exploration of Western conception of the manner in which scientific concepts are for- 20th century China. A broad selection of films, mulated, revised, and restated; what it means to primarily documentary, will be analyzed in their be "objective" in science; and the degree to historical context, supplemented by readings on which preconceived ideas affect what we ob- both background material and film criticism. Fo- serve, record, and accept in science. Two peri- cus on major shift of dominant Western opinion ods for lecture and a 3-period demonstration toward China. Films by Felix Greene, Antonioni, section weekly. Meets the Group C distribution Rene Burn, Shirley MacLaine, Edgar Snow to be requirement as a nonlaboratory unit but does included among others. Course conducted in not count toward the minimum major in any English. Discussion following each film showing. Croup C department. Short paper assignments through the course. Open only to freshmen and sophomores. Open to all students.

Not offered in 1978-79. Ms. Hinton

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

1 1 Designed to familiarize the student with some For description and prerequisite see Russian 201. of the essential concepts of language descrip- * tion. Suitable problem sets in English and in 202 (2)* Russian Literature in Translation II other languages will provide opportunities to 1 study the basic systems of language organiza- For description and prerequisite see Russian 202. tion. Changes in linguistic methodology over the last century will also be discussed. 203 (2)** Greek Drama in Translation

Open to all students. 1 For description and prerequisite see Greek 20.3. Ms. Levitt

210 (2) Contemporary Women: An Interdisciplinary Perspective

1 The course will draw on several disciplines to aid students in orienting their thinking about the nature of women and their actual and possible positions in modern society.

Not offered in 1978-79. Extradepartmental 157

** 211 (1) Dante in English 228 (2)* Latin American Literature: Fantasy

1 and Revolution

An introduction to Dante and his culture. This 1 course presumes no special background and at- Aesthetic and sociopolitical problems in the tempts to create a context in which Dante's po- works of contemporary Latin American writers, etry can be carefully explored. It concentrates as seen by Garcia Marquez, Cortazar, Paz, Do- on the Divine Comedy and Dante's use of his lit- noso, and Neruda. Special attention will be erary and philosophical sources. The centrality given to the imaginative vision of Jorge Luis and encyclopedic nature of the comedy make it Borges. a paradigmatic work for students of the Middle Open to all students except those who have Ages. Since Dante has profoundly influenced taken Spanish .306 and 307. some key figures of the 19th and 20th centuries, Ms. Ben-Ur students will find that he illuminates modern literature as well. 230 (2) Seminar. Introduction to Computer Open to all students. Science

Ms. Jacoff 1 Selected topics: Advanced programming tech-

216 (2) Mathematics for the Physical Sciences niques, elements of formal languages, automata

1 and computability theory. Some basic techniques in applied mathematics Prerequisite: Extradepartmental 110 and permis- are introduced via specific problems in natural sion of the instructor. sciences: random processes and statistics; har- Mr. Wolitzer monic analysis; dimensional analysis and scaling; variational calculus; potential theory; elementary 231 (1) Interpretation and Judgment of Films group theory; introductory tensor calculus. 1 Prerequisite: Mathematics 201 or 215. Close analysis of masterpieces of film art, drawn Mrs. Brecher from the work of such directors as Eisenstein, Chaplin, Keaton, Dreyer, Ophuls, Welles, Berg-

220 (1) The Modern French Novel man, Fellini, Godard, and Antonioni. Many short

1 written assignments. Frequent screenings in the Psychology and aesthetics in works by Flaubert, early part of the week of the film under discus- Cide, Sartre, Beckett, and Robbe-Grillet, with sion; students are required to see each film at emphasis on Proust's Kemembrance of Things least twice. Past. Lectures, papers, and class discussion in Open to all students. English. Students may read the texts in French or Not offered in 1978-79. in English translation.

Open to all students except those who have Mr. Garis taken two or more Grade II courses in French literature. 235 (1) Nineteenth and Twentieth Century Dance Mr. Stambolian 1 A course in the history of western theatrical 226 (1) History of Science: Historical dance as it has developed since 1800. The Foundations of Twentieth Century Science course will begin with romantic ballet and con- 1 tinue through classical and contemporary ballet. studies from the history of several sciences Case Modern dance, both the variety which devel- illustrating changing patterns of scientific explan- oped from Wigman in Germany and that from ation, different modes of inquiry, and the impact Denishawn in the United States, will also be human institutions. of scientific innovation on covered. Selected episodes and original source materials from ancient and modern science through the Ms. Temin 19th century will provide background for independent projects in the history of some aspect of 20th century science in the area of each student's particular interest. Open to juniors and seniors who have completed at least four units in Group C; to sophomores only by permission of the instructor.

Miss Webster 158 Extradepartmental

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

1 A survey of Chinese narrative literature from the

Open to students of French, Italian, Spanish, and medieval period to the present. Readings in- Latin, this course deals with the development of clude short stories from the Tang Dynasty to the the modern Romance languages from Vulgar end of the Ming, selections from the great clas- Latin. Primary emphasis will be placed on exam- sic novels of the Ming and Ching Dynasties, and ining this development from a linguistic point of prose fiction by 20th century authors. Discus- view, stressing general pnnciples of historical sions will focus on the different stylistic develop- change. Some reading and comparison of early ments of high- and low-culture literature, the texts in each of the languages will also be in- social significance of this literature, and the cluded. Offered in alternation with 238. writer's perceptions of the customs, institutions, Prerequisite: Extradepartmental 114 or by per- and conflict of his/her historical environment. mission of the instructor. Classes in English.

Open to all students without prerequisite. Ms. Levitt Mr. Brook 238 (2)* Linguistic Analysis of Social and

Literary Expression 243 (1) Ancient Law

1 1

An interdisciplinary course designed for students Crime and punishment in Athens and Rome. in the humanities and social sciences based on The reflection of society's values in law. Em- the application of linguistics to the analysis of phasis on criminal procedure, rules of evidence, language in its written and spoken forms. Em- principles of jurisprudence. Reading in primary phasis on the ways literary styles are created, sources from Demosthenes to Justinian. and levels of social expression are conveyed by Open to all students. variations in the structural and semantic organi- Mr. Fant zation of language. Offered in alternation with 237. 245 (2) Films and the Novel in Italy Prerequisite: Extradepartmental 114 or by per- 1 mission of the instructor. An introduction to historical, political, and social Not offered in 1978-79. aspects of post-war Italy: exploration of the in-

terrelationship between Italian cinema and fic- Ms. Levitt tion in the development of both social realism

** and experimental modes of poetic expression. 241 (1)* Chinese Poetry and Drama in Emphasis on novels by authors such as Pavese, Translation Calvino, Moravia, and Levi and analysis of films 1 directed by Visconti, Rossellini, De Sica, Fellini, A survey of Chinese literature of classical antiq- and Pasolini, Given in English. Students doing uity, with emphasis on works of lyrical nature. the reading and paper writing in Italian may Readings include selections from 6oo^ of Songs, count this course toward the major in Italian. elegiac poetry of Ch'u Yuan and works by the Open to sophomores, juniors, and seniors. great poets of the Tang and Sung periods. The course concludes with the introduction to Mrs. Ellerman poetic drama of the Yuan Dynasty. Comparative analysis with other literature will be encouraged. 246 (2)* * * Ancient Medicine

Classes in English. 1

Open to all students without prerequisite. A survey of medical practice in the Near East, Greece, and Rome focusing on the development Not offered in 1978-79. of rational medicine under Flippocrates and the medical achievements of the Hellenistic era. Also, theories of physical and mental diseases and their consequences for later Western medical practice, doctor-patient relations, malpractice suits, the cult of the healing god Asklepios, and miracle cures.

Open to all students.

Mr. Engels Extradepartmental 159

247 (1) (2) Arthurian Legends 331 (2) Seminar. The Theatre Since 1945

1 1 A survey of legends connected with King Arthur Comparative study of the major innovative from the 6th century through the 15th with forms of contemporary drama from the works some attention to the new interpretations in the of Beckett, Brecht, and Artaud to the most re- Renaissance, the 19th, and the 20th centuries. cent theatrical experiments in Europe and Special lectures by members of the medieval/ America. New critical approaches and playwrit- renaissance studies program. ing encouraged. Open to sophomores, juniors, and seniors. Open by permission of the instructor to juniors and seniors. Miss Lever Mr. Stambolian

290 (1) Silver Age of Russian Literature

1 335 (1) Seminar. American Studies

Examination of representative Modernist works 1 in fiction, poetry, drama and criticism from the Topic for 1978-79: America as the promised beginnings of Symbolism (ca. 1900) to the onset land. An examination of selected texts drawn of Socialist Realism (ca. 1930). The evolution of from various disciplines and histoncal eras which aesthetic norms and practices will be analyzed attempts to define the promise of the American in the light of the cultural and histoncal devel- experience and analyze the fulfillment or failure opments of those decades. Meyerhold, of that promise. Zam'atin, Blok, Mayakovsky and Mandel'shtam Open by permission of the instructor. are among authors considered. Offered in Eng- Ms. Jacobs lish.

Open to all students. 349 (2) Studies in Culture and Criticism Mr. Mickiewicz 1 Topic for 1978-79: Psychology, poetics, pleasure.

308 (1-2) Seminar for Materials Research in Literature and its enjoyment can be understood Archaeology and Ethnology in new ways because of advances in cognitive 2 psychology (how we think, remember, read) Each year the Boston area interinstitutional and psychoanalytic theory (how and why we Center for Materials Research in Archaeology fantasize). By combining this knowledge with and Ethnology sponsors a graduate seminar on the Structuralist (and semiotic) studies of Jakob- the analysis of materials frequently encountered son, Levi-Strauss, and others, the course will in field work: metals, floral and faunal remains, show the importance of the human sciences for lithics, and ceramics. This year the seminar will the progress of literary criticism and poetics. concentrate on ceramics and will include discus- Open by permission of the instructor to juniors sions of pottery, glass, plasters, bricks, etc. The and seniors from all departments. will of laboratory work second semester consist Mr. Crimaud and individual research projects on primary source materials. Visiting professors from Boston University, Brandeis, Harvard, MIT, Museum of Fine Arts, Peabody Foundation (Andover), Tufts, U. of Mass. (Boston). Limited enrollment. Open only to juniors and seniors by permission of the instructor.

Mr. Tosi

330 (1) Comparative Literature

1 Topic for 1978-79: The tale within the novel. An examination of interrelated stories in novels, particularly of the 18th century. Readings for the course will include works by Cervantes, Fielding, Wieland, Sterne, Voltaire, Diderot, Goethe, and Melville.

Open to all students.

Mrs. Prather 160 Interdepartmental

Greek 203 (2) Interdepartmental Greek Drama in Translation

Majors Greek 328 (2) Problems in Ancient History and Historiography

History 230(1)*

The College offers five established inter- Greek History from the Bronze Age to the Death of the departmental major programs: classical civili- Alexander Great zation, classical and Near Eastern archaeology, East Asian studies, medieval/renaissance Philosophy 101 (1) (2) studies, and molecular biology. In addition, Plato's Dialogues As an Introduction to a student may design an individual major. All Philosophy interdepartmental and individual majors must include at least four units of work in one de- Philosophy 311 (1) Plato partment above the Grade I level, and at least two Grade III units. Some representative individual majors and courses available for them are Religion and Biblical Studies 104 (1) (2) included in this section. Introduction to the Hebrew Bible

Religion and Biblical Studies 105 (1) (2) The Person and Message of jesus

Religion and Biblical Studies 204 (1)*

Classical Civilization Christian Beginnings in the Hellenistic World Director; Geffcken Religion and Biblical Studies 207 (2) New Testament Greek

Students who wish a classical civilization major can plan with the Departments of Creek and Religion and Biblical Studies 307 (2)* Latin an appropriate sequence of courses, which Seminar. The New Testament should include work in art, history, philosophy, and literature. Such a program should always contain at least four units in the original lan- Classical and Near Eastern guage. Basic knowledge of French or German is recommended. Archaeology Director: Marvin The selections listed below are available for majors in classical civilization.

Greek: All courses in the original. Latin: All The purpose of a major in classical and Near courses in the original. Eastern archaeology is to acquaint the student with the complex societies of the Old World in Art 100(1-2) antiquity. Introductory Course The program for each student will be planned individually from courses in the departments of Art 200 (1)* anthropology, art, Greek, history, Latin, philos- Classical Art ophy, and religion and biblical studies as well as from the architecture and anthropology pro- Art 334(1)* grams at MIT. Certain courses in statistical meth- Seminar. Problems in Archaeological Method ods, geology, and chemistry are also useful. The and Theory introductory course in archaeology (Anthropol-

ogy 106) or its equivalent is required for all ar- Extradepartmenta! 243 (1) chaeology majors. Ancient Law Students who concentrate in classical archae-

Extradepartmenta! 246 (2) ology must normally have at least an elemen- Ancient Medicine tary knowledge of both Greek and Latin. Stu- dents who concentrate on the ancient Near East

Greek 104 (1) must have knowledge of one ancient Near East- Classical Mythology ern language and have taken Anthropology 344 Interdepartmental 161

which details the emergence of early urban so- Chinese 300 (2) cieties, and Religion 203 which traces their later Readings in Contemporary Chinese Literature history.

Chinese 301 (2) Students should plan for at least one summer of Readings in Expository Writings of Revolutionary excavation and travel. Scholarship aid for this China, Before and After 1949 travel is available from the Stecher Fund for qualified students. See p. 43. Chinese 310 (1) Introduction to Literary Chinese

Chinese 311 (2) Readings in Elementary Classical Chinese

East Asian Studies Chinese 316(1) Directors; Cohen, Lin Seminar. Chinese Literature in the Twentieth Century

Students interested in graduate work and a ca- Extradepartmental 106 (2) reer in Chinese studies should take extensive Introduction to Chinese Culture Chinese language work; students interested in a broader range of courses on Asia may take a Extradepartmental 141 minimum of Chinese language work or none. (2) China on Film The following courses are available for majors in East Asian studies: History 150(1) c China in Outside Perspective Art 120(1)

Themes and Meaning History 271 (1) in Asian Art Japanese FHistory

Art 248 (2) History 272 (1) Chinese Art Traditional and Early Modern Japanese FHistory

Art 249 (1) History 273 (2) Far Eastern Art Society and Economy in Modern Japan

Art 337 (2)* History 275 (1) Seminar. Chinese Art Premodern Chinese FHistory

Chinese 101 (1-2) History 276 (1) Elementary Spoken Chinese Modern Chinese FHistory

Chinese 102 (1-2) History 345 (1)

Basic Chinese Reading and Writing Seminar. Chinese FHistory I

Chinese 151 (2) History 346 (2)

Advanced Elementary Chinese Seminar. Chinese FHistory II

Chinese 201 (1-2) Political Science 300 (2) Intermediate Chinese Reading Politics of East Asia

Chinese 202 (1-2) Religion and Biblical Studies 108 (1) (2) Intermediate Conversational Chinese Introduction to Asian Religions

Chinese 241 (1)* Religion and Biblical Studies 253 (1)* Chinese Poetry and Drama in Translation Buddhist Thought and Practice

Chinese 242 (2)* Religion and Biblical Studies 254 (2)* Chinese Fiction in Translation Chinese Thought and Religion

Chinese 252 (1) Religion and Biblical Studies 255 (2)* Readings in Modern Style Writings Japanese Religion and Culture 162 Interdepartmental

Religion and Biblical Studies 305 (2) Art 254 (2)* Seminar in Asian Religions Art of the City: Medieval, Renaissance, and Baroque

Sociology 233 (1) Women and Developing Societies Art 302 (1)* Italian Painting: The Fourteenth and Fifteenth Centuries

Art 304 (2)* Late Medieval and Renaissance Sculpture Medieval/Renaissance Studies Director: Fergusson Art 309 (2)* Renaissance and Baroque Architecture

The major in medieval/renaissance studies ena- Art 311 (1)* bles students to explore the infinite richness and Northern European Painting and Pnntmaking variety of western civilizaton from later Greco- Roman times to the Age of the Renaissance and Art 330 (2)* Reformation, as reflected in art, history, music, Seminar. Venetian Art literature, and language. Art 332 (2)* Numerous opportunities for study abroad exist Seminar. Medieval Relics and Saints' Lives for those who wish to broaden their experience and supplement research skills through direct English 112(1) (2) contact with European and Mediterranean cul- Shakespeare ture. Majors who are contemplating postgra I- uate academic or professional careers should English 211 (1)* consult faculty advisors, who will assist them in Medieval Literature planning a sequence of courses that will provide them with a sound background in the linguistic English 213 (2) and critical techniques essential to further work Chaucer in their chosen fields. Individual interests and needs can be accommodated through indepen- English 222 (2) dent study projects carried out under the super- Renaissance Literature vision of one or more faculty members and designed to supplement, or substitute for, advanc- English 282 (1)* ed seminar-level work. Art and Religion 332 is Tragedy the seminar recommended for majors in medieval/renaissance studies in 1978-79. Among the English 323 (1) courses available for majors and prospective ma- Advanced Studies in Shakespeare I jors are:

English 324 (1) (2) Art 100(1) Advanced Studies in Shakespeare II Introductory Course

English 381 (1) Art 202 (1) The English Language Medieval Art

Extradepartmental 108 (2) Art 203 (2) Interpretations of Man in Western Literature Cathedrals and Castles of the High Middle Ages

Extradepartmental 211 (1) Art 215(1) Dante in English European Art to the Renaissance

Extradepartmental 247 (1) (2) Art 251 (1) Arthurian Legends Italian Renaissance Art Interdepartmental 163

French 212 (1) Religion and Biblical Studies 216 (1)

Medieval French Literature I ( lassiial C hristian Theoicjgy

French 300 (2) Religion and Biblical Studies 232 (2) French Literature ot the Renaissance Religious Autobiography

French 312 (1) Religion and Biblical Studies 242 (2)

N^edieval French Literature II Christianity in the Arts

History 100 (1) (2) Spanish 206 (1)

Medieval and Early Modern European History Landmarks of Spanish Literature I

History 230 (1)* Spanish 302 (2)* Greek FHistory from the Bronze Age to the Cervantes Death of Alexander the Great

History 231 (1)* FHistory of Rome

History 232 (1) Molecular Biology Medieval Civilization, 1000 to 1300 Director: Allen

History 233 (1) The Renaissance and Reformation Movements, The Departments of Biological Sciences and 1300 to 1600 Chemistry offer an interdepartmental ma|or in molecular biology which gives opportunity for

History 235 (2) advanced study of the chemistry of biological Medieval and Early Modern European Intellec- systems. tual History In addition to two units of biochemistry (221 and 326), the area of concentration consists of History 238 (1) four units of chemistry (either 105, 106, 107, English History: 1066 and All That 108 or [100 or 103]; 110 or [104]; 211; and 231); five units of biology 110 or [101], 111 or [100], History 239 (2) 205, 200 or 206, and one Grade III unit with a English History: Tudors and Stuarts scheduled laboratory taken at Wellesley College (excluding 350 or 370); Physics 104, 105, or 110; History 241 (2) and Mathematics [in|, 116 or the equivalent. The Disintegration of Medieval France

History 328 (2) Problems in Ancient History and Historiography

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

Italian 207 (2) Students who are interested in interdisciplinary Significant Moments of the Italian Literature of work may design an individual major, in consul- the Middle Ages and the Renaissance tation with two faculty advisors. The program

for the individual major is subject to the approv- Italian 301 (1-2) al of the Committee on Curriculum and Instruc- Dante tion. In setting up guidelines for the individual major, the committee hopes to extend the pos- Latin 207 (2) sibility for a major which crosses traditional de- Medieval Latin partmental lines to those students who could most benefit from such a major and to assure Music 303 (1) suitable guidance to the student in selecting The Middle Ages and the Renaissance appropriate courses for the major. The program for the individual major should include four Political Science 240 (1)* units in one department above the Grade I lev- Classical and Medieval Political Theory el, and two Grade III units. 164 Interdepartmental

The majors and suggested courses listed below Economics 230 (1) are representative of the more established pro- Labor Economics grams.

Economics 305 (2) Industrial Organization

Education 212 (1) History of American Education American Studies Director: Quinn English 150(2) Literary Boston

American studies is a highly flexible, interdis- English 261 (1) ciplinary program designed to illuminate varie- American Literature I ties of the American experience. A wide selection of courses in different departments within English 262 (2) the College may be taken for credit in the ma- American Literature II jor. This flexibility enables students to develop

individual programs of study. Students are en- English 263 (1) (2) couraged to integrate diverse elements of American Literature III American experience by working closely with their advisors and by taking courses which focus English 264 (2) on what is enduring and characteristic in Ameri- Black Literature in America can culture.

History 250 (1) There are no required courses. Among the The First Frontier courses which have been designed to assist students in developing their own ideas about char- History 251 (2) acteristic themes in American culture is Extra- The United States in the Eighteenth Century departmental 335, America As the Promised Land. History 252 (1) The following is a partial list of other courses The United States in the Nineteenth Century available that may be included in an American studies major: History 253 (1) The United States in the Twentieth Century

Anthropology 210 (2) Racial and Ethnic Minorities Philosophy 222 (2)* American Philosophy Art 226(1)

History of Afro-American Art Political Science 210 (1) Voters, Parties and Elections

Art 231 (1) American Art from Colonial Times to the Civil Political Science 310(2) War Political Decision-Making in the United States

Art 232 (2) Political Science 332 (1) American Art from the Civil War to the Founda- The Supreme Court in American Politics tion of the New York School Political Science 340 (1)* Black Studies 206(1-2) American Political Thought Afro-American History

Religion and Biblical Studies 218 (1)

Black Studies 230 (2) Religion in America The Black Woman

Sociology 103 (2) Black Studies 320(1) American Society Black Institutions

Sociology 324 (2) Economics 204 (2)* Seminar. Strategies of Social Change in Contem- American Economic History porary America Interdepartmental 165

Italian Culture Italian 205 (2) Director: Avitabilc Contemporary Italy

Italian 207 (2) The major in Italian culture offers students the Significant Moments of the Italian Literature of opportunity of becoming proficient in the lan- the Middle Ages and the Renaissance guage and of acquiring knowledge and understanding of Italy through the study of its art, Italian 208 (1) history, literature, music, and thought. Italian Romanticism

The program for each student will be planned Italian 301 (1-2) on an individual basis and is subject to the ap- Dante proval of the director. At least four units in

Italian above the Grade I level, one of which Italian 302 (1)* shall be of Grade III level, must be included in The Theatre in Italy the program.

The following courses are available for majors in Italian 303 (1)* Italian culture: The Short Story in Italy Through the Ages

Art 220 (1) Italian 308 (2) Painting and Sculpture of the Later Sixteenth and The Contemporary Novel Seventeenth Centuries in Southern Europe

Italian 349 (2) Art 251 (1) Seminar. Literature and Society Italian Renaissance Art

Music 208 (2)* Art 254 (2)* The Baroque Era Art of the City: Medieval, Renaissance, and

Baroque Music 215 (2) Vocal Forms. The Opera. Art 302 (1)* Italian Painting: The Fourteenth and Fifteenth Music 307 (2)* Centuries The Opera

Art 304 (2)* Late Medieval and Renaissance Sculpture

Art 309 (2)* Renaissance and Baroque Architecture Language Studies

Art 330 (2)* Seminar. Venetian Art The following courses are available in language Art 331 (2) studies: Seminar. Italian Art

English 381 (1) Art 333 (1) The English Language Seminar. Baroque Art

Extradepartmental 114 (1) Extradepartmental 211 (1) Introduction to linguistics Dante in English Extradepartmental 237 (2)*

Extradepartmental 245 (2) Llistory and Structure of the Romance Languages Films and the Novel in Italy Extradepartmental 238 (2)*

History 233 (1) Linguistic Analysis of Social and Literary Expres- The Renaissance and Reformation Movements, sion 1300 to 1600

French 308 (1)

Italian 202 (1) Advanced Studies in Language I Intermediate Italian 166 Interdepartmental

French 309 (2) In addition to the offerings of the Theatre Advanced Studies in Language Studies Department, the following courses are

specifically relevant to the individual major in

Philosophy 204 (1) theatre studies: Philosophy of Language

English 112(1) (2)

Psychology 216 (2) Shakespeare Psycholinguistics

English 127(1) (2) Russian 249 (1)* Modern Drama Language English 282 (1)* Tragedy

English 323 (1)

Advanced Studies in Shakespeare I Theatre Studies

Director: Barstow English 324 (1) (2)

Advanced Studies in Shakespeare II

The individual major in theatre studies offers op- Extradepartmental 235 (1)

portunity for study of the theatre through its his- Nineteenth and Twentieth Century Dance tory, literature, criticism, and related arts and

through the disciplines of its practitioners: play- Extradepartmental 331 (2) wrights, directors, designers, actors, and pro- Seminar. The Theatre Since 1945 ducers.

French 213 (1) (2) The student's program in the major may be French Drama in the Twentieth Century adapted to individual interests. Focus may be on the theatre and a national dramatic literature, Greek 203 (2) on the theatre and related arts, or, within the Greek Drama in Translation general demands of the curriculum, a variety of emphases may be evolved, including work in Greek 302 (2)* such areas as philosophy, history, psychology, Aeschylus and Sophocles sociology, and religion.

Theatre Studies 203 and both semesters of Greek 304 (2)* Theatre Studies 210 are required for the ma|or. Euripides

At least four units above Grade I normally should be elected in a literature department History 236 (1)*

(English, French, German, Creek and Latin, Ital- The Emergence of Modern European Culture; ian, Russian, or Spanish), with emphasis on dra- The Seventeenth and Eighteenth Centuries matic literature. At least two units above Grade

I normally should be elected in art or music. Italian 302(1)* Two of the SIX units thus specified (or their The Theatre in Italy

equivalents) must be Grade ill. Music 200 (1-2) Students electing to design a major in theatre Design in Music studies normally will take at least one resident semester of concentrated work in the discipline Music 307 (2)* either with the National Theatre Institute at the The Opera Eugene O'Neill Theatre Center in Waterford, Connecticut, or at another institution in the Philosophy 203 Twelve College Exchange Program, to supple- (2) Philosophy of Art ment and enrich their work at Wellesley.

Since developments in the theatre arts are the The following courses are specifically relevant to results of stage experiments, and because the the individual design major in theatre studies: theatre performance is an expression of theatre scholarship, it is expected that theatre studies Art 100(1-2) majors will elect to complement formal study of Introductory Course theatre history and theory with practical experience in the extracurricular production program Art 105 (1) (2) of the Wellesley College Theatre. Drawing I Interdepartmental 167

Art 108(1) (2) lic Policy) and Socicjlogy 529 (Internship Seminar

Photography I in Organizations). Additional opportunities for courses and field work are available through Art 209 (1-2) MIT cross-registration. Basic Design The following courses are available for majors in urban studies: Art 210(1) Color Anthropology 210 (2) Racial and Ethnic Minorities Majors taking Design for the Theatre (206) are encouraged to take Art 100 and one or more of Anthropology 234 (2)* the following, before taking 206: Art 105, 108, Urban Poverty 209, 210.

Anthropology 242 (2)* The Emergence of Early Urban Societies

Anthropology 345 (1) Seminar in Urban Anthropology Urban Studies Director; Case Art 254 (2)* Art of the City: Medieval, Renaissance, and Baroque An individual major in urban studies may be designed by students in consultation with two Biological Sciences 307 (1) faculty advisors, each representing different Topics in Ecology departments. These programs are subject to the approval of the Committee on Currn ulurv and Black Studies 105 (1) Instruction. Introduction to the Black Experience The program should include 4 units in one

department above the Grade I level. Moreover, Black Studies 206 (1-2) at least 2 units must be at the advanced (Grade Afro-American History

III) level. This concentration is to provide majors with a sound disciplinary background and to Black Studies 212(1) equip them for further academic or professional Introduction to Afro-American Politics work. Such concentration usually occurs within

the Departments of Anthropology, Art, Black Black Studies 213 (2) Studies, Economics, History, Political Science, Political Development in the Black Community Psychology, or Sociology.

Black Studies 214 (2) The interdisciplinary approach, based on par- Blacks and the United States Supreme Court ticular student interests, may emphasize urban problem-solving and public administration, ur- Black Studies 315 (1) ban design, urban education, or the urban envi- Urban Black Politics in the South ronment. An understanding of the processes which create and sustain urban systems should Economics 225 (2) be at the core of an urban studies major. Urban Etonomu s Students should note carefully the course pre-

requisites set by each department. It is also Economics 239 (2) strongly recommended that majors elect basic Seminar. Economics of the Environment methodology courses in their field of concentration (e.g.. Political Science 249; Sociology 201, Education 216(2) 202 sequence, etc.). This focus will provide tech- Education, Society and Social Policy niques and tools of analysis pertinent to a disci- plined perspective on urban processes and/or English 150(2) policy. Literary Boston

Students are also encouraged to apply for ex- History 252(1) perientially based programs such as the Urban The United States in the Nineteenth Century Politics Summer Internship, programs sponsored by the Career Services Office, and to elect Poli- History 253 (1) tical Science 318 (Field Research Seminar in Pub- The United States in the Ivventieth Century 168 Interdepartmental

History 254 (2) History 257 (2) United States Urban History Women in American History

Political Science 212 (2) History 332 (1) Urban Politics Seminar. The "Woman Question" in Victorian England

Political Science 315 (1)

Bureaucratic Politics Psychology 301 (1) (2) Seminar. The Role of Sex-Typing in Childhood

Political Science 318 (2) Socialization Field Research Seminar in Public Policy

Psychology 303 (2) Psychology 31 3 (2) The Psychological Implications of Being Female Seminar. Group Psychology

Religion and Biblical Studies 224 (1) Psychology 340 (1) Male and Female in Contemporary Christian Seminar. Applied Psychology Thought

Sociology 120(2) Sociology 233 (1) The Metropolitan Community Women and Developing Societies

Sociology 209 (1) Social Inequality

Sociology 320 (2) Urban Social Systems

Sociology 329 (2) Internship Seminar in Organizations

Women's Studies

The following courses are available in women's studies. Other courses are available each semester through cross-registration with MIT.

Black Studies 230 (2) The Black Woman

Education 206 (1) Women, Education and Work

Education 208 (2) Growing Up Female

Extradepartmental 210 (2) Contemporary Women: An Interdisciplinary Perspective

French 319(1) Women and Literary Expression

History 150 (1)d Henry Vill: Wives and Policy Officers of Instruction 170 Officers of Instruction

Marie Jeanne Adams^ Martha Walcott Banwell B,A., MA,, University of Chicago; B.A., Wellesley College M.A., Ph.D., Columbia University Teaching Assistant in Chinese Visiting Associate Professor of Art Evelyn Claire Barry IVIary Mennes Allen A.B., A.M.. Radcliffe College B.S., M.S., University of Wisconsin; Associate Professor of Music Ph.D., University of California (Berkeley)

Associate Professor of Biological Sciences Paul Rogers Barstow B.A., Williams College; Teresa Louise Amott M.F A., Yale University B.A., Smith College Professor of Theatre Studies Instructor in 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 Assistant Professor of Physical Education

Harold E. Andrews III B.A., College of Wooster; James F. Beaton M.A., University of Missouri; B.A., Boston College; Ph.D., Harvard University M.A., Ph.D., Rutgers University

Associate Professor of Geology Assistant Professor of English Director, Science Center Donna Lee Beers Lilian Armstrong B.A., M.S., Ph.D., University of Connecticut B.A., Wellesley College; Assistant Professor of Mathematics A.M., Radcliffe College; Ph.D., Columbia University Robert Andrew Bekes* Professor of Art B.S,, University of California (Berkeley); M.A., Ph.D., University of Oregon Louis W. Arnold^ Assistant Professor of Mathematics Instructor in Guitar Carolyn Shaw Bell Jerold S. Auerbach* B.A., Mount Holyoke College; B.A., Oberlin College; Ph.D., London University M.A., Ph.D., Columbia University Katharine Coman Professor of Economics Professor of History Kenneth Paul Bendiner Grazia Avitabile B.A,, University of Michigan; B.A., MA,, Smith College; MA,, M. Phil., Columbia University Ph.D., Bryn Mawr College Instructor in Art Professor of Italian Priscilla Benson^ Jane R. Baier B.A.. Smith College B.A,, Mount Holyoke College; Laboratory Instructor in Physics M.A., Ph.D., University of Wisconsin

Assistant Professor of French Lorraine Elena Ben-Ur B.A,, Mount Holyoke, Joan Bamberger3 A.M., Ph.D., Harvard University B.A., Smith College; Assistant Professor of Spanish A.M., Radcliffe College; Ph.D., Harvard University

Associate Professor of Anthropology Officers of Instruction 171

James R. Besancon William E. Cain B.S.. Yale University; B.A., Tufts University; Ph D., Massachusetts Institute of Technology M.A., Johns Hopkins University

Assistant Professor of Geology Instructor in English

Frank BidartS William Robert Carlson B.A., University of California (Riverside); B.A., Trinity College; A.M., Harvard University M.Phil., Ph.D., Yale University

Lecturer in English Assistant Professor of French

D. Scott Birney Lemuel Martinez Carroll^ B.S., Yale College; B S. Arkansas State College M.A., Ph D., Georgetown University Lecturer in Music Professor of Astronomy Margaret Deutsch Carroll Ella P. Bones B.A, Barnard College; B.A., Cornell University; A.M., Ph.D., Harvard University A.M., Radcliffe College; Assistant Professor of Art Ph.D., Harvard University

Professor of Russian Karl E. Case A.B., Miami University; Marilyn Neyer Bradner^ A.M., Ph.D., Harvard University A.B., Marquette University; Assistant Professor of Economics A.M., Ph.D., Harvard University

Assistant Professor of Psychology Kenneth L. Chambers B.S. Bowling Green University; Aviva Brecher M.A., Atlanta University B.S., M.S., Massachusetts Institute of Instructor in Black Studies Technology; Ph.D., University of California (San Diego) Cheng Allen Chang Assistant Professor of Physics B.S., National Taiwan University; Ph.D., University of Pittsburgh Barbara Miriam Brenzel Assistant Professor of Chemistry B.A., University of Toronto; Ed.M., Ed.D., Harvard University Maud H. Chaplin Assistant Professor of Education B.A., Wellesley College; M.A., Ph.D., Brandeis University Timothy James Brook^ Assistant Professor of Philosophy B.A., University of Toronto; Acting Dean of the College A.M., Harvard University

Instructor in Chinese John M. Charles Teachers Certificate, University of Oxford; Judith Claire Brown M.S., Henderson State College B.A., Rice University; Assistant Professor of Physical Education Ph.D., University of California (Berkeley)

Professor of Physics Paul Penrose Christensen B.S., Utah State University; Judith W. Burling M.S., Ph.D., University of Wisconsin B.A., University Iowa; of Assistant Professor of Economics M.S., Smith College

Assistant Professor of Physical Education Nancy Cirillo^ Instructor in Violin Ina B. Burstein^ Director of Chamber Music B.A., Fordham University; M.A., Boston College

Instructor in Sociology 172 Officers of Instruction

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 D. Coyne* Suzanne Cleverdon^ A.B., Emmanuel College; M.A., Wellesley College; Instructor In Harpsichord and Organ Ph.D., University of Virginia

BIythe McVicker Clinchy Associate 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 Assistant 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 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 A.B., Wellesley College Jeanne A. Darlington B.A., Knox College; Instructor In Greek and Latin M.A., Wellesley College

Phyllis B. Cole3 Laboratory Instructor In Chemistry B.A., Oberlin College; A.M., Ph.D., Harvard University Fred Denbeaux B,A., Elmhurst College; Assistant Professor of English B.D., S.T.M., Union Theological Seminary

Ann Congleton Professor of Religion and Biblical Studies B A., Wellesley College; M.A., Ph.D., Yale University Margaret A. Dermody A.B., Emmanuel College; Associate Professor of Philosophy M.A., Wellesley College

Francis Judd Cooke^ Laboratory Instructor in Biological Sciences B.A., Yale University; Mus.B., University of Edinburgh Louis S. Dickstein B A., Brooklyn College; Lecturer In Music M.S., Ph.D.. Yale University

Christine D. Cooper Professor of Psychology B.A., M.A., Wellesley College Thomas J. Dimieri* Laboratory Instructor in Biological Sciences A.B., Fordham University; M.A., Ph.D., Brown University Helen Storm Corsa B.A., Mount Holyoke College; Assistant Professor of Sociology M.A., Ph.D., Bryn Mawr College

Martha Hale Shackford Professor of English Officers of Instruction 173

Theodore William Ducas Alona E. Evans B.A., Yale University; B.A., Ph.D., Duke University Ph.D., Massachusetts Institute of Technology Elizabeth Kimball Kendall Professor of Assistant Professor of Physics Political Science

Mayrene Earle Doris Holmes Eyges^ B.S., Northeastern University B.A,, University of Michigan; A.M., Radcliffe College Instructor in Physical Education Lecturer in English Mark U. Edwards, Jr. Director of Atlanta Internship Program B.A., IvI.A., Ph.D., Stanford University J. Clayton Fant Assistant Professor of History B.A., Williams College; Ph.D., University of Michigan Howard Brook Eichenbaum B.S., Ph.D., University of Michigan Assistant Professor of Greek and Latin

Assistant Professor of Biological Sciences Peter Fergusson B.A., Michigan State University; Allan Warden Eister A.M., Ph.D., Harvard University B.A.. DePauw University; M.A., American University; Associate Professor of Art Ph.D., University of Wisconsin David Ferry Professor of Sociology B.A., Amherst College; A.M., Ph.D., Harvard University Dorotfiy Z. Eister Professor of English B.A., Hood College; Sophie Chantal Hart M.A., Mount Holyoke College Lorenz J. Finison^ Assistant in Psychology Research A.B., Wesleyan University; Ph.D., Columbia University Sharon K. Elkins^ B.A., Stetson University; Assistant Professor of Psychology M.T.S., Harvard Divinity School; Ph.D., Harvard University Charles Fisk^ A.B., Harvard College; Assistant Professor of Religion and Biblical M.MA., Yale School of Music Studies Lecturer in Music Mel-Mel Akwai Ellerman*^ Instructor in Piano Lie, University of Geneva; M.A., Boston University; Virginia M. Fiske^

Ph.D., Harvard University B.A , M.A., Mount Holyoke; Ph D., Radcliffe College Assistant Professor of Italian Visiting Professor of Biological Sciences Carolyn M. Elliott^ Flanagan, Jr. B.A., Wellesley College; Owen J. University; A.M., Radcliffe College; B.A., Fordham M.A., Ph.D., Boston University Ph.D., Harvard University Assistant Professor of Philosophy Lecturer in Sociology Director of Wellesley College Center for Research on Women Phyllis J. Fleming B.A., Hanover College; of Wisconsin Donald Whitcomb Engels, Jr. M.S., Ph.D., University B.A,, University of Florida; Sarah Frances Whiting Professor of Physics M.A., University of Texas; Ph.D., University of Pennsylvania Claudia Foster

Assistant Professor of History and of B.A., M.A., University of Denver; Greek and Latin Ph.D., Columbia University Assistant Professor of Education 174 Officers of Instruction

Carlo Roger Frangois Katherine Allston Geffcl

Lie. en Philosophie et Lettres, Agrege, B A , Agnes Scott College; University of Liege: MA,, Ph.D., Bryn Mawr College A.M., Ph.D., Harvard University Professor of Greek and Latin Professor of Frencin Meg Gertmenian*

Joanna H. Frodin B A , Wellesley College; B.A., Bryn Mawr College; AM. Ph.D., Harvard University M.A., University of Chicago; Associate Professor of English Ph.D., University of Connecticut

Assistant Professor of Economics Emily Buchholtz Giffin3 B.A., College of Wooster; Robert Dean Frye^ M.S., University of Wisconsin; A.B., MA., University of Illinois Ph.D., George Washington University

Instructor in French Assistant Professor of Geology

David Funk3 Annie T. Gillain* B.A., Annherst College; Lie , Sorbonne; University Ph.D., Harvard MA , Tufts University; Ph D,, Harvard University Visiting Professor of Economics Assistant Professor of French Laurel Furumoto Illinois; B.A , University of Arthur Ralph Gold* University; MA., Ohio State B A , Princeton University; Ph.D., University Harvard A M , Ph.D., Harvard University

Associate Professor of Psychology Professor of English

Ann Gabhart Marshall Irwin Goldman*^ B.A,, Wellesley College; B S , Wharton School, University of A.M., Harvard University Pennsylvania;

AM., PhD , Harvard University Lecturer in Art Director, Wellesley College Museum Class of 1919 Professor of Economics

Rene Galand* Maja J. Goth«1 Lic.-es-Lettres, University of Rennes; Mittellehrerdipl., Oberlehrerdipl,, Ph.D., Ph.D., Yale University University of Basel

Professor of French Professor of German

Robert Garis Michele Respaut Greenlaw B.A,, Muhlenberg College; Faculte des Lettres. Universite de Montpellier;

A.M., Ph.D., Harvard University M A , Assumption College

Katharine Lee Bates Professor of English Instructor in French

Elena Gascon-Vera Michel Grimaud

Lie, University of Madrid; B A , MA, University of Aix-en-Provence; M.Phil., Ph.D., Yale University M.A., Ph.D., University of Wisconsin

Assistant Professor of Spanish Assistant Professor of French

Geraldine F. Gauthier* Merilee Serrill Grindle of B.S., M.S., Massachusetts College B A , Wellesley College; Pharmacy; M.A., Brown University; A.M., Ph.D., Radcliffe College Ph.D., Massachusetts Institute of Technology

Professor of Biological Sciences Assistant Professor of Political Science Officers of Instruction 175

Edward Vose Gulicl< Patricia Herlihy

B A . M A . Ph D . Yale University B.A., University of California (Berkeley);

MA., Ph D , University of Pennsylvania Elisabeth Hodder Professor of History Visiting Associate Professor of History Vachik Hacopian

B A , University of California; William A. Herrmann

M S . University of Massachusetts B A , M A , Ph D , Columbia University

Laboratory Instructor in Biological Science Professor of Music Research Assistant in Electronmicroscopy Director of the Choir

Ellen M. Hall Aundre Marie Herron^

A B . Smith College B A , Wellesley College; MA, Boston University Laboratory Instructor in Biological Sciences Instructor in Black Studies Thomas S. Hansen B.A., MA, Tufts University: Sonja E. Hicks*

Ph.D., Harvard University BS , University of Maine;

Ph D , Indiana University Assistant Professor of German Associate Professor of Chemistry John S. Hanson A.B., University of California (Berkeley); Carmelita Hinton B.D., Luther Theological Seminary; B A., University of Pennsylvania Ph.D., Harvard University Lecturer in Chinese Assistant Professor of Religion and Biblical Studies Ann Mary Hirsch B.S., Marquette University; Barbara Leah Harman«2 Ph.D., University of California (Berkeley)

B A , Tufts University; Assistant Professor of Biological Sciences

M.A., Ph D . Brandeis University

Assistant Professor of English Janet HoffmanS

B A , Wellesley College; Gary C. Harris M.A., Ph D., New York University

. Bates College; BS Assistant Professor of Russian

. of Massachusetts M.S.. Ph D University Class Dean Assistant Professor of Biological Sciences Stephen Horner Adrienne Hartzell^ B.S.. California Institute of Technology; Michigan of Music P.P., Ph D , University of B Mus . New England Conservatory M

Instructor in Viola da Gamba Assistant Professor of Economics

Barbara Harvey Susan Hughes of Northeastern University B.F.A,, M FA , Rhode Island School Design BS.

Assistant Professor of Art Instructor in Physical Education

Michael J. Hearn Virginia Thorndike Hules

B A . Wellesley College; B.A , Rutgers College;

A.M., PhD , Harvard University M.S., M.Phil.. Ph D , Yale University

Assistant Professor of Chemistry Assistant Professor of French

David A. Hendricks Weldon Jackson

B.A , Morehouse College B S . University of Toledo; University MA, Bowling Green State Instructor in Black Studies

Instructor in Biological Sciences 176 Officers of Instruction

Roberta Tansman Jacobs Thomas R. Kanza^ B A., Douglass College of Rutgers University; Licence Sciences Psychologiques et MA., Columbia University; Pedagogiques, Univ of Louvain (Belgium); Ph.D., Cornell University Diplome des Hautes Etudes Internationales. College of Europe, Bruges (Belgium); Assistant Professor of History

M Phil , S O A S , Univ of London, England

Rachel Jacoff Barnette Miller Visiting Professor of B.A., Cornell University; Political Science A.M., M.Phiil., Harvard University; Ph.D., Yale University Thomas Forrest Kelly

A B , University of North Carolina; Assistant Professor of Italian

A.M., Ph D , Harvard University

Owen Hughes Jander*2 Assistant Professor of Music B.A., University of Virginia;

A.M., PhD , Harvard University Chris L. Kleinke A.B., Occidental College; Professor of Music

M.A., Ph D , Claremont Men's College

Linda Gardiner Janik* Visiting Assistant Professor of Psychology B A., University of Sussex; M.A., Ph.D., Brandeis University Jonathan B. Knudsen

B A , Michigan State University; Assistant Professor of Philosophy

Ph D , University of California (Berkeley)

Eugenia Parry Janis* Assistant Professor of History

B A , University of Michigan; T. A.M., PhD , Harvard University James Kodera

B A , Carleton College; Associate Professor of Art

MA, M Phil , PhD , Columbia University

Nancy M. Jannarone Assistant Professor of Religion and B.S., Pennsylvania State University Biblical Studies

Instructor in Physical Education Elissa Koff*

BS , Queens College, CU NY; Roger A. Johnson

M S , Ph D , Tufts University

B A . Northwestern University; Assistant Professor of Psychology B D , Yale University;

Th.D , Harvard University Philip L. Kohl* Professor of Religion and Biblical Studies BA., Columbia University;

A.M., Ph D , Harvard University Jacqueline Jones Assistant Professor of Anthropology B A , University of Delaware;

MA, PhD , University of Wisconsin Nancy Harrison Kolodny Assistant Professor of History

B A , Wellesley College; Ph.D., Massachusetts Institute of Technology t\/larion R. Just of Chemistry B A . Barnard College; Assistant Professor MA, Johns Hopkins University; Joel Krieger Ph D , Columbia University

B A , Yale College Associate Professor of Political Science Instructor in Political Science Stephen B. Kahl* B.S., Duke University; Christopher Krueger^ B Music, New England Conservatory PhD , Indiana University

Assistant Professor of Chemistry Instructor in Flute Officers of Instruction 177

Yuan-Chu Ruby Lam3 Nancy Ruth Levy3 A B,, A.M.. Harvard University B.A.. M.A., American University

Instructor in Chinese Instructor in Spanish

Jyoti LaPeer3 Elizabeth C. Lieberman^ B.A., Wellesley College: Instructor in Physical Education M.A., Brandeis University

Beverly Joseph Layman Laboratory Instructor in Chemistry B.A., Roanoke College: M.A., University of Virginia: Helen T. Lin A.M.. Ph.D.. Harvard University B.S., National Taiwan University

Professor of English Professor of Chinese on the Edith Stix Wasserman Foundation Carl Scotius Ledbetter, Jr. B.S., University of Redlands: Eva Linfield^ M.A.. Brandeis University; Instructor in Recorder and Krummhorn Ph.D., Clark University

Assistant Professor of Mathematics Bonnie Susan Lipschutz^ B.A., State University of New York: Susan Winston Leff^ Diploma. University of Oxford: A.B., University of Chicago: M.Phil, Yale University M.F.A.. Princeton University Instructor in Anthropology Instructor in Art Ronnie Ann Littenberg3 Mary Rosenthal Lefkowitz B.A.. University of Wisconsin; B.A., Wellesley College: Ph.D., Harvard University A.M., Ph.D., Radcliffe College Assistant Professor of Psychology Professor of Greek and Latin Director of Educational Research and Stephen J. Little^ Development B.A., M.A., University of Kansas (Lawrence); Ph.D., University of California (Los Angeles) Eric Levenson3 Assistant Professor of Astronomy A.B., Harvard College: M.F.A.. Brandeis University Irene R. Little-Marenin^ Lecturer in Theatre Studies B.A., Vassar College: Design Director. Wellesley College Theatre M.A., Ph.D., Indiana University

Assistant Professor of Astronomy Jon D. Levenson A.B., Ph.D., Harvard University James Herbert Loehlin Assistant Professor of Religion and Biblical B.A., College of Wooster; Studies Ph.D., Massachusetts Institute of Technology

Professor of Chemistry Katherine Lever B.A., Swarthmore College; Gabriel H. Lovett M.A., Ph.D., Bryn Mawr College B.A., M.A., Ph.D., New York University Professor of English Professor of Spanish

Andrea Gayle Levitt Margaret Thompson Lundeen B.A.. Wellesley College: A.B.. Smith College: M.A., M.Phil., Ph.D., Yale University M.A., Ph.D., Harvard University Assistant Professor of Linguistics and of French Assistant Professor of Geology

Judith T. Levy Mary H. Lusky A.B., Goucher College; B.A.. Wellesley College: Ph.D., Johns Hopkins University M.A,, Ph.D., Columbia University Assistant Professor of Chemistry Assistant Professor of Spanish 178 Officers of Instruction

Barry Lydgate* Cecilia Mattii^ B.A., M.Phil., Ph.D., Yale University Dott. in Lett., University of Florence

Assistant Professor of French Instructor in Italian

Irina Borisova-Morosova Lynch Florence McCulloch* A.M., Ph.D., Radcliffe College B.A., Vassar College; M.A., Ph.D., University of North Carolina Professor of Russian Professor of French Martin Andrew Magid B.A., Brown University: George E. McCully, Jr. M.S., Yale University; A.B., Brown University; Ph.D., Brown University M.A., Ph.D., Columbia University

Assistant Professor of Mathematics Visiting Associate Professor of History

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

Kristin Mann Assistant Professor of Philosophy A.B., MA., Ph.D., Stanford University Sally Engle Merry Assistant Professor of History B.A., Wellesley College; M.A., Yale University; Stephen Anthony Marini^ Ph.D., Brandeis University A.B., Dickinson College; Ph.D., Harvard University Assistant Professor of Anthropology

Assistant Professor of Religion and John Messina^ Biblical Studies B.A., Louisiana State University; M.Arch., Massachusetts institute of Elizabeth W. Markson^ Technology B.A., Bryn Mawr College; M.A., Ph.D., Yale University Assistant Professor of Art

Associate Professor of Sociology Denis Mickiewicz^ B.A., M.A., Ph.D., Yale University Tony Martin Barrister-at-Law, Gray's Inn; Visiting Lecturer of Russian B.Sc, University of Hull; M.A., Ph.D., Michigan State University Ellen Mickiewicz B.A., Wellesley College; Associate Professor of Black Studies Ph.D., Yale University

Miranda Constant Marvin Kathryn W. Davis Professor of Sociology B.A., Bryn Mawr College; Ph.D., Harvard University Linda B. Miller A.B., Radcliffe College; Associate Professor of Art and of M.A., Ph.D., Columbia University Greek and Latin Professor of Political Science Sylvie Mathe Licence de Lettres Modernes; Maitrise Vicki E. Mistacco d'Anglais, University of Paris-Sorbonne B.A., New York University; M.A., Middlebury College; Assistant Professor of French M.Phil., Ph.D., Yale University

Julie Ann Matthaei Associate Professor of French B.A., University of Michigan; M.A., M.Phil., Yale University Joel Moerschel^

Instructor in Economics Instructor in Cello Officers of Instruction 179

Kenworth W. Moffett Turgay Ozkan B.A., Columbia College; B.S,, MS, Massachusetts Institute of A.M., Ph.D.. Harvard University Technology

Professor of Art Instructor in Economics

Barbara Ann Molony^ Robert L. Paarlberg A.B.. A.M., Harvard University B.A., Carleton College; Ph.D., Harvard University Instructor in History Assistant Professor of Political Science Bernard G. Moran^ Helen Ann Padykula Instructor in French Horn B.S., University of Massachusetts; Rodney Morrison M.A., Mount Holyoke College; Ph.D., Radcliffe College B.S., M.A., Boston College; M.S., Ph.D., University of Wisconsin Professor of Biological Sciences

Professor of Economics Diann Painter* Rose Moss3 A.B., Antioch College; A.M., Ph.D., Indiana University B.A., University of the Witw/atersrand; B.A., (Hons) University of Natal Assistant Professor of Economics

Lecturer in English Georgia Papaefthymiou^ B.A., Barnard College; Leonard Charles Muellner^ M.A., Ph.D., Columbia University A.B., Harvard College; M.A., University of Michigan; Assistant Professor of Physics Ph.D., Harvard University Louise Came Pappoutsakis^ Associate Professor of Greek and Latin Instructor in Harp

Barbara F. Muise Peggy Pearson^ B.A., Bates College; M.A., Smith College Instructor in Oboe

Laboratory Instructor in Biological Sciences Timothy Walter Hopkins Peltason A.B., Harvard College; Barbara W. Newell M.A., Yale University B.A., Vassar College; M.A., Ph.D., University of Wisconsin; Instructor in English Honorary Degrees; L.H.D., Trinity College; LL.D., Central Michigan University, Williams David Burrell Pillemer^ College; D.Lit., Northeastern University B.A., University of Chicago

Professor of Economics Instructor in Psychology President of Wellesley College Robert Pinsky Patricia Mary Alice O'Brien B.A., Rutgers University; B.A., Wellesley College M.A., Ph.D., Stanford University

Teaching Assistant in Psychology Associate Professor of English

Hazel F. 0'Donnel|3 Nancy Kline Piore B.Mus.. M.Mus., Boston University B.A., Barnard College; M.A., Columbia University; Instructor in Voice Ph.D., Tufts University

James F. O'Gorman Assistant Professor of French B.Arch,, Washington University; M.Arch., University of Illinois (Urbana); Isabelle C. Plaster^ A.M., Ph.D., Harvard University B.A., Wellesley College; M.Mus., New England Conservatory of Music Grace Slack McNeil Professor of American Art Instructor in Bassoon 180 Officers of Instruction

Charlotte Carroll Prather Dana L. Roberts^ B.A., Barnard College: B.S., Massachusetts Institute of Technology M.A., M.Phil., Ph.D., Yale University Laboratory Instructor in Physics Assistant Professor of German Alice Birmingham Robinson B.A., Wellesley College; Elinor Preble^ A.M., Ph.D., Radcliffe College B.Mus., New England Conservatory of Music Professor of History Instructor in Flute Elizabeth Jane Rock Kathryn Conway Preyer B.S., College of Mount St. Vincent; B.A., Goucher College; M.A., Smith College; M.A., Ph.D., University of Wisconsin Ph.D., Pennsylvania State University

Professor of History Arthur J. and Nellie Z. Cohen Professor of Chemistry Arlene Zailman Proctor Diploma, Juilliard School of Music; Raul Rodriguez-Hernandez M.A., University of Pennsylvania Bachiller en Humanidades, Escuela de Bachilleres; Assistant Professor of Music MA,, University of Veracruz

Ruth Anna Putnam Instructor in Spanish B.S., Ph.D., University of California (Los Angleles) Margery Sabin* A B., Radcliffe College; Professor of Philosophy A.M., Ph.D., Harvard University

Patrick F. Quinn Associate Professor of English B.A., M.A., University of Wisconsin; Ph.D., Columbia University Mary Sadovnikoff^

Professor of English A B., Radcliffe College;

MF.A , Brandeis University

Carlene A. Raper3 Instructor in Piano and Fortepiano B.S., M.S., University of Chicago; Ph.D., Harvard University Debby Lynn Samelson^

, City of Assistant Professor of Biological Sciences B A College the City University of New York

Carol Ann Rappoli Instructor in Physical Education B.S., Northeastern University

Instructor in Physical Education Martin SanchezJankowski^ B.A., Western Michigan University; Jonathan B. Ratner M.A., Dalhousie University A.B., University; Harvard Instructor in Political Science M.A., M.Phil., Ph.D., Yale University

Assistant Professor of Economics Gary R. Sanford

B.A , University of California (Berkeley); James Wilson Rayen M.A., Chico State College; B.A., B.F A., MF.A,, Yale University Ph.D., University of California (Davis)

Professor of Art Assistant Professor of Biological Sciences

John D. Reid3 H. Paul Santmire B. Music, Boston University A.B., Harvard College; B.D., The Lutheran Theological Seminary; Instructor in Trumpet Th D , Harvard University

Jill Rierdan Lecturer in Religion and Biblical Studies B.A., MA., Ph.D., Clark University Chaplain

Assistant Professor of Psychology Officers of Instruction 181

Alice T. Schafer Alan Shuchat

B A . University of Richmond: B S , Massachusetts Institute of Technology;

S.M , Ph D , University of Chicago; M.S., PhD , University of Michigan

Honorary Degree: D Sc , University of Associate Professor of Mathematics Richmond

Helen Day Gould Professor of Mathematics Frederic W. Shultz B.S., California Institute of Technology; Alan Henry Schechter Ph.D., University of Wisconsin

B A . Amherst College: Associate Professor of Mathematics

PhD . Columbia University

Professor of Political Science Heddi Vaughan Siebel B FA, Rhode Island School of Design:

R. Steven Schiavo M F A , Yale University

B A . Lehigh University: Instructor in Art

PhD . Columbia University

Associate Professor of Psychology Susan S. Silbey^ B A., Brooklyn College; Wynn Randy Schwartz M.A., Ph.D., University of Chicago

B S . Duke University: Assistant Professor of Sociology

MA, Ph D . University of Colorado

Assistant Professor of Psychology Martin E. Sleeper^

B A . Williams College:

William R. Scott* MAT , Ed.D., Harvard University

B A . Lincoln University: Lecturer in Education

M A . Howard University:

MA , Ph D , Princeton University Elaine L. Smith^

Associate Professor of Black Studies B A,. M A , Wellesley College

Laboratory Instructor in Chemistry Anne Dfiu Shapiro^

B A . University of Colorado: Alexia Henderson Sontag*

A.M., Ph D , Harvard University B.A., Pacific Lutheran University: Assistant Professor of Music M.A., Ph.D., University of Minnesota

Assistant Professor of Mathematics Lois Shapiro^ B of Music. Peabody Institute of Music: Patricia Meyer Spacks* M. of Music, Yale University School of Music: B.A., Rollins College: MA., Yale University; D. of Music, Indiana University School of Music Ph.D., University of California (Berkeley): Instructor in Piano Honorary Degree: L.H.D., Rollins College

Professor of English Karen Sheingold

B A , Antioch College: Hortense J. Spillers Ph.D., Harvard University B.A.. MA, Memphis State University: Assistant Professor of Psychology Ph.D., Brandeis University

Assistant Professor of English and of Burton David Sheppard^ Black Studies B,A., Johns Hopkins University:

Phil , Oxford University D Ingrid Stadler

Assistant Professor of PoliticaLScience B A , Vassar College; A.M., Ph D., Radcliffe College

Annemarie A. Shimony William R Kenan Professor of Philosophy B.A., Northwestern University; Ph.D., Yale University George Stambolian Professor of Anthropology B.A., Dartmouth College: M.A., Ph.D., University of Wisconsin

Associate Professor of French 182 Officers of Instruction

Ria Stavrides^ Christine Temin

PhD , Columbia University A B , Bryn Mawr;

M F A , University of North Carolina Visiting Professor of Philosophy Assistant Professor of Physical Education Thomas Stehiing

B A , Georgetown University: Toni Thalenberg3

MA, Ph D,. University of California (Berkeley) B A , M Phil . Columbia University

Assistant Professor of English Lecturer in Education

Ann Kathryn Stehney Lyn Tolkoff3

A.B., Bryn Mawr College; B A , Wellesley College;

M.A., Ph.D., State University of New York Ph D , Yale University (Stony Brook) Lecturer in Music Associate Professor of Mathematics Maurizio Tosi^ Edward A. Stettner Dr in Humanities, University of Rome B.A., Brown University; Kathryn W Davis Visiting Associate Professor M.A., Ph.D., Princeton University of Anthropology Associate Professor of Political Science Associate Dean of the College William D. Travis

B FA , Philadelphia College of Art;

Irene Pierce Stiver^ M F A , Temple University B.A., Brooklyn College; Assistant Professor of Art MA, Ph.D., Cornell University

Lecturer in Psychology M. Jeanne Trubek^

A B , Bryn Mawr College;

Todd Thomas Straus M S , Northeastern University

B A, MA , University of Iowa Lecturer in Mathematics Instructor in French Nina Tumarkin-Fosburg-^

Marcia Stubbs^ B A , University of Rochester;

, University B.A., MA , University of Michigan AM, Ph D Harvard

Lecturer in English Assistant Professor of History

Lawrence Sullivan Luther Terrell Tyler, Jr.

B.S., University of Missouri; B A , Southwestern University at Memphis;

M.A., Ph.D., University of Michigan M A , M Phil., Yale University

Assistant Professor of Political Science Instructor in English

Kathleen C. Swallow Robert Scott Umans

B S., Westhampton College, University of A B , Columbia University;

Richmond; M S , Ph D , Yale University Ph.D., Massachusetts Institute of Technology Assistant Professor of Chemistry Assistant Professor of Chemistry Joyce Van Dyke

Yih-jian Tai B A . Stanford University,

B.A., National Taiwan University; M A , Brandeis University M.S., Ph.D., Southern Illinois University Instructor in English Associate Professor of Chinese Linda Kent Vaughan

Frank Cochran Taylor l|3 B S , M A , Russell Sage College;

B.A , Yale University Ph.D., Ohio State University

Instructor in Organ Associate Professor of Physical Education Officers of Instruction 183

Richard William Wallace Marguerite Wieser B.A.. Williams College. Diplome de traducateur-interprete. M.F.A., Ph.D., Princeton University University of Geneva, Switzerland; Doctorat es Lettres, University of Basle, Professor of Art Switzerland

K. Flagg Waltermire Slater Visiting Professor of German B,A., Johns Hopkins University; B.F.A., IVIaryland Institute. College of Art: Howard J. Wilcox M.F.A.. Indiana University B.A., Hamilton College; Ph.D., University of Rochester Assistant Professor of Art Professor of Mathematics Helen Wang B.A.. University of Wisconsin; Ernest H. Williams, Jr.

A.l\/I.. Ph.D., Harvard University B.S., Trinity College; M.A., Ph.D., Princeton University Assistant Professor of Mathematics Assistant Professor of Biological Sciences Margaret Ellen Ward B.A.. Wilson College; Kenneth P. Winkler M.A., Ph.D., Indiana University B.A., Trinity College; Ph.D., University of Texas at Austin Assistant Professor of German Assistant Professor of Philosophy Judith Callaghan Wason A.B., Goucher College; Joan Z. Wolf Ph.D., Columbia University B.A., City College of New York M.A., Ph.D., Princeton University Assistant Professor of Mathematics Assistant Professor of Psychology Nancy E. Waxler3 B.A., University of Illinois; Donald Lewis Wolitzer Ph.D., Radcliffe College B.S., State University of New York at Stonybrook; Visiting Associate Professor of Sociology M.S., Northeastern University

Andrew C. Webb Instructor in Mathematics B.Sc. Ph.D., University of Southampton Theresa CH Yao Assistant Professor of Biological Sciences B.A.. Taiwan Normal University

Eleanor Rudd Webster Lecturer in Chinese B.A.. Wellesley College; M.A., Mount Holyoke College; Michael Zaretsky^ A.M., Ph.D., Radcliffe College Instructor in Viola Professor of Chemistry Claire Zimmerman Nigel West B.A., Wellesley College; B.Sc. University of Bristol; Ph.D., Radcliffe College Ph.D., University of British Columbia Professor of Psychology Assistant Professor of Biological Sciences

Dorothea J. Widmayer B.A., M.A., Wellesley College; Ph.D., Indiana University

Professor of Biological Sciences 184 Officers of Instruction Officers of Instruction 185

Professors Emeriti

Ruth Elvira Clark Litt D. Lucy Winsor Killough Ph D. Professor of French Professor of Economics

Mary Bosworth Treudley Ph D Magdalene Schindelin Ph D Professor of Sociology Associate Professor of German

Grace Elizabeth Howard Ph D. Dorothy Mae Robathan Ph D. Associafe Professor of Bofany Professor of Latin

Louise Pettibone Smith Ph D Agnes Anne Abbot Professor of Biblical Hisfory Professor of Art

Lucy Wilson Ph D Eva Elizabeth Jones Ph D Professor of Physics and Dean of Students Professor of Zoology

Edna Heidbreder Ph D Edith Brandt Mallory Ph D Professor of Psychology Professor of Psychology

Ada May Coe MA. Evelyn Faye Wilson Ph D Professor of Spanish Professor of History

Evelyn Kendrick Wells MA Teresa Grace Frisch Ph D Professor of English Professor of Art and Dean of Students

Louise Overacker Ph D Dorothy Heyworth Ph D Professor of Political Science Professor of Physics

Jorge Guillen Catedratico de Universidad Margaret Elizabeth Taylor Ph D Professor of Spanish Professor of Latin

Waclaw Jedrzejewicz Concha Breton Doctora en Letras Associate Professor of Russian Associate Professor of Spanish

Katharine Canby Balderston Ph D Barbara Salditt Ph D Professor of English Associate Professor of German

Marion Elizabeth Stark Ph Louise Wilson Roquemore Ph D Professor of Mathematics Professor of Biology

Helen Thayer Jones Ph D Eleanor Milton Tenney B A Professor of Chemistry Director of Residence

Harriet Cutler Waterman Ph D Walter Edwards Houghton Ph D Professor of Zoology Professor of English

Ella Keats Whiting Ph D Barbara Philippa McCarthy Ph D Professor of English and Dean Professor of Greek

Mary Leilah Austin Ph D Mary Ruth Michael Ph D Professor of Zoology Professor of English

Lacheman Ph D Grace Ethel Hawk B Lift (Oxon ) Ernest Rene Professor of English Professor of Religion and Biblical Studies

Elizabeth Beall Ph D Sylvia Leah Berkman Ph D Associate Professor of Physical Education Professor of English 186 Officers of Instruction

Herbert Morrison Gale Ph D Elizabeth Frisch Professor of Religion and Biblical Studies Associate Professor of Art

Delaphine Grace Rosa Wyckoff Ph D Richard Vernon Clemence Ph D Professor of Bacteriology Professor of Economics

Hannah Dustin French IVI S Virginia M. Fiske Ph D Research Librarian, Special Collections Professor of Biological Sciences

Virginia Onderdonk B A Owen S. Stratton Ph D Professor of Philosophy Professor of Political Science

Bartlett Hicks Stoodley Ph D Mary E. Bradley Ed D Professor of Sociology Associate Professor of Education

Virginia Fleming Prettyman Ph D Ruth Deutsch (VI A Professor of English Lecturer in German

Thelma Gorfinkle Alper Ph D Helen Margaret Brown MS Professor of Psychology Librarian

Hubert Weldon Lamb A B Janet Guernsey Ph D Professor of Music Professor of Physics

Harriet B. Creighton Ph D Lucetta Mowry Ph D Professor of Botany Professor of Religion and Biblical Studies

Sarah J. Hill Ph D Professor of Astronomy

Germaine Lafeuille Ph D Professor of French

Justina Ruiz-de-Conde Ph D Professor of Spanish Administration 188 Administration

Office of tfie President Office of Career Services

Barbara W. Newell Ph D Barbara B. Lazarus Ed D President Director Professor of Economics Patricia L. Meaney B A Doris E. Drescher B S Special Assistant to the Director Executive Secretary to the President Clerk of the Board of Trustees Diane L. Redonnet B A Associate Director

Sylvia E. McMullen B A Career Counselor Office of Admission

Catherine E. Solmssen M Ed Mary Ellen Ames B A. Career Counselor Director Nancy Tobin B A Elizabeth M. Chandler B A Resource Center Coordinator Deputy Director

Margaret O. Rose B A. Deputy Director Office of College Relations Alice M. Palubinskas M Ed Associate Director Alia O'Brien B A Vice President Sarah G. Conley B A Assistant Director Rosemarie Matthees Cummings Director of Publications Lundie Guerard MA. Admission Counselor Shirley H. Goldwyn B A Director of Press Relations Audrey Smith-Whitaker M Ed Admission Counselor Marguerite Velte Hasbrouck B A Director of Community Relations Florence Washington Office Manager and Assistant Director Margaret Galloway Lafferty B.A Director of Special Events

Carolyn Harmon Scott Manager, Information Bureau Office of Financial Aid

Amelia Botsaris Nychis MA Director

Kathryn Osmond MA Associate Director

Phyllis Kelley MS Associate Director

Carol Marsh Assistant Director and Coordinator of Student Work

Constance Koeneman B S Assistant Director

Sylvia Watkins B S Assistant Administration 189

Office of the Dean of the College Office of the Registrar

Maud H. Ctiapiin Ph D Eleanore R. Silverman M Ed Acting Dean of the College Registrar Assistant Professor of Philosophy Marguerite Eckles 6 S Edward A. Stettner Ph D Management Information System Coordinator Associate Dean of the College Associate Professor of Political Science Eleanor Witten Administrative Assistant IVIary Lorantos Secretary to the Dean of the College Office of Educational Research Dorothy L. Connolly Assistant to the Dean of the College Mary Rosenthal Lefkowitz Ph D for Faculty Appointments Director of Educational Research Professor of Greek and Latin Florence Carlson Audiovisual Coordinator Supervisor of the Language Laboratory Office of the Science Center

Harold E. Andrews III Ph D Office of the Dean of Academic Programs Director of the Science Center Associate Professor of Geology M. Lucetta Mowry Ph D Dean of Academic Programs Rosamond V. White B S Professor Emeritus of Religion and Manager of Administrative Services Biblical Studies

Janet Hoffman Ph D Office of the Computer Center Class Dean Assistant Professor of Russian Gene Ott Ph D Director Karen Whitmore Maxwell B A Class Dean Charles D. Blewett Ph D Courseware Specialist Shirley Quinn B A Class Dean Eleanor D. Lonske M Ed Director of Academic Assistance Programs User Services Coordinator

Dorothy B. Moeller B A Exchange Coordinator Margaret Clapp Library

Ruth G. Rose MA YenTsai Feng Ph D Study Abroad Advisor Librarian

Edith Shapero Alpers MS Office of Continuing Education Senior Cataloger

Betty Lou Nitchie Marple Ph D Judith Kahl MS Director Technical Services Librarian

Rosemary D. Hutcheson B A Elizabeth Simmons Cookson MS Assistant Director Acquisitions Librarian

Mary Ann Bukovich Mary Wallace Davidson MS Administrative Assistant and Office Manager Music Librarian

Katherine D. Finkelpearl B L S Art Librarian 190 Administration

Ann Davis Greene MS Elizabeth Veeder M D Serials Librarian Associate Physician

Eleanor Adams Gustafson MS Gertrude E. Murray M D Associate College Librarian Associate Physician

Irene Shulman Laursen MS Asha Wallace M D Science Librarian Associate Physician

Sally Blumberg Linden MS Ann Stewart-Burton M D Readers Services Librarian Consulting Gynecologist

Claire Tucker Loranz MS Lionel Abbott Schwartz M D Documents Librarian Senior Psychiatrist

Frances McNamara MS Rona Klein M D Cataloger Staff Psychiatrist

Eleanor Louise Nicholes Ph D Carol M. Munschauer Ph D Special Collections Librarian Counselor

Wilma Ruth Slaight Ph D Clevonne Turner M S W Archivist Counselor

Joan Spillsburg Stockard MS Readers Services Librarian Office of the Chaplaincy

The Rev. H. Paul Santmire Th D Chaplain Office of Student Services Lecturer in Religion and Biblical Studies

Susan R. Fedo MA Coordinator, Student Services Director, Schneider College Center Office for Financial and Affairs Rosa Hunt B A Business Director, Harambee House John W. Hartley MBA Vice President for Financial and Sylvia S. Hiestand MA Business Affairs Director, Slater International Center

Elizabeth K. Bark B A Alice M. Roodkowsky Budget Officer Administrative Assistant, Student Services

William L. Biggart, Jr. Manager of the Duplicating Services Office of Residence

Robert A. Bower M.B.A./CPA. Joyce S. Wadlington Ed M. Controller Director

Jr. B S Dorothy Duquet Albert M. Coffey, Director of Physical Plant Administrative Assistant

Elizabeth Cornwall B S College Health Services Director of Food Services

Lucille M. Knight Thomas J. Keighley M D Assistant to the Vice President Director of Health Services

John Louis Leiievre Director of Purchasing Administration 191

Richard L. Lewis B S /B E Wellesley College Center for Bursar Research on Women

John C. McManus Carolyn Elliott Ph D Manager of the College Post Office Director

Barry F. Monahan MA Laura Lein Ph D Chief of Campus Police Associate Director

Anthony R. Oteri Joseph Pleck Ph D. Assistant Director of Physical Plant Program Director

Susan Phillips B A Lois Biener Ph D Manager of Accounting Program Associate

Jacqueline Pollard 6 A Pamela Daniels MA Director of Personnel Research Associate

Jaqueline P. Fields Ph D Program Associate

Office for Resources Ann Harlan Ph D Research Associate Peter McE. Buchanan Ed D President for Resources Vice Judith Hickox Hybels MA Research Associate Phyllis S. Fanger M Ed Director, Key Gifts James R. Levine MA Research Associate Emiko I. Nishino B A Director, Planned Giving and Janice Mokros Ph D Government Programs Program Associate

Frank A. Pemberton, Jr. A B. Brigid O'Farrell Ed M Director, Foundations and Corporations Research Associate

Elsie A. Dorain B A Ronnie Steinberg Ratner Ph D Assistant Director, Class Programs Research Associate

Jennifer S. Matthews MA Ann Stueve MA Assistant Director, Geographic Programs Research Associate

Catharine B. Butchman B A Kathy Weingarten Ph D Coordinator of Research Research Associate Ann Wadsworth Office Manager and Assistant Director 192 Gifts to Wellesley

Gifts to Wellesley

Wellesley has deep gratitude for the gifts of alumnae, friends, and parents without whose support it could not maintain its standards of excellence. The College welcomes outright gifts of cash, gifts of securities, and gifts of other properly. The College provides income for life to donors who invest in either an Annuity or a Life Income Plan.

Forms of Bequests

An unrestricted bequest to Wellesley may be worded:

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

In the case of a bequest for a specific purpose, it is wise to allow considerable latitude in the use of any fund, so that changing conditions will not impair the usefulness of the gift. Thus, such a bequest may be expressed:

"I give to Wellesley College, Wellesley, f\/lassachusetts. the sum of dollars, the income only to be used for " (Here describe the purpose in as broad and simple terms as possible, as for example, faculty salaries or scholarships.) The more limited the use, the more important it is to add a pro- vision such as, "If, in the future, the Trustees of the College determine that the Bequest is no longer needed for the purpose for which it was bequeathed, they may use it to meet other needs of the College, but the name of the Fund will always remain in Wellesley's records."

A residuary bequest to Wellesley may read as follows:

"All the rest, residue and remainder of my

real and personal estate. I give to Wellesley College, Wellesley, Massachusetts." Alumnae Organization 194 Alumnae Organization

Alumnae Office Chairman, Class Officers

Mrs. William R. Freeman, Jr. Anne iVIitchell Morgan B A. 456 East Circle Drive Executive Director North Muskegon, Michiigan 49445

Joan Gardner Chairman, Class Fund Programs Assistant to Executive Director Mrs, Douglas V. Rigler Elizabeth Darlington Havens B A 5008 River Hill Road Assistant Director for Clubs Bethiesda, Maryland 20016

Caroline Canterbury Riem B A Chairman, Clubs Director for Classes Assistant and Reunions Mrs. John B. Riddle 1424 Hamilton Avenue Palo Alto, California 94301

Alumnae Magazine Chairman, Communications Mrs. Berton V. Phinney, Jr. Mary C. Lyons B A 354 Hemlock Circle Editor Lincoln. Massachusetts 01773

Chairman, Academic Programs

Mrs. William M. Crozier, Jr. Alumnae Association 41 Ridge Hill Farm Road Board of Directors Wellesley, Massachusetts 02181

President Ex Officiis

Mrs. Thomas B. Campion Anne Mitchell Morgan 8 Storrs Road Executive Director Hanover, New Hampshire 03755 Mary C. Lyons First Vice President Editor, Wellesley Alumnae Magazine

Donna Ecton Alumnae Trustees 20 W. 64th Street 37F New York, New York 10023 Mrs. F. Daniel Frost (1974-1980) Pasadena, California Second Vice President Mrs. William J. Chapman (1976-1982) Mrs. Chester E. Finn St. Louis, Missouri 514 Valewood Lane Dayton, Ohio 45405 Mrs. Lawrence D. Bragg, Jr. (1977-1983) Wellesley Hills, Massachusetts Secretary

Mrs. Leslie Arthur Lewis Mrs. William H. Cowles III (1978-1984) 84-54 Avon Street Spokane, Washington Jamaica, New York 11432 Miss Phyllis Ann Douglass (1977-1980) Treasurer Chicago, Illinois

Ms. Claudine B. Malone 692 Jerusalem Road Cohasset, Massachusetts 02025

Chairman, Campus

Mrs. Wentworth D. Shepard

1 1 Wachusett Road Wellesley Hills, Massachusetts 02181 Alumnae Organization 195

National Development Ex Officiis Fund Committee Mrs. Barbara W Newell President Chairman

Mr. Nelson J. Darling, Jr. Dr. Carol J. Johns of Trustees 203 East Highfield Road Chairman, Board Baltimore, Maryland 21218 Suite 3100 100 Federal Street Trustee Member Boston. Massachusetts 02110 Chairman, Key Gifts Mrs. Morse Johnson Carl M. Mueller Mrs. Vice Chairman, Board of Trustees East 52nd Street 435 9 Far Hills Drive York 10022 New York, New Cincinnati, Ohio 45208

Chairman, Program Development Mrs. Thomas B. Campion Mrs. Stanley M. Goldberg President, Alumnae Association 7019 Tupa Drive 8 Storrs Road Minneapolis, Minnesota 55435 Hanover, New Hampshire 03755

Chairman, Bequests and Deferred Gifts Mr. Peter McE. Buchanan Vice President for Resources Mrs. Francis G. Jenkins P.O. Box 684 Miss Alia O'Brien Williamstown, Massachusetts 01267 Vice President for College Relations

Trustee Member

Mrs. James M. Kemper, Jr. 1231 West 57th Street Kansas City, Missouri 641 13

Chairman, Clubs

Mrs. John B. Riddle 1424 Hamilton Avenue Palo Alto, California 94301

Chairman, Class Fund Programs

Mrs. Douglas V. Rigler 5008 River Hill Road Bethesda, Maryland 20016

Chairman, Geographic Representatives

Mrs. Frederick R. Selch 129 East 71st Street New York, New York 10021 196 Index 197

Classical civilization, interdepartmental major. 160 Index Classical and Near Eastern archaeology, interdepartmental major, 160-161 College, history of, 9-12 College Entrance Examination Board tests. 15 College Government. 11 Academic College Health Services. 28 calendar. 3 Colloquia. freshman-sophomore. 41. 46 distinctions. 44 Community involvement, 43 honors in the major field, 44 Computer facilities, 32 Review Board. 39 Confidentiality of student records, 24 rules and procedures, 39-41 Continuing education, 19, 43-44 standards. 38 Correspondence. 4 summary. 29 Counseling resources, 27-28 Acceleration, 40 Courses of instruction, 45-168 Adding courses, 40 Credit Administration, 187-191 for advanced placement examination, 38 Admission, 13-16 for community involvement, 43 application for, 14 for other academic work, 38 campus visit, 14 for summer school and independent study, 39 College Entrance Examination Board tests, 15 Cross-registration, f\/lassachusetts Institute of criteria for, 14 Technology, 41-42 deferred entrance, 16 Curriculum, 36-44 early admission, 15 early decision, 15 early evaluation, 15 Degree foreign students, 16 B.A., requirements for, 36 general requirements for freshman applicants, 14 Development, national committee, 195 interview, 14 Directory information. 24 plans, 15 Distribution requirements, 36 transfer students, 16 Dormitories, 27, 33 U.S. citizens living abroad, 16 Dropping courses, 40 Advanced placement, credit for, 38 Alumnae, 193-195 Association, board of directors, 194 Early evaluation. 15 National Development Fund Committee, 195 East Asian studies, interdepartmental major. 161-162 trustees, 194 Economic internship program, 43 Alumnae Hall, 33 Economics courses, 73-76 American studies, individual major, 164 Education courses, 76-78 Anthropology courses, 47-49 Emeriti professors, 185-186 Archaeology, classical and Near Eastern, Employment, student, 29 interdepartmental major, 160 English courses. 78-83 Art courses, 50-57 Enrollment statistics. 29-30 Arts center, 32 Examinations, 39 Astronomy courses, 57-58 advanced placement, 38 Auditing courses, 40 exemption. 39-40 Exchange Program. Spelman-Wellesley, 42 Exchange Program, Twelve College. 42 Bachelor of Arts degree, requirements for, 36 Expenses, general. 18 Beit Shalom, 34 Experimental courses, 155 Biblical studies courses, 137-142 Extracurricular facilities, 33 Biological sciences courses, 59-63 Extradepartmental courses, 153-159 Black studies courses. 63-67 Buildings, see Campus Faculty, see Officers of Instruction Federal Income Tax Return, 22 'Calendar. 3 Fees and expenses, 18-19 Cambridge Humanities Seminar. 41, 153-155 annual fee, 18 Campus, description of. 31-34 continuing education. 19 map of. 196 general deposit, 18 Campus facilities, 34 general expenses, 18 Career counseling, 28 plans of payment, 18, 20-21 Career Services Office. 28-29 reservation fee, 18 Chapel. 33 room retainer fee. 18 Chemistry courses. 67-70 special fees and expenses. 18 Child Study Center. 33 student activity fee, 18 Chinese courses. 70-72 Choir. 116 198 Index

Fellowships. Library. 33 undergraduate and graduate. 23. 29 Loans. 21 Financial aid. 21-22 application for. 22 Federal Income Tax Return. 22 Major, 37-38 form. 22 Massachusetts Institute of Technology, jobs, campus and off campus. 22 cross-registration. 41-42 payments. 18 Mathematics courses, 108-111 transfer students. 22 Medical insurance, 19 Financial information. 17-22 Medical school. 38 Foreign language requirements. 36-37 Medieval/Renaissance studies, interdepart- Foreign students mental major. 162-163 admission of. 16 Molecular biology, interdepartmental major. 163 countries. 30 Music courses. 112-116

French courses, 84-88 performing music. 1 15 Freshman performing organizations. 116 admission requirements, 14 Freshman-sophomore colloquia. 41, 46 National Development Fund Committee, 195 Nondiscrimination, policy of. 24 Geographic distribution chart. 30 Geology courses, 88-90 German courses. 90-92 Observatory. 32 Gifts and bequests. 192 Officers of Instruction, 169-186 Grading system. 39 Orchestra. 116

Graduate fellowships. 23 Phi Beta Kappa. 44 Graduate school information. 29 Philosophy courses, 116-120 Greek and Latin courses, 93-96 Physical education courses. 120-122 Greek courses. 93-94 Physical education facilities. 33 Green Hall. 34 Physics courses, 122-124 Greenhouses. 32 Plans of payment. 18. 20-21 Policies. 24 Political science couress. 125-131 Harambee House. 33-34 Preparation for medical school. 38 Health services. 28 Presidents. 8 infirmary, 34 President's House. 34 medical insurance. 19 Psychology courses. 132-136 History courses, 97-106 History of art. 50-55 History of science courses. 157 Readmission. 41 Honor Basis. 26-27 Refunds. 19 Honors in the major field, 44 Registration for courses, 40 Religion and biblical studies courses, 137-142 Religious resources, 28 Individual majors. 163-168 Required studies, Individual study. 38-39 exemption from. 38 Infirmary. 34 Requirements Insurance, medical, 19 Bachelor of Arts. 36 Interdepartmental majors, 160-168 distribution. 36 Internship information. 29 exemptions. 38 Internships, summer. 43 foreign language. 36-37 Interview. 14 other. 37 Italian courses. 106-108 Research, student. 38-39 Italian Culture, individual major, 165 Residence halls. 27. 33 Russian courses. 142-144

Jewett Arts Center. 32 Job notices. 29 Schneider College Center. 33 Job opportunities, 29 Scholarships. 29, 41, 42 Junior Year Abroad. 42 Scholastic aptitude and achievement tests. 15 Science Center. 32 Secondary school teaching. 78 La Casa. 34 Sigma Xi. 44 Language studies, individual major. 165-166 Slater International Center. 34 Latin courses. 94-96 Slater scholarship. 42. 43 Leave of absence. 41 Society houses, 34 Index 199

Sociology courses, 144-148 Spanish courses, 148-151 Special academic programs. 41 Spelman-Wellesley Experimental Exchange Program, 42 Sports facilities, 33 Stecher scholarship, 42. 43

Student life, 25-30 Student records, confidentiality of. 24 Students academic summary. 29 from other countries, 16 geographic distribution, 30 Students' Aid Society. 21 Study abroad junior year, 42 summer, 43 Summer internships, 43 jobs, 22

Teaching, student preparation for. 78 Theatre studies courses. 151-152 Theatre studies, individual major. 166-167 Transfer students admission. 16 financial aid, 22 Trustees, board of, 5-7 Tuition payments. 18, 20-21 Twelve College Exchange Program. 42

Urban internship program, 43 Urban studies, individual major, 167-168

Visitors. 4

Waddell scholarships, 42, 43 Washington internship program, 43 Wellesley College Center for Research on Women, 34 Wellesley College Club, 34 Withdrawal, 41 Women's research center, 34 Women's studies, individual major, 168

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