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WELLESLEY
COLLEGE
BULLETIN

CATALOG 1987-

1988

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Welleslev College Bulletin
Vol. 77,' No. 1 September 1987
Wellesley College Bulletin (USPS 078-360) is
published September, November, December,
February, March, and May by Wellesley Col-
lege, Green Hall, Wellesley, MA 02181. Sec-
ond-class postage paid at Boston, MA. Post-
master: Send address changes to Wellesley
College Bulletin, Green Hall, Wellesley Col-
lege, Wellesley, MA 02181.
The information contained in this Bulletin
is accurate as of August 1987. However,
Wellesley College reserves the right to make
changes at its discretion affecting policies,
fees, curricula or other matters announced
in this Bulletin.

WELLESLEY
COLLEGE
BULLETIN

CATALOG 1987-1988

Contents

Academic Calendar, 1987-88

Experimental Courses

248

Inquiries, Visits & Correspondence

Extradepartmental

245

The College

First Year Cluster Program

135

The Campus

French

138

Facilities &c Resources

French Studies

143

Student Life

Geology

144

Student Residences & Resources

German

146

Student Government

German Studies

149

Career Center

Greek

150

Admission

History

155

Criteria for Admission

Italian

167

Admission Plans

Italian Culture

169

Continuing Education

Japanese

170

Foreign & Transfer Students

Jewish Studies

171

Costs

Language Studies

173

Fees & Expenses

Latin

152

Payment Plans

Literature in Translation

248

Financing Programs

Mathematics

175

Financial Aid

Medieval/Renaissance Studies

179

Graduate Fellowships

Music

181

The Academic Program

Peace Studies Program

249

The Curriculum

Philosophy

187

Academic Policies and Procedures

Physical Education and Athletics

192

Special Academic Programs

Physics

195

Academic Distinctions

Political Science

197

Honors Awarded, 1987

Psychobiology

206

Courses of Instruction

Psychology

207

American Studies

Religion

212

Anthropology

Russian

220

Architecture

Sociology

222

Art

Spanish

226

Astronomy

Technology Studies Program

231

Biological Chemistry

Theatre Studies

233

Biological Sciences

Theatre Studies, Individual Majoi

- 235

Black Studies

101

Women's Studies

236

Chemistry

105

Writing Program

240

Chinese

108

The Faculty

252

Chinese Studies

111

Professors Emeriti

266

Classical Civilization

113

Presidents

267

Classical and

The Board of Trustees

268

Near Eastern Archaeology

115

The Administration

270

Cognitive Science

115

The Alumnae Organization

276

Computer Science

116

The National Development Fund

East Asian Studies

112

Council

277

Economics

119

Index

278

Education

125

Travel Instructions

283

English

128

Academic Calendar 1987-88

First Semester

Second Semester

SEPTEMBER

JANUARY

New students arrive
Orientation weekend

Returning students arrive
First Day of Classes
Convocation

OCTOBER

Fall recess begins
(after classes)
Fall recess ends

NOVEMBER

Classes end
Reading period begins
Examinations begin
Examinations end
No examinations

Holiday vacation begins
(after examinations)

JANUARY

3, Thurs.

4, Fri.
through

7, Mon.

5, Sat.

8, Tues.
8, Tues.

9, Fri.
13, Tues.

Thanksgiving recess begins 25, Wed.

(after classes)

Thanksgiving recess ends 29, Sun.

DECEMBER

11, Fri.
11, Fri.
16, Wed.
22, Tues.

19, Sat.

20, Sun.
11, Tues.

Holiday vacation ends 4, Mon.

Wintersession begins 4, Mon.

Wintersession ends 22, Fri.

Classes begin
FEBRUARY

President's Day

(no classes)

MARCH

Spring vacation begins

(after classes)
Spring vacation ends

APRIL

Patriot's Day

(no classes)

MAY

25, Mon.

15, Mon.

18, Fri.
27, Sun.

18, Mon.

Classes end 3, Tues.

Reading period begins 4, Wed.

Examinations begin 9, Mon.

Examinations end 13, Fri.

Commencement 27, Fri.

Academic Calendar 3

Inquiries, Visits & Correspondence

Wellesley welcomes inquiries and visits to
the College from prospective students,
their parents, and other interested in-
dividuals. For those who would like more
detailed information on many of the pro-
grams and opportunities described in this
catalog, the College publishes a number
of brochures and booklets. These publi-
cations, as well as answers to any specif-
ic questions, may be obtained by writing
to the appropriate office as listed.

For those who would like to visit the
College, the administrative offices in
Green Hall are open Monday through
Friday, 8:30 a.m. to 4:30 p.m., and by
appointment on most Saturday mornings
during the academic term. With the ex-
ception of a few holidays, arrangements
can usually be made to greet prospective
students during Wellesley's vacation
periods. Rooms for alumnae and for
parents of students or prospective stu-
dents are available on the campus in the
Wellesley College Club and may be re-
served by writing to the club manager.

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

Student guides are available to provide
tours for visitors without appointments.
Visitors may, however, wish to call the
Board of Admission prior to coming to
Wellesley to obtain information regarding
scheduled tours.

President

General interests of the College

Dean of the College

Academic policies and programs

Dean of Students

Student life

Advising, counseling

Residence

MIT cross registration

Exchange programs

International students

Study abroad

Class Deans

Individual students

Dean of Continuing Education

Continuing education students

Director of Admission

Admission of students

Director of Financial Aid

Financial aid; student employment;
fellowships; student loans

Bursar

College fees

Registrar

Transcripts of records

Director, Career Center

Graduate school; employment;
general career counseling of
undergraduates and alumnae

Vice President for Finance
and Administration

Business matters

Vice President for Public Affairs

Media; publications; special events

Vice President for Resources

Gifts and bequests

Executive Director, Alumnae Association

Alumnae interests

Address

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

THE
COLLEGE

The College

A student's years at Wellesley are the beginning — not the end
— of an education. A Wellesley College degree signifies not that
the graduate has memorized certain blocks of material, but that
she has acquired the curiosity, the desire, and the ability to seek
and assimilate new information. Four years at Wellesley can pro-
vide the foundation for the widest possible range of ambitions,
and the necessary self-confidence to fulfill them. At Wellesley, a
student has every educational opportunity. Above all, it is
Wellesley's purpose to teach students to apply knowledge wisely,
and to use the advantages of talent and education to seek new
ways to serve the wider community. These are the elements of an
education that can never grow old and can never become obsolete.

Wellesley is a college for the serious student, one who has high
expectations for her personal and intellectual life, and for her
career. Beyond this common ground, there is no Wellesley stereo-
type. Students at the College come from all over the world, from
different cultures and backgrounds. They have prepared for
Wellesley at hundreds of different secondary schools; sixty-seven
percent of them attended public secondary schools. Wellesley stu-
dents are American Indian, Asian-American, black, Hispanic, and
white. Through the Continuing Education Program, a number
of older women, many of whom are married and have children,
are part of the nonresident student body working toward a
Wellesley degree. Men and women from other colleges and univer-
sities study at Wellesley through various exchange programs.

This diversity of people and personalities is made possible, in
large part, by the College's "aid-blind" admission policy. Students
are accepted without reference to their ability to pay. Once ad-
mitted, those with demonstrated need receive financial aid through
a variety of services. Approximately 65% of the student body cur-
rently has financial help; about 43% of those receive aid directly
from the College.

Wellesley's founder, Henry Fowle Durant, was an impassioned
believer in educational opportunity for women. Throughout its
112 year history Wellesley has been one of a handful of preeminent
liberal arts colleges in the country, and, at the same time, a dis-
tinguished leader in the education of women.

The Wellesley College Center for Research on Women, a policy-
oriented research institution on campus, was founded in 1974 and
has produced much work of national importance about the role
of women in contemporary society.

In some respects, the liberal arts curriculum at Wellesley, like
the traditional commitment to women, has changed little since
the College was founded. The constant features are the grouping
of disciplines into the humanities, the social sciences, and the
natural sciences and the requirement that each student sample
widely from courses in each group. Consistent also is the concept

6 The College

of the major — the opportunity for each student, through con-
centrated study during her junior and senior years, to estabHsh
mastery in a single area. The College has adhered to this frame-
work because it emphasizes the building blocks of a continuing
education: the ability to speak and write clearly, the knowledge
to manage quantitative data with ease, the confidence to approach
new material, the capacity to make critical judgments. Whatever
the student chooses to do with her life, these skills will be essential.
Within this traditional liberal arts framework, the Wellesley cur-
riculum is dynamic, responsive to social change and quick to in-
corporate new fields of study. The dramatic expansion of
information of the last 20 years has led to an increasingly mter-
disciplinary course of study. Single majors in traditional disciplines
have been joined by double majors, and especially designed in-
terdisciplinary and interdepartmental majors. A multidepartmental
First Year Student Writing Course is a degree requirement.

Wellesley students and faculty in all disciplines are encouraged
to use the Academic Computing facilities in their courses and re-
search. Use of the computer is not limited to word processing and
the sciences; faculty members are pioneering applications of ar-
tificial intelligence and teaching technology in such fields as phi-
losophy, music, history, and languages. A Technology Studies
program designed primarily for humanities students began in
1983. Wellesley was one of the first liberal arts colleges to have
a separate Computer Science Department and Computer Science
major. Both were established in 1982.

Also new since 1984 is the Cluster Program. It offers first year
students a new format in which to study traditional materials of
the liberal arts curriculum.

The Wellesley curriculum is further extended through exchange
programs, residential and nonresidential, with a number of other
institutions.

The Wellesley MIT Cross-Registration Program allows students
to combine the strengths of these two outstanding institutions
while remaining in residence on their own campuses. Wellesley
students enroll in a large variety of MIT subjects, largely in the
humanities, social sciences, planning, and management, as well
as courses in computer science, engineering, mathematics, and
the sciences. Popular courses have been "Issues in Architecture;'
"Financial and Management Accounting" and "Field Geology."
Wellesley students construct individual majors in such subjects
as Urban Planning, Engineering, and Linguistics which draw on
the resources of departments at both MIT and Wellesley. A bus
runs hourly between the two campuses.

The Twelve College Exchange Program brings men and women
from other member colleges to Wellesley for a semester or a
year, and enables Wellesley students to live and study on another
campus. The College also offers exchanges between Wellesley

The College 7

and Brandeis University in nearby Waltham, Spelman College, a
distinguished black liberal arts college in Atlanta, Georgia, and
Mills College, in Oakland, California.

Wellesley students are encouraged to spend a semester or a year
abroad in programs at many institutions throughout the world.
Financial aid for study abroad is available through several Wellesley
funds. The Slater program underwrites the cost of attending Euro-
pean 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 Caribbean countries or in
Africa. The Stecher program enables students to study art abroad
either during the academic year or summer.

Wellesley's faculty brings to the College a vast range of academic
and professional interests. Poets, artists, musicians, scientists, polit-
ical and economic analysts, the members of the faculty are schol-
ars dedicated to teaching and committed to all aspects of life in
the Wellesley community. Many administrators also teach at least
one course. A number of faculty live on or near the campus, and
are available to students long after the end of class.

At Wellesley there is one faculty member for every ten students.
As a result, the average class size is 15 to 18 students. A few pop-
ular introductory courses enroll more than 100, but these classes
routinely break into small discussion groups under the direction
of a faculty member. In general, seminars bring together 12 to
15 students and a professor to investigate clearly defined areas of
concern. The low student-faculty ratio offers an excellent oppor-
tunity for students to undertake individual work with faculty or
honors projects and research.

Learning at Wellesley is supported by excellent academic facili-
ties. The Margaret Clapp Library has an extensive general col-
lection of over 700,000 volumes in its open stacks, as well as many
rare books in special collections, in addition to the collections in
the main library, many departments have their own libraries, total-
ing 100,000 volumes.

Wellesley's strength in the sciences dates to the nineteenth cen-
tury, when the College's physics laboratory was the second such
laboratory in the country (the first was at the Massachusetts Insti-
tute of Technology). The Science Center brings together all the
science departments, including mathematics and computer science,
in a contemporary setting that fosters interdisciplinary discussion
and study. Laboratories in the Science Center are completely
equipped for a wide variety of fields. The Center also includes
an extensive complex of greenhouses and a fine observatory.

Students in the arts find excellent facilities in the Jewett Arts
Center, a complex consisting of the art department wing and the
theatre and music wing, linked by the Wellesley College Museum.

Wellesley recognizes that classroom activities and studying are
only part of a college education. The residence hall system not
only provides a pleasant and comfortable place to live, but seeks.

8 The College

thnnigh educational programs, to integrate academic and extra-
curricular life. Residence life is administered in several different
ways, ranging from professional heads of houses to student-run
cooperatives.

For many students, the lessons learned competing on the ath-
letic field, publishing the Wellesley News, or participating in a
Wellesley-sponsored summer internship in Washington are of life-
long importance. The College encourages self-expression through
any of the over 100 established extracurricular activities, as well
as any interest that a student may choose to pursue alone or with
a small number of friends. Wellesley also supports those students
who investigate religious issues and thought. The College chap-
laincy offers a religious program embracing many faiths, including
denominational services for those who wish to participate.

Wellesley is a small community, and the quality of life depends
upon the involvement and commitment of each of its constituents.
For this reason, students at the College participate in decision
making in nearly every area of College life. They serve, frequent-
ly as voting members, on every major committee of the Board of
Trustees, including the Investment Committee, and on commit-
tees of the Academic and Administrative Councils, including the
Board of Admission and the Committee on Curriculum and In-
struction. In academic departments, they are voting members of
the curriculum and faculty search committees. They also serve
on committees that set policy for residential life and govern
Schneider Center, the focus for much student and community
activity on campus.

The Wellesley College Government Association was established
in 1918 by student and faculty agreement. Through Senate, its
elected representative body, it is the official organization of all
Wellesley students. College Government officers are elected each
spring on a campus-wide basis; Senate representatives are elected
from each residence hall and from the Nonresident Student
Organization.

In its desire to create the best possible education Wellesley con-
tinues to seek solutions to problems faced by men and women
in a changing world. The College also looks closely at its own
immediate environment, and tries to make it a better place in
which to study and to grow. Members of the Wellesley community
are exploring new patterns of work, new ways for campus groups
to communicate more effectively, and new styles of residential life.
Each student who comes to Wellesley College joins an extended
community, composed of the thousands of alumnae who have
preceded her. Some of them have been outstanding scholars and
researchers; others have been leaders in politics and social issues;
still others have made important contributions to their commu-
nities through volunteer work. We are proud of our alumnae. Their
contributions, however they have chosen to make them, prove that
four years at Wellesley College is just a beginning.

The College 9

The Campus

Wellesley College has a campus of more than 500 acres border-
ing on Lake Waban. There are woodlands, hills and meadows,
an arboretum, ponds, and miles of footpaths. In this setting are
64 buildings, with architectural styles ranging from Gothic to con-
temporary. The focal point of the campus is the Galen Stone
Tower which rises 182 feet.

Facilities & Resources

The broad scope of Wellesley's curriculum is supported by excel-
lent academic facilities, ranging from large lecture halls to study
carrels, from tools to create art to equipment for advanced scien-
tific research. Of equal importance to the quality of its academic
facilities is the College's policy of making them available to all
students.

Classrooms The two primary classroom buildings, Founders Hall and Pen-

dleton Hall, are located in the academic quadrangle. The human-
ities are taught in Founders and the social sciences in Pendleton
East.

Science Center The Science Center houses the departments of astronomy, bio-

logical sciences, chemistry, computer science, geology, mathemat-
ics, physics, and psychology. The Center includes completely
up-to-date and fully equipped teaching and research laboratories.
The Science Library is a part of the Center. It has 78,000
volumes which include collections from all of the above depart-
ments. Group study rooms, carrels, audiovisual and tutorial
rooms, copying equipment, microfilm facilities, portable computer
terminals, even tool boxes for loan are under the supervision of
a science librarian.

Greenhouses The Margaret C. Ferguson greenhouses, named after an early

Wellesley professor of botany, contain more than 1,000 different
kinds of plants. The 14 houses, completely renovated and double
glazed in 1982-83 for energy efficiency, can be controlled separate-
ly, providing a range of conditions from temperate to tropical.
Laboratories used for botany classes open directly into the green-
houses, where considerable space is set aside for student and
faculty research and classroom instruction. The greenhouses and
the adjacent 22-acre Botanic Gardens are open to the public
throughout the year.

10 The Campus

Observatory The Whitin Observatory contains laboratories, classrooms, dark-

room, and the library of the astronomy department. Its research
equipment includes a 6-inch, a 12-inch, and a 24-inch telescope.
The observatory was a gift of Mrs. John C. Whitin, a former trus-
tee of the College. It was built in 1900, enlarged in 1962 and 1966,
and is considered to be an unusually fine facility for undergraduate
training in astronomy.

Computer Many courses and research projects at Wellesley involve the use

Facilities of a computer. The College has a DECSYSTEM-20 timesharing

system, a MicroVAX II running Unix, and a MicroVAX II run-
ning VMS on an Ethernet network. This equipment is housed
in the Science Center, with terminal clusters located in the Science
Center, the Margaret Clapp Library, and at various locations in
academic buildings. The College also has a Microcomputer Lab
in the Margaret Clapp Library with a network of IBM and com-
patible microcomputers, and clusters of PCs in the common rooms
of dorms. A recent acquisition is a number of Apple Macintosh
computers.

Jewett Arts The Jewett Arts Center, consists of the Mary Cooper Jewett art

Center wing and the Margaret Weyerhaeuser Jewett music and drama

wing. Linking the two buildings is the Wellesley College Museum.

The Museum was founded in 1889 to provide original works
for the study of art at Wellesley. Its collection of over 3,000 objects
includes classical, medieval and Renaissance sculpture, old mas-
ter paintings, prints, drawings, photographs and twentieth-century
art. Ten or more exhibitions annually include exhibitions or-
ganized by Wellesley, traveling shows and works from the per-
manent collection. Special collections are available for the public
rooms of campus dormitories and for student rental for dormito-
ry rooms. The Museum presents lectures, ArtBreaks, gallery talks,
receptions, and tours for students and members of the community.
Students are encouraged to participate in the professional life of
the Museum.

The art wing consists of the Art Department and Museum
offices, classrooms, an extensive library, photography darkrooms,
and a print laboratory. The music and theatre wing contains the
music library, listening rooms, practice studios, classrooms and
offices. A collection of musical instruments of various periods is
available to students.

The Jewett Auditorium, a theatre seating 320 persons, was
designed for chamber music performances, and is also used for
special events. In addition, there are rehearsal rooms and other
theatre facilities.

Pendleton West contains laboratories, studios, a sculpture foun-
dry, an extension of the Music Library, the choir rehearsal room,
and a concert salon.

The Campus 11

Margaret
Clapp Library

Continuing
Education
House

Child
Study
Center

Physical

Education

Facilities

The third enlargement and complete remodeling of the Margaret
Clapp Library was finished in 1975. At the center of the modern
and functional building is the reference room which distinguishes
the original building erected in 1910.

The College library's holdings (including art, music, and science
collections) contain more than 900,000 items and an important
collection of public documents. Subscriptions to periodicals
number over 2,800. Interlibrary loans through the Boston Con-
sortium of Academic and Research Libraries augment the Col-
lege's own collections.

The Special Collections include letters, manuscripts, and rare
books and the Archives contain materials documenting the his-
tory of Wellesley. The language laboratory and a listening room
for the collection of spoken and dramatic recordings are in the
library. A lecture room is available for meetings.

The CE House is the official home for Continuing Education
students. The Dean and the staff who coordinate the academic
and support systems of the Continuing Education program are
located here. The CE House is also used for meetings and special
events and as an informal gathering place to study, relax and share
ideas. A House Council is elected each year to plan and organize
activities for the CE population, and CE advisors serve as peer
counselors for the new students entering each semester.

The Child Study Center is a preschool and laboratory which serves
the College and the neighboring community. It is housed in the
Anne L. Page Memorial Building, which was specifically designed
in 1913 as a school for young children. Under the direction of the
Psychology Department, students and faculty from any discipline
can study, observe, conduct approved research, volunteer or as-
sistant teach in classes with children ages two to five. In addition
to the observation and testing booths at the Center, there is a
Developmental Laboratory at the Science Center; research equip-
ment is available at both locations.

Classes for all indoor sports and dance are conducted in the new
Sports Center. This Center includes an eight-lane competition
swimming pool; badminton, squash and racquetball courts; ex-
ercise/dance studios; volleyball courts; and an athletic training
area. The new field house has basketball and volleyball courts,
indoor tennis courts and a 200-meter track. Outdoor water sports
center around the boathouse where the canoes, sailboats, and crew
shells are kept. Wellesley also maintains a nine-hole golf course,
24 tennis courts, hockey, lacrosse, and soccer fields, and a swim-
ming beach.

12 1 he Campus

Alumnae
Hall

Chapel

Schneider

College

Center

Harambee
House

Slater

International

Center

The largest auditorium on the campus, seating 1,500 people, is
in Alumnae Hall. The Hall also has a large ballroom and houses
the Wellesley College Theatre. Visiting lecturers, concert artists,
and professional theatre groups often appear there. The building
was erected in 1923 and is the gift of Wellesley alumnae.

The Houghton Memorial Chapel was presented to Wellesley in
1897 by the son and daughter of William S. Houghton, a former
trustee of the College. The chapel's stained glass windows com-
memorate the founders and others, while a tablet by Daniel
Chester French honors Alice Freeman Palmer, Wellesley 's second
president. The chapel is a setting for lectures and community meet-
ings as well as religious services.

The center for extracurricular life at the College is Schneider Col-
lege Center. Its facilities provide lounge areas, a cafeteria, an en-
tertainment stage, a Convenience Store, meeting rooms, offices
for student organizations, the College Government Office, facili-
ties for nonresident students (lounge, mailboxes, kitchen, typing
room), a meeting room and kosher kitchen for Hillel, a student
staffed Info-Box, which also sells bus tickets for the Senate bus,
a student managed Cafe Hoop, a student managed Candy Store,
and the Wellesley College radio station, WZLY. It also contains
administrative offices for the Center Director, the Residence Of-
fice and the Chaplaincy.

Harambee House is the cultural and social center for the black
community at Wellesley. Diverse program offerings, which high-
light various aspects of black culture, are open to the College com-
munity. Harambee has a growing library of the history and culture
of African and Afro-American peoples and boasts a record library
(classical-jazz by black artists), which is housed in the Jewett Music
Library. The House also contains offices for the staff. Ethos
(the black student organization), and Ethos Woman (a literary
magazine), as well as rooms for seminars, meetings, and social
gatherings.

Slater International Center is a social and educational center for
foreign and American students and faculty. The Center serves cam-
pus organizations that have an interest in international affairs and
helps to sponsor seminars and speakers on international topics.
The Foreign Student/Multicultural Advisor, located in the center,
counsels students from abroad and Asian-American and Hispanic
students with special needs. She also handles immigration mat-
ters for students and faculty. The Slater International Center is
the headquarters for all international and multicultural organi-
zations providing student members a place to study, cook, enter-
tain, and get to know each other better. In addition, the Center
coordinates a peer counseling group of foreign students to help
new students make a smooth adjustment to the United States.

The Campus 13

Society
Houses

Green
Hall

Infirmary

President's
House

Wellesley

College

Club

There are three society houses. Each house has kitchen and din-
ing facihties, a living room, and other gathering rooms. Mem-
bers are drawn from ail four classes, beginning with second
semester first year students. Shakespeare House is a center for stu-
dents interested in Shakespearean drama; Tau Zeta Epsilon House
is oriented around art and music; and Zeta Alpha House is for
students with an interest in modern drama. Phi Sigma, reinstated
in 1985, is a society that promotes intelligent interest in cultural
and public affairs.

The offices of the president, the board of admission, the deans,
and all administrative offices directly affecting the academic and
business management of the College are located in Green Hall.
The building has large rooms for Academic and Administrative
Council and trustee meetings and class and seminar rooms.
Named for Hetty R. Green, the building was erected in 1931.

Simpson Infirmary consists of an Outpatient Clinic and hospital
which is licensed by the State and approved by the American
Hospital Association. The original infirmary was built in 1881.

The President's House, formerly the country estate of Wellesley's
founders, Mr. and Mrs. Henry Fowle Durant, is located on a hill
just south of the main campus. The spacious lawns border Lake
Waban. Remodeled and renovated in 1968, it is frequently the
scene of alumnae and trustee gatherings as well as receptions for
distinguished visitors, for entering students, and for graduating
seniors and their parents.

The Wellesley College Club is a center for faculty, staff, and alum-
nae. Its reception and dining rooms are open to members, their
guests, and parents of students for lunch and dinner and are used
for many special occasions. Overnight accommodations are avail-
able for alumnae and for parents of students and prospective
students.

Center for The Center for Research on Women was established in the sum-

Research on mer of 1974 by a grant from the Carnegie Corporation and has

Women received major support from a variety of private foundations, gov-

ernment agencies, corporations, and individuals. The Center con-
ducts policy-oriented studies of women's education, employment,
and family life with special emphasis on the concerns of minori-
ty women. Extensive research and program work is also being con-
ducted on curriculum change, child care, adolescent girls' de-
velopment, and stress in the lives of women and men. The Wom-
en's Review of Books is published at the center.

14 The Campus

STUDENT
LIFE

Student Life

Intellectual growth is only part of the realization of one's talents
and abilities. Wellesley College offers many opportunities for a
student to develop self-confidence, leadership skills, and a sense
of social responsibility through participation in student organi-
zations and college governance. Camaraderie built through these
involvements creates solid friendships that support Wellesley stu-
dents during their college years and for a lifetime.

On the Wellesley campus many student groups reflect ethnic,
social, political, and religious interests. Among the organizations
are Mezcla, an association of Chicana, American Indian, and
Hispanic-American students; Ethos, an organization of black stu-
dents; the Asian Association, composed of Asian and Asian-
American students; the Women's Alliance, a group interested in
feminist issues; and the Nonresident Council. Religious groups
such as the Newman Club, the Wellesley Christian Fellowship,
Hillel, the Ministry to Black Women, the Lutheran-Episcopal
Fellowship, the Campus Crusade for Christ, and the Christian
Science Organization offer many programs throughout the year.

Students are also responsible for a number of publications,
among them the Wellesley News, the weekly student newspaper;
Ethos Woman, a student publication for and about Third World
women; Legenda, the College yearbook; and WRagtime a liter-
ary publication. WZLY, the campus radio station, is operated by
an all-student staff.

There are many opportunities for volunteer service. The Chap-
laincy coordinates student groups working with youth services,
the elderly, the Easter Seal Swim Program, the Boston Food Bank,
and Rosie's Place, a shelter for homeless women. Internships in
many areas of community service are available through the Career
Center.

Sports are a significant part of life at Wellesley. There are eleven
intercollegiate programs, and numerous opportunities for com-
petition in the intramural program. Other students pursue physi-
cal education just for fun, or to stay in shape. Interests range from
yoga and fencing to dance and scuba diving. Wellesley 's new Sports
Center includes an eight-lane competition swimming pool, bad-
minton, squash and racquetball courts; exercise/dance studios;
volleyball courts; and an athletic training area. The new field house
has basketball and volleyball courts, indoor tennis courts and a
20()-meter track. Lake Waban is used for water sports and Para-
mecium Pond for ice skating.

The arts have always been a highly visible part of the Wellesley
experience. The College Choir, the Madrigals, the Tupelos, the
Collegium Musicum, the Chamber Music Society, the Chapel
Choir, the Ethos Choir, the Carillonneurs Guild, and the MIT

16 Student Life

Orchestra are some of the many groups that offer experiences for
students with interests in music. Those inclined toward the theatre
can choose among the Wellesley College Theatre, the Exper-
imental Theatre, and the Shakespeare Society.

Life at Wellesley also includes a number of traditional social
events. Junior Show, Sophomore Parents' Weekend, Spring Week-
end, and International Week are supplemented by frequent infor-
mal parties.

Schneider Center, which also has a coffee house, conference
rooms, and a student-run store, is the center of community ac-
tivity. Supplementing the facilities and resources of Schneider are
Slater International Center, which is the frequent setting for in-
ternational events and celebrations, and Harambee House, the so-
cial and cultural center of the black community at Wellesley.
Harambee sponsors lectures, music and dance performances,
many in conjunction with other departments in the college. Lec-
tures and cultural programs are presented also by Mezcia, the
Asian Association, and Hillel.

Student Residences & Resources

Although some students live off campus, most live in one of
Wellesley's twenty residence halls. For resident and nonresident
students alike, the College provides the counseling, religious, and
health services necessary to ensure the spiritual and medical health
of the community.

Residence The residence halls are the focus of much campus life. Each has

Halls a character of its own. Much of the informal learning at Wellesley

takes place in spontaneous discussions and debates in the resi-
dence halls. The diversity of Wellesley's students, who bring to
the College differing life styles and cultural backgrounds, contrib-
utes much to this process.

The residence hall system at Wellesley is designed to foster a
sense of community, with most of the administration and pro-
gram planning left to the individuals who live within the com-
munity. Within this principle of student self-government, the halls
offer many opportunities for residents to assume leadership po-
sitions.

The residence experience is also likely to include lectures,
faculty, staff and alumnae Guests in Residence, group discussions,
dinners with faculty members, and parties. One tradition, initiated
in the early years of the College, is Wednesday Tea — an infor-
mal occasion which continues to attract many students.

There are several types of residence halls at Wellesley, each with
a distinctive theme and structure. Of the 15 larger residence halls
(most housing 120-140 students), 1 1 are staffed by a professional

Student Life 17

Head of House, four by a student Head of House. Each Head
of House serves as an advisor and counselor to individuals and
groups in each hall and as a liaison to the College community.
The Heads of House supervise a residence staff which includes
a Resident Advisor on each floor, a First Year Student Coordina-
tor, and a House President. The smaller halls (Simpson West,
Homestead, and French House) are staffed by student Resident
Advisors or Coordinators and have a more informal system of
house government for the 8-18 upperclass students living there.
Crawford and Instead are student-run cooperatives.

Students in the larger residence halls elect a House Council
which administers the day-to-day details of living. The Vice Presi-
dent of Programming and her committee in each hall plan a vari-
ety of social, cultural, and educational events throughout the year.
Each residence also elects representatives to the Senate, and these
students consult with members of the residence hall on campus-
wide issues and convey opinions of their constituencies to the stu-
dent government.

A residential policy committee reviews many aspects of residen-
tial life and is developing ways to involve students in all areas of
residential policy making. The Residence Office has been work-
ing to strengthen the involvement of faculty, staff, and alumnae
in residence hall life.

Most of the residence halls contain single rooms, double rooms,
and some suites. Incoming first year students are placed in double
rooms. The cost of all rooms is the same, regardless of whether
they are shared, and students are required to sign a residence
contract. Each hall has a spacious living room, smaller common
rooms, and a study room. All but six have dining facilities, and
in the remaining halls, facilities are open on a five-day or seven-day
basis. There are limited kitchenette facilities in the halls for prepar-
ing snacks. Each building is equipped with coin-operated washers
and dryers.

The College supplies a bed, pillow, desk, chair, lamp, book-
case, and bureau for each resident student. Students may rent linen
or supply their own. Students supply blankets, quilts, and their
own curtains, pictures, rugs, and posters. They clean their own
rooms and contribute two or three hours a week answering the
telephones and doing other miscellaneous jobs which are sched-
uled by the student heads of work.

Twenty residence halls are grouped in three areas of the cam-
pus: Bates, Freeman, McAfee, Simpson, Dower, French House,
Homestead, Instead, Stone, and Davis are near the Route 16 en-
trance to the campus; Tower Court, Severance, Crawford House,
Lake House, and Claflin are situated off College Road in the center
of the campus; and Shafer, Pomeroy, Cazenove, Beebe, and Mun-
ger are located by the Route 135 entrance to the College.

18 Student Life

Counseling Counseling is readily available. Many students benefit from talk-

and Advising ing with someone other than friends and roommates about per-

Resources sonal matters, whether their concerns are large or small, affecting

their daily life or their more basic sense of purpose and direction.
The offices of the Dean of Students offer a wide range of coun-
seling and advising services for individuals and groups of students.
They include the Class Deans, the Residence Office staff, Heads
of House and student staff in residence halls, the Nonresident Ad-
visor, the student activities staff in Schneider Center, Harambee
House, Slater International Center, and the Chaplain and religious
group advisors.

The College Counseling Service, part of the Stone Center for
Developmental Services and Studies, provides short-term coun-
seling and a variety of outreach services. Staff members are all
professionals who offer individual and group counseling as well
as preventive programs such as workshops and issue-oriented
groups. They are trained in a variety of fields including psychiatry,
psychology, and psychiatric social work. Long-term psychotherapy
is not provided at the College, but the resources for such treat-
ment are readily available in the Greater Boston area. The coun-
seling service can help students locate appropriate long-term
therapists. Complete professional confidentiality is maintained at
all times.

Religious
Resources

Wellesley seeks to respond sensitively to a variety of religious tra-
ditions. The College encourages independent religious involvement
on the part of its students.

The College Chaplaincy offers diverse religious, personal
growth, and social action programs as well as service opportuni-
ties. The Chaplain and members of the Chaplaincy staff are regu-
larly available for religious and personal counseling.

The Chaplain also officiates at regular Sunday morning wor-
ship, an ecumenically oriented Protestant service in Houghton
Memorial Chapel with guest preachers invited once a month.

Catholic masses are offered on Sunday and Thursday after-
noons, and the Newman Catholic Ministry offers a number of
other programs.

Jewish students will find a varied program including high holi-
day services and a kosher meal plan. Schneider Center houses a
Hillel room and kosher kitchen facilities.

Attendance at all worship services is open and voluntary. Many
activities are also sponsored by other religious groups on campus.

Student Life 19

College Simpson Infirmary consists of an outpatient clinic and hospital

Health which is licensed by the State and approved by the American

Service Hospital Association. Regular full-time students and Continuing

Education students who carry three or more courses are eligible
for care. There is no health fee. Appropriate charges are made
for inpatient care which are covered by most health insurance
plans. There are no charges for outpatient treatment except labora-
tory studies, elective examinations or procedures, immunizations
and treatment of preexisting or ongoing conditions. A College-
sponsored student insurance plan is available which is designed
to cover most claims, but is not intended to provide comprehen-
sive benefits. There is an additional plan available which provides
more extensive coverage. Consultation with specialists in all fields
is readily available both locally and in Boston. Financial respon-
sibility for these consultations rests with the student, parents, or
their health insurers.

Besides the usual care given by College Health Service, mem-
bers of the staff establish programs to expand the use of the health
service and arrange special programs in response to student
interests.

The confidentiality of the doctor-patient relationship is care-
fully preserved. College medical personnel will not share any med-
ical information concerning a student with any College authorities,
or with the parents of students, without the written consent of
the student. It may be necessary to disclose minimal information
to insurance companies for verification of medical claims. Stu-
dents are required to enroll in the College Student Health Insur-
ance Plan unless they have equivalent coverage.

20 Student Life

Student Government

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

Honor Inherent in Wellesley's system of democratic government, and its

Code accompanying law, is the honor code. As the vital foundation of

government, the honor code rests on the assumption that individu-
al integrity is of fundamental value to each member of the com-
munity. Within the philosophy of self-government, the personal
honor and responsibility of each individual as he or she approaches
both the regulated and nonregulated areas of academic, social,
and residence hall life in the Wellesley community are of central
importance.

The honor code covers all duly adopted rules of the College
for the governance of academic work, for the use of College
resources and for the special conduct of its members. Each stu-
dent — degree candidate, exchange student, and special student
— is bound by all the rules.

Each student is expected to live up to the honor code, as a mem-
ber of the student body of Wellesley College both on and off the
campus. She should also remember that she is subject to federal,
state, and local laws which are beyond the jurisdiction of Wellesley
College.

The honor code can work only with full support among all
members of the College community. In addition to upholding the
regulations and spirit of the honor code personally, both students
and faculty are responsible for the success of the system. This in-
cludes guarding against and, if necessary, reporting any inadver-
tent or intentional abuses of the honor code by any member of
the community.

Student Life 21

College Most of the legislation and regulations guiding student life is enact-

Government ed and administered by the student College Government, of which

all students are members. Responsibilities delegated by the Board
of Trustees to the College Government include governance of all
student organizations, appointment of students to College com-
mittees, allocation of student activity monies, and administration
of the Honor Code and judicial process. Many of these responsi-
bilities are assumed by Senate, the elected legislative body of Col-
lege Government, which also provides the official representative
voice of the student body.

Violations of the Honor Code are adjudicated through the
student-run Judicial System. Three separate branches of the Judi-
cial System address infractions of residence hall violations, viola-
tions of academic principles, and the appeal process.

Confidentiality Maintenance of the confidentiality of individual student educa-

of Student tional records has been and continues to be important at Wellesley,

Records as is a concern for the accuracy of each record. Under the provi-

sions of the federal Family Educational Rights and Privacy Act
of 1974, every Wellesley student is assured the right to inspect and
review all college records, files, and data directly related to her,
with certain exceptions such as medical and psychiatric records,
confidential recommendations submitted before January 1, 1975,
records to which the student has waived her right of access, and
financial records of the student's parents. The student may also
seek a correction or deletion where a record is felt to be inaccurate,
misleading, or otherwise in violation of the privacy or other rights
of the student. The Privacy Act also protects the privacy of per-
sonally identifiable information maintained in student records by
prohibiting the release of such information (other than those facts
defined below as "Directory Information") without the written
consent of the student, except to persons such as officials or
teachers within the College who have a legitimate educational in-
terest in seeing the information, officials of other institutions in
which the student seeks to enroll, the student's parents if the stu-
dent is a dependent for tax purposes, and certain other persons
and organizations.

The final regulations for the Act make clear that, in the case
of students who are dependents of their parents for Internal Rev-
enue Service purposes, information from the education records
of the student may be disclosed to the parents without the stu-
dent's prior consent. It will be assumed that every student is a
dependent of her parents, as defined by the Internal Revenue Code,
unless notification to the contrary with supporting evidence satis-
factory to the College is filed in writing with the Registrar by
October 1 of each academic year.

22 Student Life

All correspondence relating to a student's undergraduate per-
formance is removed from a student's file and destroyed one year
after graduation. All disciplinary records are destroyed when a
student graduates from the College. Disciplinary records are never
a part of a student's permanent file while she is at Wellesley.

Copies of the Privacy Act, the regulations therein and the
"Wellesley College Guidelines on Student Records" are available
on request from the Office of the Dean of Students. Students
wishing to inspect a record should apply directly to the office in-
volved. Complaints concerning alleged noncompliance by the Col-
lege with the Privacy Act, which are not satisfactorily resolved by
the College itself, may be addressed in writing to the Family Educa-
tional Rights and Privacy Act Office, Department of Education,
550 Independence Avenue, S.W., Washington, D.C. 20201.

Directory The Privacy Act gives to Wellesley the right to make public at its

Information discretion, without prior authorization from the individual stu-

dent, the following personally identifiable information: name; class
year; home address and telephone number; college address and
telephone number; major field; date and place of birth; dates of
attendance at Wellesley College; degrees, honors and awards re-
ceived; weight and height of student athletes; participation in offi-
cially recognized sports and activities; previous educational
institution most recently attended.

The Privacy Act also allows individual students to place limi-
tations on the release of any of the above information. A student
who wishes to do this must inform the Registrar, Green Hall, in
writing each year by July 1 for the following academic year.

In practice, College policies discourage the indiscriminate re-
lease of any information about individual students. College direc-
tories and lists are for use within the College community itself.

Student Life 23

Counseling

Recruiting

Career Center

The Career Center helps students translate their liberal arts skills
into specific career opportunities. Through programs such as
Women in Action and Management Basics, students are in-
troduced to the realities of various professions. Other programs
teach job search skills. On the job experience is offered through
over 2,500 internship programs. Students are encouraged to main-
tain contact with the Center throughout their time at Wellesley.
All services are available to alumnae and staff.

The Center Library houses information on specific professions
and career options, graduate and professional study, entrance ex-
amination requirements, and opportunities for work and study
abroad.

The Career Center maintains a file of alumnae who are willing
to talk to students about their graduate study and /or career ex-
perience. The Center also sponsors a wide variety of programs
that bring alumnae back to the campus to discuss their personal
and professional working lives.

During the school year, there are counselors available each day
to answer career-related questions on a drop-in basis. Group coun-
seling sessions and individual appointments are also offered. The
Center gives workshops on career goal setting, resume writing,
and applying to graduate and professional schools. These work-
shops take a variety of forms, from simple discussion to role
playing. Students may also practice their interviewing skills during
regularly scheduled videotaped mock interviews.

The Career Center arranges employment interviews with recruit-
ers from over 80 companies. Students are notified of impending
visits by postings in the Center, in Wellesley Week and in the
Agenda, and are advised to consult with a career counselor prior
to the interview.

Job Notices

Graduate
Schools

Job notebooks are maintained by the Center staff and are open
to all students and alumnae. Notices of job openings are filed in
these notebooks as they are received by the Center. A job bulletin
newsletter is sent to alumnae and seniors upon request.

Students seeking information on the academic programs at specific
graduate and professional schools should speak with their aca-
demic advisors and members of the faculty as well as career coun-
selors. The Career Center provides complete assistance and
materials for application to graduate school, including informa-
tion on graduate school and professional school examinations,
application forms, copies of recommendations solicited by the stu-
dents but maintained on file at the Center, and advice on com-
pleting graduate school applications.

24 Student Life

Internships

Scholarships
and Fellowships

Recommen-
dations

The Career Center houses information on a wide variety of in-
ternship programs available at the College, in the local commu-
nity, and throughout the country, during the term, January, and
summer. Interns work in dozens of fields ranging from engineer-
ing to environmental advocacy, from stage management to bank-
ing. The Center serves as the clearinghouse for information
concerning all internships and can direct students to the appropri-
ate faculty members for those programs administered by College
academic departments. The Center also coordinates efforts with
the Massachusetts Internship Office. All internships require early
application and considerable planning; students interested in in-
ternships should consult a counselor well in advance.

The Center provides information and assistance on a wide vari-
ety of scholarships and fellowships, some for very specific institu-
tions or fields of interest, and others with more general application.
A full listing and description of scholarships and fellowships is
maintained in the Center Library.

All students are encouraged to build a reference file; all references
will be forwarded to schools and employers upon request. In ad-
dition to recommendations from faculty, students should consid-
er obtaining references from summer employers, from responsible
individuals with whom the student has worked on internships or
special programs, and from faculty members at schools she at-
tends on exchange programs. The Center provides standard recom-
mendation forms acceptable to graduate schools and employers.

Summary of Students, 1986-87

Resident

Non-
resident

Class
Totals

Totals

Candidates for the B.A. degree

2,210

Seniors

466

493

Juniors

428

449

Sophomores

528

537

First Year Students

610

613

Continuing Education Students

115

118

Nondegree Candidates

Special Students

Total Registration October 1986

2,257

Student Life 25

Geographic
Distribution, 1986-87

Students from the United
States and Outlying Areas

Alabama
Alaska
Arizona
Arkansas

California
Colorado
Connecticut

Hawaii

Illinois
Indiana
Iowa
Idaho

Kansas
Kentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota

Washington
West Virginia
Wisconsin
Wyoming

3
3
14
10

159
15

130

Delaware

District of Columbia

Florida

Georgia
Guam

5
J4

~74

404

2
30
140

4
275

Ohio

Oklahoma

Oregon

59
9
12

Pennsylvania
Puerto Rico

85
4

Rhode Island

South Carolina

Tennessee
Texas

12
49

Utah

Vermont
Virginia
Virgin Islands

Students from Other Countries

U.S.

Citizens

Foreign Living

Citizens Abroad

Argentina
Australia
Austria

Bahamas

Bangladesh

Belgium

Bermuda

Bolivia

Botswana

Brazil

British West Indies

Dominican Republic

Ecuador
England
Ethiopia

France

Germany

Ghana

Greece

Haiti
Hong Kong

India
Iran
Israel
Italy

18
4

27
6

21
3

Jamaica
Japan

Cambodia 1

Capeverde 1

Chile 1

Canada

China, Peoples Rep. of 9

Colombia 3

Cyprus 1

Kenya
Korea

U.S.

Citizens

Foreign Living

Citizens Abroad

Lebanon

Malaysia
Morocco
Mexico

Nepal
Norway

Pakistan

Panama

Peru

Philippines

Poland

Portugal

Singapore
Sri Lanka
Sweden

Total

10
1
2

207

Switzerland

Taiwan

Thailand

Turkey

4
2

Uganda

United Kingdom

USSR

1
4
1

Venezuela
Vietnam

West Germany

Total

1,968

26 Student Life

ADMISSION

Admission

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

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

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

Each application is evaluated with care. The admission deci-
sion is never made on the basis of a single factor. Each part of
the application, however, contributes to a well rounded appraisal
of a student's strengths and is useful in attempting to predict
whether Wellesley would be the right place for her to continue
her education.

Criteria for Admission

General Wellesley College does not require a fixed plan of secondary school

Requirements courses as preparation for its program of studies. However, en-

for First Year tering students normally have completed four years of strong col-

Student lege preparatory studies in secondary school. Adequate preparation

Applicants includes training in clear and coherent writing and in interpret-

ing literature, training in the principles of mathematics (usually
a minimum of three years), competence in at least one foreign lan-
guage, ancient or modern (usually achieved through three or four
years of study), and experience in at least one laboratory science
and in history.

28 Admission

Studciirs planning to concentrate in mathematics, in premedi-
cal studies, or in the natural sciences are urged to elect additional
courses in mathematics and science in secondary school. Students
planning to concentrate in language or literature are urged to study
a modern foreign language and Latin or Greek before they enter
college.

There are often exceptions to the preparation suggested here,
and the Board will consider an applicant whose educational back-
ground varies from this general description.

The Application forms may be obtained from the Board of Admission.

Application A nonrefundable fee of $35 must accompany the formal applica-

tion. If the application fee imposes a burden on the family's
finances, a letter from the applicant's guidance counselor request-
ing a fee waiver should be sent to the Director of Admission with
the application for admission.

The Interview A personal interview is required of each applicant. If it is not pos-

sible for a candidate to come to the College for an interview, she
should write to the Board of Admission or use the form provided
in the application to request the name of an alumna interviewer
in the candidate's local area. A high school junior just beginning
to think about colleges may arrange for an informal conversation
with an alumna or member of the Board. The Board of Admis-
sion is closed for interviews from February 13 to April 1; how-
ever, tours will still be given by student guides during this time.

Campus Students who are seriously considering Wellesley will have a bet-

Visit ter understanding of Wellesley student life if they can arrange to

spend a day on campus. Candidates are welcome to attend classes,
eat in the residence halls, and talk informally with Wellesley
students. Prospective students who plan to spend some time ex-
ploring the College are urged to notify the Board of Admission
at least two weeks in advance so that tours, interviews, meals, and
attendance at classes can be arranged before arrival on campus.
Overnights in the residence halls can also be arranged for high
school seniors.

College The Scholastic Aptitude Test and three Achievement Tests of the

Board Tests College Board are required of all applicants for admission. One

Achievement Test must be the English Composition or English
Composition with Essay Test.

Each applicant is responsible for arranging to take the tests and
for requesting the College Board to send to Wellesley College the
results of all tests taken. The College Board sends its publications
and the registration forms necessary to apply for the tests to all

Admission 29

Dates of
College Board
Tests

American secondary schools and many centers abroad. The appli-
cant may obtain the registration form at school, or may obtain
it by writing directly to College Board, Box 692, Princeton, New
Jersey 08540; or in western United States, western Canada, Aus-
tralia, Mexico, or the Pacific Islands, to College Board, Box 1025,
Berkeley, California 94701.

It is necessary to register with the College Board approximate-
ly six weeks before the test dates; however, limited walk-in regis-
tration may be available at some test centers.

Either the SAT or three Achievement Tests may be taken on any
of the following dates, but it is not possible to take both the SAT
and the Achievement Tests on the same day, so students must select
and register for two different test dates. The latest test date from
which scores can be used for admission in September, 1988 is Janu-
ary 23, 1988.

The College Board Code Number for Wellesley College is 3957.

November 7, 1987
December 5, 1987
January 23, 1988
March 19, 1988 (SAT only)
May 7, 1988
June 4, 1988

In addition, on October 10, 1987 the SAT only is offered in Califor-
nia, Florida, Georgia, Illinois, North Carolina, South Carolina
and Texas.

Regular
Decision

Admission Plans

A candidate who uses the regular plan of admission must file an
application by February 1 of the year for which she is applying.
Applicants will be notified of the Board of Admission's decisions
in mid-April. Applicants for regular admission may take Scholastic
Aptitude Tests and Achievement Tests any time through January
of the senior year. It is preferred, however, that students take these
tests before the January test date to ensure that scores will arrive
well before the Board of Admission begins to review records.

Results of tests taken after January arrive too late for consider-
ation by the Board of Admission.

30 Admission

Early

Decision

This plan is intended for those students with strong high school
records who have selected Wellesley as their first choice college
by the fall of the senior year. Candidates under this plan may ini-
tiate applications at other colleges, but they agree to make only
one Early Decision application, and if admitted under Early De-
cision, they must then withdraw all other applications.

Candidates who wish Early Decision must submit the applica-
tion by November 1 and indicate that they want to be considered
under the Early Decision Plan. Although College Board tests taken
through the November 7, 1987 test date may be used, it is pre-
ferred that students complete the appropriate tests by the end of
the junior year. Decisions on admission and financial aid will be
mailed no later than mid-December.

Early
Evaluation

Early
Admission

Deferred
Entrance

Candidates whose credentials are complete by January 1, and who
request it by checking the appropriate box on the application form,
will receive an Early Evaluation of their chances of admission.
These evaluations will be sent by the end of February. Candidates
will receive the final decision from the Board of Admission in
mid-April.

The College considers applications from candidates who plan to
enter college after completing three years of high school and who
have demonstrated academic strength and personal and social
maturity. These candidates are considered for admission along
with other applicants for the Regular Decision Plan. They are re-
quested to identify themselves as Early Admission applicants in
their correspondence with the Board of Admission. It is prefer-
able that these candidates have their interviews at the College if
distance permits. Early Admission candidates are not eligible for
Early Decision or Early Evaluation. In all other respects they fol-
low the regular procedures for the Regular Decision Plan.

Students who complete their applications and are admitted and
who then wish to defer entrance to the first year student class for
one year should accept the offer of admission by May 1, and at
the same time request a year's deferral. Students who attend
another American college full-time during the year between high
school and their entrance to Wellesley are not considered deferred
students, but must reapply for entrance as transfers. Ordinarily,
transfer students may not defer entrance to the following semes-
ter or year. This also applies to foreign students.

Admission 31

United States For U.S. citizens living in other countries the entrance requirements

Citizens Living and procedures for making application are the same as for appli-

Abroad cants within the United States. U.S. citizens who have been edu-

cated exclusively in foreign school systems follow the same
application procedures as foreign students.

Continuing Education

Bachelor

of Arts Degree

Candidates

Special
Students

The Continuing Education program offers educational opportu-
nity for women beyond traditional college age. The program is
designed for women who wish to work toward the Bachelor of
Arts degree, as well as for a limited number of men and women
who seek nondegree course work as special students. Continuing
Education students enroll in the same courses as the traditional
Wellesley undergraduates and meet the same degree requirements.
They may enroll on a part-time or full-time basis.

Prospective candidates for the B.A. degree are women, usually over
the age of twenty-four, whose education has been interrupted for
at least two years, or whose life experience makes enrollment
through Continuing Education the logical avenue of admission
to Wellesley College. At least 16 of the 32 units required for the
B.A. degree must be completed at Wellesley. There is no time
limitation for completion of the degree.

The College will accept for credit only those courses which are
comparable to courses offered in the liberal arts curriculum at
Wellesley. One Wellesley unit is equal to four semester hours or
six quarter-hours. The Registrar will evaluate credit earned at ac-
credited colleges with the official transcript, catalog, and degree
requirements from those colleges. All applicants should have
course descriptions and degree requirements from the period of
enrollment at all previous colleges sent as part of their application.

Special students apply to Wellesley with a special purpose in mind.
They may be graduates of an accredited college or university who
wish to do further undergraduate work to prepare for graduate
studies; they may be matriculated students currently affiliated with
another accredited college or university who wish to take courses
for degree credit at the affiliate; or they may have special needs
for nondegree course work. The College reserves the right to lim-
it the number of semesters and/or courses that a Special Student
may take for credit.

Application for admission to the Continuing Education Pro-
gram is made through the Office of the Dean of Continuing Edu-
cation. The deadline for first semester admission is April 1 and
for second semester admission is December 1.

The CE program is essentially nonresidential. However, hous-
ing is available on a limited basis for full-time CE students who
desire to live on campus. Applicants who want campus housing
should indicate this interest at the time of application.

32 Admission

Foreign
Students

Foreign
Students
Applying from
U.S. High
Schools

Foreign & Transfer Students

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

The following students apply for admission through the Foreign
Student Board of Admission, using the special Foreign Student
Application form:

1 . All foreign citizens applying from overseas secondary schools
or universities;

2. Foreign citizens who will have completed only one year
(grade 12) in a high school in the United States before en-
tering college;

3. U.S. citizens who have been educated in a foreign school
system.

Admission is for September entrance only. Application must be
received by January 15 of the year in which the student plans to
enter, and all credentials in support of the application must be
received no later than February 10. There is no application fee
for foreign citizens living outside of the United States. Financial
aid is available for a limited number of foreign citizens.

The College Board entrance examinations are required of all
foreign students in addition to their own national examinations.
The official SAT and Achievement Test score reports must be for-
warded directly to Wellesley College by the College Board by using
Wellesley's Code Number 3957 on the College Board registration
form.

Interested students are encouraged to initiate the application
process one full year in advance of the planned date of entrance.
To obtain the information brochure Foreign Students and the
Foreign Student Application form, please write to the Board of
Admission. Letters of inquiry should include the student's country
of citizenship, present school, academic level, and the month/year
of planned college entrance.

Citizens of other countries who will have completed two or more
years of secondary school in the United States before entering col-
lege do not use the Foreign Student Application, but apply in-
stead through the regular admission program. Foreign citizens
applying through the regular admission program, who also wish
to apply for the limited financial aid funds, are eligible to apply
only under the Regular Decision Plan (February 1 deadline).

Admission 33

Admission of Wellesley College accepts transfer students from accredited four

Transfer and two year colleges. They must offer an excellent academic rec-

Students ord at the college level and strong recommendations from their

Deans and college instructors. Scholastic Aptitude Tests are re-
quired of transfer applicants. In order to receive a Wellesley de-
gree, a student must complete two years of course work at the
College, so ordinarily, only incoming sophomores and juniors are
eligible to apply. Students wishing to transfer into Wellesley should
apply by February 1 for entrance in the fall semester, and before
November 15 for entrance in the spring semester, on forms which
may be obtained from the Board of Admission. Notification is
in mid-April and late December, respectively. The application
forms should be returned with a nonrefundable registration fee
of $35, or a fee waiver request authorized by a financial aid offi-
cer or College dean.

The College will accept for credit only those courses which are
comparable to courses offered in the liberal arts curriculum at
Wellesley. Candidates accepted for transfer will be given a tenta-
tive evaluation of their credit status at the time of admission. Trans-
fer credit for studies completed in foreign countries will be granted
only when the Registrar has given specific approval of the courses
elected and the institutions granting the credit.

To receive a Wellesley degree, a transfer student must complete
a minimum of 16 units of work and two academic years at the
College. A Wellesley unit is equivalent to four semester hours and
some transfer students may need to carry more than the usual four
courses per semester in order to complete their degree require-
ments within four years. Wellesley College has no summer school
and courses done independently during the summer may not be
counted toward the 16 units required. Incoming juniors, in par-
ticular, should be aware that Wellesley requires evidence of profi-
ciency in one foreign language before the beginning of the senior
year. In addition, all transfer students should note Wellesley's
writing and course distribution requirements which must be ful-
filled for graduation. These requirements are described on p. 55
and p. 53 in this catalog.

Incoming junior transfer students may not take part in the
Twelve College Exchange Program or Junior Year Abroad. All
transfer students may elect to take courses through the cross-
registration program with MIT. Candidates who are older than
the usual undergraduate age and whose educations have been in-
terrupted for several years prior to the date of application, may
wish to consult the Office of Continuing Education.

34 Admission

COSTS

AND

FINANCIAL AID

Costs

The cost of an excellent education is high, both at Wellesley and
at comparable institutions. To assist students and their families
in meeting this cost, Wellesley offers a variety of payment plans
and financing programs. At the same time, through financial aid,
the College is currently able to open its educational opportuni-
ties to all students regardless of their financial circumstances. The
amount and kind of financial assistance is determined solely by
financial need.

Fees & Expenses

At Wellesley the comprehensive fee represents approximately 60%
of the educational cost to the College for each student. The differ-
ence is provided from gifts and income earned on endowment
funds.

The comprehensive fee for 1987-88 resident students is 515,980.
In addition, there is a fee of $240 for Basic Student Health Insur-
ance. The breakdown is as follows:

Student
Activity
Fee

Resident

Plans

Non-

20 Meals*

14 Meals

resident

Tuition

$11,420

Room

2,000

N/A

Board

2,300

2,150

N/A

Student activity

fee

Facilities fee

fee

170

Comprehensive

15,980

15,830

11,680

Health Insurance

240

'■'First year resident students must take the 20 Meal Plan.

A kosher meal plan is available to resident students. It includes
kosher dinners five days a week and is served in one residence
hall. The additional charge for this plan is S200 per year or Si 05
per semester.

The student activity fee of $90 is administered by the Student Col-
lege Government. It provides resources from which the student
government organization can plan and implement the programs
of student activities.

Facilities
Fee

The facilities fee of $170 is a usage charge for the sports center.

36 Costs

Student
Health and
Insurance
Program

Special
Fees and
Expenses

Information about the Wellesley College Student Health and In-
surance Program is sent to the parents or guardian of each tradi-
tional student by the Bursar. Students who take at least three
courses are eligible for treatment at the Infirmary where routine
procedures are available to these students at no additional cost.

All traditional students are enrolled for Basic Health Insurance,
and pay $120 per semester, unless the waiver card verifying the
student's coverage under an equivalent policy is sent to the Bursar
by May 15, (October 31 , for second semester). Students who have
purchased Wellesley's Basic Health Insurance will not be charged
for laboratory tests or inpatient services at Simpson Infirmary and
will be covered for specified medical treatment while away from
Wellesley. Inpatient care (hospital admission), laboratory tests,
immunizations, and many other Infirmary services are available
on a fee-for-service basis to students covered by other insurance.

An optional Master Medical program providing supplemen-
tary coverage is also recommended. Wellesley College does not
assume financial responsibility for injuries incurred in instruction-
al, intercollegiate, intramural, or recreational programs. Wellesley
carries an NCAA policy to provide limited supplemental cover-
age for students injured while participating in intercollegiate ath-
letics under the auspices of the Department of Physical Education
and Athletics.

Continuing Education students carrying three or more courses
per semester are eligible to purchase Student Health Insurance.

These include, but are not limited to, the following:

Certain special fees and expenses listed in departmental descrip-
tions, e.g., the cost of instrumental and vocal lessons given on
p. 186.

A fee for each unit of work taken for credit in excess of five
in any semester: $1,428.

A fee for each unit of work done independently during the sum-
mer: 50% of the tuition cost per course.

A fee for each examination for credit during the summer: 50%
of the tuition cost per course.

An automobile parking fee for resident students: $40 for each
semester, or $75 for the year if purchased in September; and for
nonresident students: $30 per semester, or $50 per year.

All fees, with the exception of tuition, room and board, are
subject to change without notice.

Costs 37

Personal
Expenses

General
Deposit

Class

Reservation

Payment

Room

Retainer

Payment

Refund
Policy

In addition to the above fees payable to the College, a student
should count on approximately $1,000 for books, supplies, and
personal expenses. Some students spend more and some spend
less.

A General Deposit of $100, paid by each entering student, is not
part of the College fee. The deposit is refunded after graduation
or withdrawal and after deducting any unpaid charges, fees, or
fines.

The payment of $250 reserves a place in the class at the College
for the student. It is due on February 1 for Early Decision stu-
dents, on May 1 for other entering first year students, and
annually on May 15 for returning students who have not made
Room Retainer Payments, and as stated in acceptance letters for
entering Transfer, Exchange and Continuing Education students.
The payment is credited toward the following semester's com-
prehensive fee.

Returning students must submit $500 to the Bursar by March
22 to reserve a room for the following semester. This $500 pay-
ment is applied against room and board charges for the follow-
ing semester. A student who is on leave in the fall semester and
who wishes to have a room reserved for the spring semester must
submit $500 to the Bursar by October 31. A student who has
made a Room Retainer Payment does not have to submit the Class
Reservation Payment.

Refunds of payments will be allowed for withdrawal or leave of
absence prior to the midpoint of the semester. In computing re-
funds, charges will be prorated on a weekly basis, and an addi-
tional $200 will be withheld to cover administrative costs. 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 her Class Dean of withdrawal in writ-
ing, or, if the Dean is not notified, the date on which the College
determines that the student has withdrawn. Admission candidates
must notify the Director of Admission of withdrawal. Refunds
will be prorated among the sources of original payment. Scholar-
ships, grants and educational loans are generally not refundable
to the student or parent.

38 Costs

Continuing The tuition fee for a Continuing Education student is $1 ,428 per

Education semester course, payable July 31 for the fall semester and De-

Fees and cemhcr 3 1 for the spring semester. Continuing Education students

Refunds taking four units of academic credit a semester may take a fifth

unit at no charge. A $12 per unit student activity fee will be
charged with a maximum of $45 per semester. In addition, a $22
per unit facilities fee will be charged with a maximum of $85 per
semester. Continuing Education applicants pay a nonrefundable
$35 application fee. There is also a nonrefundable registration
fee of $25, payable when the student is accepted.

A Continuing Education student who finds it necessary to with-
draw from a course is entitled to refunds as follows: a full re-
fund of payment will be allowed for withdrawal from courses
during the first two weeks of classes. Thereafter, charges will be
prorated on a weekly basis until the midpoint of the semester.
No refunds will be made for withdrawal after the semester mid-
point. The date of withdrawal shall be the date on which the stu-
dent notifies the Office of Continuing Education of withdrawal
in writing or if the Office of Continuing Education is not noti-
fied, the date on which the College determines that the student
has withdrawn. Refunds will be prorated among the sources of
original payment. Scholarships, grants and educational loans are
generally not refundable to the student.

Special Fees, payment schedules, and the refund policy for special stu-

Student Fees dents, such as high school students taking courses at Wellesley,

and Refunds are the same as for Continuing Education students.

Payment Plans

Wellesley offers three payment plans to meet varied needs for
budgeting educational expenses: the traditional Semester Plan,
a Deferred Monthly Payment Plan, and a four-year Prepaid Tu-
ition Stabilization Plan.

It is necessary that all Wellesley fees be paid in accordance with
one of these approved payment plans before the student can reg-
ister or receive credit for courses, and all financial obligations
to the College must be discharged before the degree or diploma
is awarded.

It is a student's responsibility to verify that loans, grants, and
other payments to Wellesley from third party sources will be re-
ceived by the College due dates. Frequently the student must send
a copy of her Wellesley bill to the grantor before the award will
be sent to Wellesley. Any funds that may not arrive on time must
be discussed with the Student's Account Representative in the
Bursar's Office before the due dates. Late payment fees as well
as interest at the rate of 1 Vz percent a month (18 percent APR)
may be charged on accounts not paid in full by the due date of
the chosen plan.

Costs 39

Semester
Plan

Deferred
Monthly
Payment Plan

Detailed descriptions of plans are sent by the Bursar to the par-
ents of traditional students, to Continuing Education students,
and to others on request. Although there are minor variations
in the payment plans for Regular Decision and Early Decision
students, the Comprehensive Fee due dates for each group are
the same. Sample Payment Schedules appear on the following
page.

The Comprehensive Fee due for each semester (after subtracting
amounts paid in advance, scholarships, and education loans for
that semester) is paid to the College by July 31 for the fall
semester, and by December 31 for the spring semester. This plan
is generally used by families who are paying college expenses from
money previously saved for this purpose, or who have access to
low-interest loans from employers, life insurance policies, credit
unions, relatives or similar sources, or who are using educational
loan programs like MELA or SHARE described on the follow-
ing pages.

The Comprehensive Fee due for each semester (after subtracting
amounts paid in advance, scholarships, certain Wellesley College
loans, and the Perkins loan for that semester) is budgeted over
five payments. Interest at an Annual Percentage Rate (APR) of
9 percent is charged on the amount deferred. The payments are
due on the last day of every month, June 30 to October 31 for
the fall semester and November 30 to March 31 for the spring
semester. Late fees are charged for late payment.

The Deferred Plan was established to enable families to pay
Wellesley charges out of current family earnings, and about one
quarter of Wellesley's families choose this plan. Families that can
start in April to put their money into a savings account or prepay-
ment program, so that funds are available for July 31 and De-
cember 31 remission to Wellesley, have the convenience of
monthly payments without the interest expense. Parents who find
the Deferred Plan monthly payments to be too large are advised
to review the longer-term loans described under "Financing Pro-
grams"; the College cannot further extend the terms of this
Deferred Plan.

40 Costs

Payment Plans

Semester Flan

Non-
Rcsident Plans resident

20 Meals 14 Meals Plan
Amount Amount Amount

First Year Student

Early Regular Returning

Decision Decision Students

Due Due Due

General deposit —
entering students

$ 100

Feb. 1

May 1

N/A

Class reservation payment*

250

Feb. 1

May 1

May 15*

Room retainer payment —
returning resident students

500

N/A

March 22

Comprehensive Fee balance —
first year students — fail

7,740

N/A

5,590

July 31

N/A

Comprehensive Fee balance —
returning students — fall

7,490

7,415

5,840

N/A

July 31

Comprehensive Fee — spring

7,990

7,915

5,840

Dec. 31

Basic Health Insurance — fall

120* =

120**

July 31

Basic Health Insurance — spring

120* =

120**

Dec. 31

Deferred Monthly Payment

contract mailed to participants.)

Plan (Payments begi

n June 30

and end Marc

:h 31, as speci

fied in the

Non-

Rcsident Plans resident

20 Meals 14 Meals Plan

Amount Amount Amount

First Year Student

Early Regular Returning

Decision Decision Students

Due Due Due

General deposit —
entering students

$ 100 $ 100 $ 100

Feb. 1

May 1

N/A

Class reservation payment'

250

Feb. 1

May 1 May 15''

Room retainer payment —
returning resident students

500

N/A

N/A March 22

In ten equal monthly payments
first year students***

16,341 16,1!

1 1 ,944

June 30 — June 30 —
March 31 March 31

N/A

In ten equal monthly payments -■,.... kiss i i qaa
returnmg students*** ^^'^^^ ^^'^^^ ^^'^^^

N/A

June 30 -
March 31

Basic Health Insurance — fall

120=^

120='

120=^

July 31

July 31 July 31

lasic Health Insurance — spring 120='

120=^

120*

Dec. 31

*Returning students who have made room retainer payments need not make class reservation payments.
**Charge will be omitted if card to waive basic health insurance is received by May 15 (October 31 for spring
semester).
***lncludes interest at an Annual Rate of 97o.

Examples of the interest charge at 9% and monthly payments follows.

Amount to be Interest Monthly Total

Financed Charge Payment Payment

$15,980

$361

$1,634.10

$16,341

11,680

264

1,194.40

1 1 ,944

9,000

203

920.30

9,203

6,000

136

613.60

6,136

3,000

306.80 3,068

Costs 41

Prepaid Tuition Stabilization Plan

Non-
Resident Plans resident

20 Meals 14 Meals Plan

Amount Amount Amount

First Year Student

Early Regular Returning

Decision Decision Students
Due Due Due

General deposit —
entering students

$ 100

Feb. 1

May 1

N/A

Class reservation payment'''

250

Feb. 1

May 1

May 15*

Room retainer payment —
returning resident students

500

N/A

March 22

Tuition (fixed in advance,
paid first year only)

45,680

June 30

N/A

Comprehensive fee balance —
first year students

4,310

N/A

As described under the
or Deferred Payment PI

Semester
an

Comprehensive fee balance —
returning students

4,060

3,910

As described under the
or Deferred Payment PI

Semester
an

Basic Health Insurance — fall

120'*

120*'

120'-'

■ July 31

July 31

Basic Health Insurance — spring

120'^*

120*'^

120*'

Dec. 31

*Returning students who have made Room Retainer Payments need not make Class Reservation
Payments
**Charge will be omitted if card to waive Basic Health Insurance Program is received by May 15 (October
31 for spring semester.)

Prepaid This program provides a written contract that guarantees that

Tuition the cost of tuition will remain the same for each of four con-

Stabilization secutive years provided the student's parent or other guarantor

Plan (PTSP) pays the College, by June 30 before the year the student first en-

ters Wellesley, an amount equal to four times the first year's tui-
tion cost. The tuition for 1987-88 is $11,420; the amount required
to be paid to Wellesley College by June 30, 1987 would be $45,680
($11,420 X 4). Financing for this program may be done through
family savings, the Massachusetts Family Education Loan Pro-
gram (MFELP), the SHARE Program, home equity loans, or any
other source of funds available to the family. Provisions are made
for leaves of absence (up to two semesters), refunds, and with-
drawals. This program stabilizes the cost of tuition only; all other
charges such as room, board and other fees will be charged on
the Semester or Deferred Payment Plan chosen by the guarantor
at the rate in effect each year.

Payment for Grants and loans are generally applied equally against charges

Students on for the semester. The remaining financial obligation must be paid

Financial Aid in accordance with one of the approved plans. Students on finan-

cial aid who have difficulty meeting the planned payment sched-
ule should consult the Financial Aid Office promptly. This is
especially important if there have been significant changes in the
family's financial situation.

42 Costs

Wellesley
Parent
Loan Plan
(WPLP)

SHARE
Loan

Financing Programs

To finance the Wellesley Payment Plans there are numerous loans
available to students and their families. With these loans, educa-
tion expenses can be spread over a 5- to 19-year period to meet
family budgets and cash flow projections.

The Wellesley Parent Loan Plan, available to all parents as well
as to Continuing Education Students, establishes a fixed monthly
payment amount for a period of five to eight years to pay all or
a desired portion of the anticipated four-year college expense. The
interest rate (Annual Percentage Rate), which is now 9 percent,
may vary over the life of the loan. If parents borrowed $12,000
for each of four academic years starting with Fall 1987, for ex-
ample, and the interest rate remained 9 percent, they would make
77 monthly payments of $69L20 beginning June 1, 1987 and a
last payment of $306.41. The total financed would be $48,000;
total principal and interest paid would equal $53,528.81; interest
would be $5,528.81. If the interest rate or the amount borrowed
was subsequently increased, the number (rather than the dollar
amount) of payments would be increased. Optional life and dis-
ability insurance of $12,000 per year would cost a borrower aged
40-55 an additional $28.80 per month.

The Consortium on Financing Higher Education, Nellie Mae, and
The Education Resources Institute (TERl) recently developed a
new long-term, moderate-cost education loan with flexible repay-
ment terms to enable students and their families or other support-
ers to share college expenses. A student and co-applicant(s) apply
through Wellesley College to borrow up to $15,000 per year for
up to four years or up to the total cost of tuition for four years
($45,680 for July 1987). One of the applicants must be a' U.S.
citizen.

Loans may be unsecured or secured by a mortgage. The interest
may be variable or fixed for 5 years. The maximum variable in-
terest rate will be the prime rate plus 2 percent; 4 percent of the
amount borrowed will be sent to TERl to provide a repayment
guarantee reserve and death and disability insurance coverage for
the primary borrower in the amount of the loan.

Repayment of borrowed funds to Nellie Mae begins 45 days
after the loan is made and may extend for up to 15 to 19 years
after graduation; while the student is in school, interest only or
interest plus principal payments may be made at the discretion
of the primary borrower. A family borrowing $10,000 in Febru-
ary, 1987 and repaying over 6 years would have been scheduled
for payments of $180.26 per month at the 9 percent interest rate
then in effect. If $40,000 was borrowed and repaid over 15 years
at 9%, the monthly payment would be $405.71.

Costs 43

Massachusetts
Family
Education
Loan Program
(MFELP)

Other
Financing

The College has reserved limited funds which will be loaned by
the Massachusetts Education Lx)an Authority (MELA) to credit-
worthy, middle-income students and/or their families. Higher in-
come families, with several dependents in college or other unusual
circumstances, may also qualify. The cost of attendance for a single
year, or the total cost of tuition for four years ($45,680 for July
1987), less the total amount of other education loans such as GSL
or PLUS may be borrowed. Loan payments are made directly to
MELA monthly (starting within a month after the loan is made)
over a 15-year period at an estimated fixed annual rate of
10-11^2 percent plus fees of about 7 percent of the loan total. Loans
may be unsecured or secured by a mortgage.

The loan programs described on pp. 43-44 were selected by
Wellesley College from a variety of available alternatives. Addi-
tional loan plans are discussed in the Financial Aid section of this
catalog. Many credit unions, banks, and other financial institu-
tions offer trust, investment and loan programs; some are based
on a security interest in the borrower's home or other assets; others
rely on the borrower's credit worthiness alone, hi some families,
parents apply for the loan with the understanding that the stu-
dent will assume responsibility for repaying part of it out of school
time earnings in future years. Many Wellesley students use skills
and contacts developed at the College to earn a significant por-
tion of their tuition through summer, winter break and term time
employment. The Bursar, Associate Bursar and Student Account
and Loan Representatives will be happy to discuss possible avenues
of financing with students and their families and other support-
ers to help them attain their educational goals.

44 Costs

Financial Aid

The Wellesley College program of financial aid opens education-
al opportunities to able students of diverse backgrounds, regard-
less of their financial resources. No entering first year student
should be discouraged from applying to Wellesley because of the
need for financial aid. At Wellesley, admission decisions are made
without regard for financial need, and only after a student is ad-
mitted does the Financial Aid staff determine the amount of aid
she will require. Approximately 65 percent of all Wellesley stu-
dents receive aid from some source, 43 percent receive financial
aid based on need from the College.

At Wellesley College financial aid is given solely because of demon-
strated need. Amounts vary in size according to the resources of
the individual and her family, and may equal or exceed the com-
prehensive College fee. Although aid is generally granted for one
year at a time, the College expects to continue aid as needed
throughout the student's four years, provided funds are available.

Determination of the amount of aid begins with examination
of family financial resources. Using a national system of need anal-
ysis, modified to meet special needs, the Financial Aid staff es-
tablishes the amount the parents can reasonably be expected to
contribute. The staff also looks at the amount that the student
can contribute from her summer earnings, assets, and benefits.
The total of the parents' and the student's contributions is then
subtracted from the student's budget which is comprised of the
College fees, a $1,000 book and personal allowance, and an al-
lowance toward two low-cost round trips from her home area to
Wellesley. The remainder, which equals the "financial need" of
the student, is offered in aid.

Evaluations of all students' academic records are made at the
end of each semester by the Academic Review Board. Eligibility
for financial aid may be terminated or reinstated at each evalua-
tion period. Records are maintained by the Academic Review
Board. If a student is permitted to return to the College, the Aca-
demic Review Board has judged that she is making adequate prog-
ress toward the degree. No credit is associated with course
incompletion, course withdrawal, noncredit remedial courses or
course repetition; therefore, these courses are not considered in
progress toward the degree.

Under normal circumstances, a full-time undergraduate student
completes the requirements for the B.A. degree in eight semesters.
A student may submit an appeal to the Academic Review Board
for additional time. The Academic Review Board will consider
special circumstances and may grant up to 10 semesters for a full-

Financial Aid 45

Work

Loans

Repayment
of Loans from
the College

time student or up to 14 semesters for a part-time student. A stu-
dent may request financial aid for semesters beyond the usual eight
which have been approved by the Academic Review Board.

Most financial aid packages are a combination of three types
of aid: work, loans, and grants.

Generally, the first portion of a student's financial aid is met
through jobs on and off campus, usually as part of Federal Work-
Study Programs. Students are expected to devote approximately
nine hours a week to their jobs, earning $1,100 or $1,150 a year.
Over 70 percent of Wellesley College students work on or off
campus. The Office of Financial Aid is the center for student em-
ployment, a service open to all students, whether they are receiv-
ing aid or not. Financial aid students receive priority for
on-campus jobs such as office work in academic and administra-
tive departments. Off campus, students have worked in offices,
stores, and restaurants.

The next portion of a student's financial aid, $2,450 for first
year students and $2,500 for upperclass students, is met through
low-interest loans. There are several kinds of loans available with
different interest rates. In most cases a student is required first
to apply for a Guaranteed Student Loan from a lending institu-
tion in her local area.

A student who has received a loan from the College has the obli-
gation to repay the loan after withdrawal or graduation. Before
she leaves the College she should make arrangements for an exit
interview with the Bursar. At that time she will be notified of her
responsibilities regarding the loan and will be given a repayment
schedule.

Grants

The remaining portion of the student need is awarded in grants
by the College from its own resources, or from the federal gov-
ernment through the Federal Supplemental Educational Oppor-
tunity Grants and Pell Grant Programs, or from outside agencies.
Students who are eligible for other federal or state grants are
required to apply; if the student does not apply, the College will
not replace the amount she would have received. In addition,
whenever possible, students should seek grants from local pro-
grams, from educational foundations, and from other private
sources.

Town

Tuition

Grants

Wellesley College offers ten Town Tuition Grants to residents of
the Town of Wellesley who qualify for admission and whose par-
ents or guardian live in the town. These students may live at home
or on campus. Those who choose to live on campus may apply
to the College for financial aid, and their applications will be re-
viewed in relation to the same financial aid considerations present-
ly applicable to all Wellesley students.

46 Financial Aid

ROTC ROTC admission criteria conflict with the nondiscrimination

Scholarships pohcy of Wcllesley College (see inside back cover). However, stu-

dents may enroll in ROTC programs offered at MIT through the
College's cross-registration program. Wellesley students may also
apply for scholarship aid from all services. Interested students
should contact the appropriate service office at Building 20E,
Massachusetts Institute of Technology, Cambridge, MA 02139,
or call: Air Force, (617) 253-3755; Army, (617) 253-4471, or Navy,
(617) 253-2991.

Financial Aid Financial aid funds are available to assist a limited number of

for Transfer transfer students. Those students with demonstrated need will be

Students eligible to receive aid for the number of semesters determined by

the Registrar as necessary for degree completion. If a transfer stu-
dent does not receive a grant upon admission to the College, she
will not qualify for a grant while she is at the College. It is possi-
ble, however, that she may receive work-study or loans.

Financial Aid Financial Aid is available for Continuing Education students who

for Continuing are degree candidates. A financial aid advisor is available to as-

Education sist CE students in planning their budgets and in their efforts to

Students obtain funds from outside sources. All CE applicants are en-

couraged to discuss their financial aid plans with a financial aid
officer before applying for admission.

Wellesley The Wellesley Students' Aid Society, Inc. is an organization of

Students' Wellesley College alumnae. In addition to making some grants

Aid Society and long term tuition loans, the organization also provides short-

term emergency loans and other services to students.

Assistance Wellesley has special concern for the growing number of middle

for Families and upper income families who find it difficult to finance their

Not Eligible daughters' education through current income. The services of the

for Aid Office of Financial Aid are designed to assist all families, regard-

less of the need for aid.

For those families not eligible for aid, the College will assist
in several ways. Wellesley will help any student find a job, on or
off campus. The College will furnish information and advice on
obtaining student and parent loans. Three payment programs are
offered by the College: a Semester Plan, a Deferred Plan, and a
Prepaid Tuition Stabilization Plan. And a number of financing op-
tions: The Insured Tuition Payment Plan, Parent Loans to Under-
graduate Students, Supplemental Loan for Students, the Wellesley
Parent Loan Plan, the Massachusetts Family Education Loan Pro-
gram, and SHARE, a supplemental education loan for families.
These programs are described under Costs and Payment Plans.

Financial Aid 47

For Further
Information

Applying for
Financial Aid

Application
Form

Financial
Aid Form

Detailed information on all the material summarized here is avail-
able in a booklet entitled Financial Aid. This booklet is sent to
every student who requests this information. In addition, each
spring information is available on the payment and loan programs.

Each registered applicant for admission who is applying for finan-
cial aid must file four forms: the Wellesley College Application
for Financial Aid, the Financial Aid Form of the College Scholar-
ship Service, and signed copies of all pages and schedules of both
the parents' and the student's latest federal income tax returns.
Additional forms are required if parents are separated /divorced
or self-employed.

The Wellesley College Application for Financial Aid should be
returned to the Director of Financial Aid, Box FA, Wellesley Col-
lege, by November 1 for Early Decision applicants; February 1
for Regular Decision applicants and fall semester Transfer appli-
cants; and November 15 for spring semester Transfer applicants.

This form is available in secondary schools, or may be obtained
by writing to the College Scholarship Service, CN6300, Prince-
ton, New Jersey 08540; or Box 380, Berkeley, California 94701.
A copy can also be provided by the Director of Financial Aid if
specifically requested by an applicant. The Financial Aid Form
should be filed with the College Scholarship Service which will
then mail a copy for confidential use to the college or colleges
indicated on the form.

The Financial Aid Form must be filed by February 1 for Regu-
lar Decision applicants and fall semester Transfer applicants; and
by November 15 for spring semester Transfer applicants. Early
Decision applicants must file the Early Version Financial Aid Form
which is mailed to students after their Wellesley financial aid ap-
plication is received and must be filed by November 15. Early De-
cision applicants should also file the 1988-89 Financial Aid Form
of the College Scholarship Service by February 1.

48 Financial Aid

Graduate Fellowships

A number of fellowships for graduate study are open to graduat-
ing seniors and graduates of Wellesley College, while others ad-
ministered by Wellesley are open to women graduates of any
American institution. Awards are usually made to applicants who
plan full-time graduate study for the coming year. Preference in
all cases, except for the Peggy Howard Fellowship, will be given
to applicants who have not held one of these awards previously.
Awards will be based on merit and need.

For Graduates Fellowships open to Wellesley College alumnae and graduating

of Wellesley seniors are listed below.

College Anne Louise Barrett Fellowship preferably in music, and primarily

for study or research in musical theory, composition, or in the
history of music; abroad or in the United States.
Stipend: Up to $3,000

Margaret Freeman Bowers Fellowship for a first year of study in
the fields of social work, law, or public policy/public administra-
tion. Also eligible are MBA candidates with plans for a career in
the field of social services. Preference will be given to candidates
demonstrating financial need. Stipend: Up to $1,000
Professor Elizabeth F. Fisher Fellowship for research or further
study in geology or geography, including urban, environmental
or ecological studies. Preference given to geology and geography.
Stipend: Up to $1,000

Ruth Ingersoll Goldmark Fellowship for graduate study in Eng-
lish Literature or English Composition or in the Classics.
Stipend: Up to $1,000

Horton-Hallowell Fellowship for graduate study in any field,
preferably in the last two years of candidacy for the Ph.D. degree,
or its equivalent, or for private research of equivalent standard.
Stipend: Up to $4,000

Peggy Howard Fellowship in Economics to provide financial aid
for Wellesley students or alumnae continuing their study of eco-
nomics. Administered by the economics faculty who may name
one or two recipients depending on the income available.
Edna V. Moffett Fellowship for a young alumna, preferably for
a first year of graduate study in history. Stipend: Up to $2,500
Vida Button Scudder Fellowship for graduate study in tHe field
of social science, political science, or literature.
Stipend: Up to $2,000

Sarah Perry Wood Medical Fellowship for the study of medicine.
Nonrenewable. Stipend: Up to $6,000

Trustee Scholarships are awarded on a competitive basis to seniors
who intend to pursue graduate studies. These scholarships are
unrestricted as to field of study. The title Trustee Scholar is hon-
orary and in cases of financial need stipends may be awarded to

Graduate Fellowships 49

For Women
Graduates of
Other

Institutions and
Wellesley College

the scholars or, if not needed by them, to alternates who need
financial assistance. All applications and credentials are due by
December 1. Recipients share the total annual stipend.
Stipend: Up to $6,000

Fanny Bullock Workman Fellowship for graduate study in any
field.' Stipend: Up to $3,000

Mary Elvira Stevens Traveling Fellowship for a full year of travel
or study outside the United States. Any scholarly, artistic, or cul-
tural purpose may be considered. Candidates must be at least 25
years of age in the year of application. Applications may be ob-
tained from the Secretary to the Stevens Fellowship Committee,
Office of Financial Aid, and must be filed before December 1.
Stipend: $14,000

Some graduate fellowships for study at the institution of the can-
didate's choice are administered by Wellesley College and are open
to alumnae of any American institution, including Wellesley.
Alice Freeman Palmer Fellowship for study or research abroad or
in the United States. The holder must be no more than 26 years
of age at the time of her appointment, and unmarried through-
out the whole of her tenure. Non-Wellesley candidates should file
through their institutions. Wellesley will accept no more than four
applications from an institution. Stipend: Up to $4,000
Mary McEwen Schimke Scholarship a supplemental award for
the purpose of affording relief from household and child care while
pursuing graduate study. The award is made on the basis of schol-
arly expectation and identified need. The candidate must be over
30 years of age, currently engaged in graduate study in literature
and/or history. Preference given to American Studies.
Stipend: Up to $1,000

M. A. Cartland Shackford Medical Fellowship for the study of
medicine with a view to general practice, not psychiatry.
Stipend: Up to $3,500

Harriet A. Shaw Fellowship for study or research in music and
allied arts, abroad or in the United States. Preference given to music
candidates; undergraduate work in history of art required of other
candidates. Stipend: Up to $3,000

Information and application forms may be obtained from the
Secretary to the Committee on Graduate Fellowships, Office of
Financial Aid, Box GR, Wellesley College, Wellesley, Massachu-
setts 02181. Application forms for the Peggy Howard Fellowship
may be obtained from the Economics Department, Wellesley
College, Wellesley, Massachusetts 021(S1. The applications and sup-
porting m.iterials should be returned to the same address by
April 1.

Applications and supporting materials for all other fellowships
are due December 1.

50 Graduate Fellowships

THE
ACADEMIC
PROGRAM

'^-iKiin^

The Academic Program

The process of learning begins with the mind and motivation of
the student herself. The most tempting array of courses and the
most carefully planned requirements alone will not guarantee the
growth of an educated mind. The academic experience is designed
for the student who seeks a broad acquaintance with the many
and diverse fields of human inquiry as well as the opportunity
to explore her personal intellectual interests in depth. It provides
for the acquisition of knowledge and of the skills appropriate to
the liberal arts but above all it is responsive to the student who
genuinely wishes to acquire the habit of learning. It seeks to stimu-
late the mind, refine the eye, and enlarge the capacity for free,
independent and discriminating choice.

The Curriculum

The curriculum at Wellesley is structured to provide strong
guidance and to allow, at the same time, great personal choice.
Central to the curriculum is the concept of diversity, the concept
that the student should pursue a number of disciplines during her
four years at the College. Accordingly, by the time the Bachelor
of Arts degree is earned, she should be acquainted with the main
fields of human interest, capable of integrating knowledge from
various fields, and prepared for continuous scholarly and personal
growth. In her major field, the student is expected to demonstrate
maturity of thought, acquaintance with recognized authorities in
the field, and general competence in dealing with sources of
research or analysis.

Academic At Wellesley academic advising for the first year and sophomore

Advising student is provided by the class deans. The Class Dean is a cen-

tral source of information about degree requirements, academic
legislation, and resources available at the College to help students
achieve their academic goals. She advises students about course
selections and sequences, and she is available throughout a stu-
dent's years at Wellesley for consultation about matters of more
general intellectual and personal concern.

Students are also encouraged to consult faculty members early
in their time at Wellesley for academic advice.

The advising of juniors and seniors is shared by faculty and
Class Deans. This arrangement provides for systematic and equita-
ble supervision of each student's progress toward the B.A. degree.
In addition, it has the double benefit of specialized advice from
faculty in the major field, and detailed examination of the stu-
dent's overall program.

52 Academic Program

Academic In addition to the regular office hours all instructors hold for stu-

Assistance dents needing extra help, peer tutoring is available in the Study

Center located in the Margaret Clapp Library. Peer tutors, called
A+ Advisors, are trained in study skills and time management
in addition to being well-prepared to tutor in specific subjects.
An A-i- advisor lives in each residence hall. She conducts work-
shops on study skills, test taking, etc. through the semester and
serves as a resource person on matters of academic policy.

A noncredit reading course and reading workshops are offered
several times during the semester.

Requirements Each student is responsible for meeting all degree requirements

for Degree of and for ensuring that the Registrar's Office has received all creden-

Bachelor of tials. Each candidate for the degree of Bachelor of Arts is required

Arts to complete 32 units of academic work at a C average or better.

Each semester course is assigned one unit of credit. A unit of credit
is equivalent to four semester-hours or six quarter-hours. The nor-
mal period of time in which to earn the degree is four years and
a normal program of study includes from three to five courses a
semester. First year students are encouraged to carry a maximum
of four courses each semester, but upperclass students may take
five.

Courses are classified in Grades I, II, and III. Introductory
courses are numbered 100-199 (Grade I); intermediate courses,
200-299 (Grade II); advanced courses, 300-399 (Grade III). Each
student must include in her program at least four units of Grade
III work, at least two of which shall be in the major. The pro-
gram in the senior year may not include more units of Grade I
than of Grade III work, and at least two must be Grade III. Direc-
tions for election of the major vary with the department. Please
see departmental listings for specific major requirements.

Distribution In order to provide students with as much flexibility as possible.

Requirements Wellesley requires no specific courses except Writing 125. To en-

sure, however, that students gain insight and awareness in areas
outside their own major fields, the College does require that they
elect three semester courses in each of three academic areas as part
of the 32 units required for graduation. (Courses numbered 350
— Research or Individual Study — do not satisfy this requirement.)
Students who enter in the fall of 1988 and thereafter must take
two of the three courses in each academic area at Wellesley. Trans-
fer and Continuing Education students who enter with eight units
prior to Wellesley must take at least one of the three courses in
each group at Wellesley, and students entering with 16 prior units
may take the distribution requirements at Wellesley or elsewhere.
The three groups of academic disciplines are:

Academic Program 53

GROUP A
Literature,
Foreign

Languages, Art,
and Music

GROUP B
Social Science,
Religion,
Philosophy, and
Education

GROUP C

Science and
Mathematics

Foreign

Language

Requirement

Three units chosen from courses in Art, Chinese, English, French,
German, Greek and Latin, Hebrew, Italian, Japanese, Music, Rus-
sian, Spanish, Theatre Studies; or from certain courses offered
by the Department of Black Studies and from those extradepart-
mental literature courses which are designated as fulfilling the re-
quirement in Group A.

Group B'

One or two units chosen from courses in the Departments of His-
tory, Philosophy, Religion, and courses offered by the Departments
of Black Studies, Education and the Women's Studies Program in
these fields and

Group B^

One or two units chosen from courses in the Departments of An-
thropology, Economics, Political Science, Psychology, Sociology,
and courses offered by the Departments of Black Studies, Educa-
tion and the Women's Studies Program in these fields.

Three units, at least one of which shall be a course with labora-
tory, chosen from courses offered in the Departments of Astron-
omy, Biological Sciences, Chemistry, Geology, Mathematics,
Physics and courses in Computer Science above the Grade I level.

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 pass-
ing one of the language tests offered by the College Board.
Wellesley requires a score of 610 or better on the College Board
Achievement Test, or a score of at least 3 on the Advanced Place-
ment Examination (AP). This requirement can also be met by the
completion of two units of language study at the second year col-
lege level or one unit of language study above the second year col-
lege level.

Second Year College Level Courses

Chinese:

201 (1-2), 202 (1-2)

French:

m-122 (1-2), or 121-122 (1-2) or

141-142 (1-2)

German:

101-103 (1-2), or 102-103 (1-2) or

104-105 (1-2)

Greek:

201 (1) - 205 (2)

Hebrew:

(see Religion Department), 209 (1-2

Italian:

202 (1), 203 (2), 205 (2)

Japanese:

207 (1-2)

Latin:

200 (I) - 201 (2) or 207 (2)

Russian:

200 (1-2), 215 (1)

Spanish:

102 (1-2)

Students may take introductory courses in only two modern for-
eign languages.

54 Academic Program

Fulfillment of the foreign language requirement through work
done at another institution must be approved by the appropriate
department. A student whose native language is not English will
be exempted from this requirement, subject to approval of the
Class Dean and the Academic Review Board.

Writing Since September 1983, each entering student has been required

Requirement to complete one semester of expository writing in her first year.

Writing courses (numbered 125) are offered in the Department
of English and in a number of other departments. These courses
are described under the Writing Program. Transfer and Continu-
ing Education students who have not fulfilled a similar require-
ment must also complete one semester of expository writing, either
a Writing 125 course or English 200.

Other Students are expected to use acceptable standards of spoken and

Requirements written English in their college work. Special assistance in Eng-

lish, mathematics, and other basic and special skills is offered at
the College.

In addition, all students must complete the physical education
requirement described on p. 192 for which no academic credit is
given.

Preparation for Students interested in mathematics, physics, chemistry, or biology

Engineering can apply these interests in a very practical way through engineer-

ing, an expanding field for women.

Engineering can be pursued at Wellesley through the cross-
registration program with MIT. Wellesley students can prepare
for graduate study in engineering by combining courses in en-
gineering at MIT with their Wellesley science major. Students in-
terested in an undergraduate engineering degree might try to
qualify for the Double Degree Program. See p. 63.

Students interested in engineering should take mathematics and
physics at Wellesley in their first year in preparation for MIT
courses. Information concerning possible fields, prerequisites and
contact persons at MIT is available through the Office of the Class
Deans.

Preparation for The prelaw student should develop three basic competencies: skill

Law School in analysis and reasoning, effective writing and speaking, and

breadth of understanding of the diverse factors which make up
the community in which the legal system functions. These com-
petencies can be developed in any field in which the student
chooses to major, whether in the social sciences, the humanities,
or in the natural sciences. Law schools do not specify particular
major fields or particular courses of study for admission.

Academic Program 55

Preparation for Medical, dental, and veterinary schools require special under-

Medical School graduate preparation. Students should consult as early as possi-

ble with the Health Professions Advisory Committee to plan their
academic preparation to meet their individual needs and interests.
Appointments can be made through the Health Professions Secre-
tary in the Science Center.

In general, most health profession schools require two units of
English and two units each of the following science courses (with
lab): Introductory Biology, Introductory Chemistry, Organic
Chemistry, and Physics. Many schools also require mathematics,
in some cases two units of calculus, and additional science courses.
Veterinary schools frequently require courses such as speech, tech-
nical writing, animal nutrition, genetics, biochemistry, etc. Re-
quirements vary and catalogues of individual schools should be
consulted.

All science requirements should be completed before taking the
Medical College Admission Test (MCAT) or the Dental Admis-
sion Test (DAT), which are taken approximately 16 months be-
fore entering medical or dental school. In order to receive the full
support of the Health Professions Advisory Committee, under-
graduate students should plan to complete at least six of the science
and math course requirements at Wellesley and/or its exchange
colleges.

The Major Students may choose from among 28 departmental majors, 16 in-

terdepartmental majors — American Studies, Architecture, Bio-
logical Chemistry, Chinese Studies, Classical Civilization, Classical
and Near Eastern Archaeology, Cognitive Science, East Asian
Studies, French Studies, German Studies, Italian Culture, Jewish
Studies, Language Studies, Medieval/Renaissance Studies, Psy-
chobiology, and Women's Studies — or they may design an in-
dividual major. Of the il units required for graduation, at least
eight are to be elected in the major, and at least 18 must be elect-
ed outside of any one department.

Students who are interested in an individual major submit a
plan of study to two faculty members from different departments.
The plan should include four units in one department above the
introductory level. The program for the individual major is subject
to the approval of the Committee on Curriculum and Instruction.
Some students wish to center their studies upon an area, a period,
or a subject which crosses conventional departmental lines.
Examples of possible area studies include Latin American Studies
and Russian Studies; of periods, the Middle Ages, the Renaissance;
of subjects. Comparative Literature or International Relations. A
model for the way an individual major might be constructed is
provided in the listing of majors under Theatre Studies.

In the second semester of the sophomore year each student elects
a major field and prepares for the Registrar a statement of the
courses to be included in the major. Later revisions may be made

56 Academic Program

The Minor

with the approval of the chairman of the major department; the
director of the interdepartmental major; or in the case of the in-
dividual major, with the consent of the student's advisors and the
Committee on Curriculum and Instruction. Any revisions must
be presented to the Registrar not later than the second semester
of the junior year. Directions for Election of the major vary. See
departmental listings for specific requirements for the major.

Some departments at Wellesley offer a minor. Normally, a minor
consists of at least five courses, with one of them at the Grade
III level. Interested students should consult the chair of the
department.

Academic
Standards

Academic Policies & Procedures

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

Academic standards at Wellesley are high, and students take full
responsibility for attending classes, submitting required work on
time, and appearing for examinations. If students have difficul-
ties with course work, become ill, or have other problems which
interfere with their academic work, they should consult with their
class deans for assistance in making special arrangements for their
studies. Tutoring and programs in study skills are offered through
the Academic Assistance Program.

Students are expected to maintain at least a C average through-
out their college careers. At the end of each semester each stu-
dent's record is reviewed, and appointments with the Class Dean
are arranged if needed. The College tries to provide the appropriate
support services to students in difficulty. Students who show con-
sistent effort are rarely asked to leave the College.

The Academic Review Board is the principal body for review of
academic legislation and for overseeing each student's academic
progress. Chaired by the Dean of Students, the Board is composed
of the class deans, the Dean of Continuing Education, and seven
elected faculty and student representatives. The student members
of the Academic Review Board do not participate in discussions
of individual students' standing, but they do contribute to dis-
cussions of academic policy and of student requests for excep-
tions to regulations. The Board researches and recommends
changes in academic policy and is also responsible for proposing
an annual academic calendar. Dates of Academic Review Board
meetings are posted in the Registrar's Office. A student who wishes

Academic
Review Board

Academic Program 57

to submit a petition to the Academic Review Board should do so
in consultation with her Class Dean. She should deliver her peti-
tion, in writing, at least one week before the petition is to be con-
sidered by the Board.

Credit for Students entering under the Advanced Placement Program of the

Advanced College Entrance Examination Board, and who make the scores

Placement specified by Wellesley, will receive credit toward the B.A. degree.

Examinations provided they do not register in college for courses which cover

substantially the same material as those for which they have re-
ceived Advanced Placement credit. For students entering in the
fall of 1988 and thereafter, one unit of credit will be given for each
AP examination in which a student received a grade of 4 or 5 with
the following exceptions: one unit of credit will be given for a
score of 3 and two units for a score of 4 or 5 on the Mathematics
BC examination.

Those entering with scores of 4 or 5 on the Mathematics BC
examination receive two units of credit. Not more than two units
may be offered for credit in any one department. Note: the tak-
ing of a course deemed equivalent to one for which credit has been
granted will nullify the credit previously awarded.

Credit for Of the 32 units required for the degree of Bachelor of Arts, a stu-

Other dent may earn a maximum of 16 units through a combination

Academic Work of the following: AP examinations (no more than eight); courses
taken at another institution during the summer or the academic
year. Four units may be earned in summer school. Eight units,
in addition to summer school, may be earned through courses tak-
en at another institution. Students, including transfer students and
Continuing Education students who enter in January 1988 and
thereafter, must complete 16 units at Wellesley.

Credit may be given for a liberal arts course taken at an accredit-
ed institution for which prior approval has been obtained from
the Registrar and the department chair. Credit will be given only
for a course in which a grade of C or better is earned. Students
should not take a course on a credit/noncredit or pass/fail basis.
Students must request that an official transcript be sent to the
Wellesley College Registrar's Office.

First year students must fulfill the writing requirement by com-
pleting Writing 125.

Exemption Students may be exempted from any of the studies required for

from Required the degree, except Writing 125, provided they can demonstrate

Studies to the department concerned a reasonable competence in the ele-

ments of the course. Exemption from any of the studies required
does not affect the general requirement for completion of il units
of credit, it does, however, make it possible for some students to
select more advanced courses earlier in their college careers.

58 Academic Program

Such exemption may be achieved in one of two ways: a score
of 4 (Honors) or 5 (High Honors) on the CEEB AP tests, or pass-
ing a special exemption examination. Permission for the exemp-
tion examination must be obtained from the chairman of the
department concerned. In addition to the evidence offered by the
examination, some departments may require the student to pre-
sent a paper or an acceptable laboratory notebook.

Research or Each academic department provides the opportunity for quali-

Individual fied students to undertake a program of individual study directed

Study by a member of the faculty. Under this program, an eligible stu-

dent may undertake a research project or a program of reading
in a particular field. The results of this work normally are pre-
sented in a final report or in a series of short essays. The condi-
tions for such work are described under the course numbered 350
in each department. Wellesley offers further opportunities for re-
search and individual study. (See Honors in the Major Field.)

Credit for The amount of summer school credit allowed toward the degree

Summer School is limited to four units, and is not automatic. Students should con-

sult their class deans before enrolling in summer school courses.
In addition, students must get approval for summer school courses
first from the Registrar for the amount of credit, and then from
department chairmen for course content. Approval forms are avail-
able in the Registrar's Office. (A summer school course must be
equivalent to four semester-hours or six quarter-hours in order
to earn one full unit of Wellesley credit.)

Grading System Students have the option of electing courses on a letter or nonlet-

ter grading system. At the beginning of the eighth week of a se-
mester, students notify the Registrar and their instructor whether
they plan to take a course for a letter grade or on the credit/non-
credit basis. Credit is given to students who have earned a grade
of C or better in the work of the course, thereby indicating satis-
factory familiarity with the content of the course. If credit is not
earned, the title of the course does not appear on the student's
permanent record except that it is included in the total number
of units attempted.

Academic Program 59

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, science, and foreign language courses which require
audiovisual equipment. Special examinations are offered in Sep-
tember for admission to advanced courses without the stated
prerequisites, and for exemption from required studies.

Examinations may be taken for admission to a more advanced
course and for exemption from the required studies in Groups A,
B, and C. Examinations passed with a grade of C or better also
count for advanced placement and/or exemption. Examinations
passed for advanced placement may also count for exemption.
Examinations taken solely for the purpose of exemption from re-
quired studies do not count for credit. However, the transcript does
include a record of the number of credits completed as well as
the number of credits attempted.

Transcripts and Official transcripts may be ordered in writing from the Office of

Grade Reports the Registrar. The request for transcript should include the name

and address of the person to whom the transcript is to be sent,
the name by which the person was known as a student at Wellesley,
and the years of attendance at the College. There is a charge of
$2 for each transcript, and this fee should accompany the request.
Transcript may not be issued if a student has an outstanding bill.
Grade reports are mailed to students at the end of each semester.

Registration for All returning students must register in April for the courses they

Courses select for the fall semester, and in November for the spring se-

mester. Upon returning to college at the start of each semester,
the student will be issued a schedule card of her classes. All
changes to this schedule must be recorded in the Registrar's Office
by the end of the first week of classes. A student will not receive
credit for a course unless she has registered for it, and a student
who has registered for a course will remain registered unless she
takes formal action to drop it. Each student is responsible for
maintaining the accuracy of her registration by informing the
Registrar's Office, in writing, of any changes made to it.

60 Academic Program

Adding or
Dropping
Courses

Auditing
Courses

Acceleration

Any conflicts in scheduling must be reported to the Registrar's
Office immediately. A student is not permitted to take a course
if it conflicts with any other course on her schedule.

Add/Drop cards are available from the Registrar's Office during
the first week of classes. A student may submit only one Add/Drop
card, indicating on it any changes in her schedule. New courses
must be added by the end of the first week of classes. A course
may be dropped at any time through the last day of classes. Per-
mission is required from the department chairman or the major
advisor if a student wishes to drop a course which affects the
major. If a course is dropped, before the beginning of the eighth
week of classes, it will not appear on a student's record. Students
are advised to consult with their class dean when making any
changes in their program.

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. An audited course does not appear on
the transcript.

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 fulfilled, and all units which will be
counted toward the degree.

Normally, a plan to accelerate must include eight units at
Wellesley in two consecutive semesters during the junior and sen-
ior years. In accumulating units in addition to courses taken at
Wellesley, an accelerating student may count:

1) Advanced Placement credit (no more than eight units);

2) A maximum of four units earned in summer school validated
by the College; and

3) A maximum of two units of college or university credit earned
prior to graduation from secondary school, which is not includ-
ed in the units of secondary school work required for admission.

An accelerating student must maintain at least a C average at
all times.

Academic Program 61

Leave of
Absence

Voluntary
Withdrawal

Required
Withdrawal

Readmission

Recognizing that many students benefit educationally if they in-
terrupt the normal sequence of four continuous years at Wellesley,
the College has established a policy for temporary leaves of ab-
sence. Leaves may be taken for as short a period as one semester
or as long as two years, and for a variety of reasons which may
include study at another institution, work, travel, or other activi-
ties which meet personal needs. Application for leave of absence
may be made to the class dean or Dean of Continuing Education
at any time after a student has completed at least one semester
at Wellesley. First year students who have completed only one se-
mester may remain on leave for a maximum of three semesters.
A student who goes on leave of absence cannot remain in resi-
dence on campus more than 48 hours after the effective date of
leave.

To obtain permission to spend the year at another institution
as nonmatriculated students or guests, students submit a detailed
plan to the class dean or advisor and, if a major has been chosen,
to that department. The plan should list the course of study for
the year and justify its relationship to the four-year program. No
more than eight units of credit taken during an academic year at
another institution while a student is on leave may be counted
toward the Wellesley degree.

Students who plan to withdraw must inform the class dean and
sign an official withdrawal form. The official date of the with-
drawal is the date agreed upon by the student and the class dean
and written on the withdrawal card which is signed by the class
dean. The withdrawal date is important in order to compute costs
and refunds. (See Refund Policy p. 38.) Students who have offi-
cially withdrawn from the College cannot remain in residence on
campus more than 48 hours after the effective date of withdrawal.

The College reserves the right to require the withdrawal of any
student whose academic work falls below its standards, who vio-
lates its rules and regulations or the rights of others, or whose
continuing presence constitutes a risk to the health, safety, or
general well-being of the College community or herself. In addi-
tion, the College may require the withdrawal of any student who
fails to meet financial obligations to the College.

A student who has withdrawn from the College and wishes to
return should apply to the Office of the Dean of Students for the
appropriate forms. Readmission will be considered in the light
of the reasons for withdrawal and reapplication, and in the case
of resident students, available residence hall space. A nonrefund-
able fee of $15 must accompany the application form for read-
mission.

62 Academic Program

special Academic Programs

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

First Year These courses are designed for first year students and sophomores

Student- to undertake concentrated study of a significant, well-defined

Sophomore topic. They offer students the opportunity to work in small groups

Colloquia in association with individual faculty members. They are similar

to advanced seminars in method and approach in that they stress
discussion, independent work, and oral and written presentations.

Cross- A program of cross-registration of students at Wellesley and the

Registration Massachusetts Institute of Technology was officially inaugurated

Program in 1968-69. The program allows students to elect courses at the

with the other institution, and extends the diversity of educational expe-

Massachusetts riences available in the curricula and in the environments of both.

Institute of A Wellesley student interested in exploring the possibilities of

Technology electing specific courses at MIT should consult the Exchange

Coordinator, her department advisor, or the appropriate exchange
program faculty advisor. Registration in MIT courses takes place
each semester in the MIT Exchange Office. Students electing to
take courses at MIT must register at both institutions during the
add-drop period each semester. Students must follow the instruc-
tion sheet carefully to ensure that they register for courses that
are equivalent in credit to Wellesley courses.

Students who are on leave of absence can, upon return to the
Wellesley campus, pick up information about registering for MIT
courses in the MIT Exchange Office.

Wellesley Wellesley offers a Double Degree Program that enables Wellesley

Double Degree students who are accepted to MIT as transfer students to earn

Program a B.A. degree from Wellesley and a S.B. degree from MIT over

the course of five years. Students will fulfill the requirements for
a major at both institutions. Interested Wellesley students will ap-
ply for transfer admission to MIT at the end of their sophomore
year. They are encouraged to consider any of the 23 courses of
study offered at MIT but advised that access to a given depart-
ment could at times be limited for transfer students. Wellesley ap-
plicants are subject to the same admissions criteria and financial
aid policies used by MIT for all other college transfer applicants.

Academic Program 63

Cross-
Registration
Program with
Brandeis
University

The Twelve
College
Exchange
Program

The Wellesley-
Spelman
Exchange
Program

The Wellesley-
Mills Exchange
Program

Accepted students would not enroll at MIT until they had com-
pleted their junior year at Wellesley. During this "bridge year" stu-
dents will be assigned major advisors at both institutions so that
they can plan a program which will advance their work toward
both degrees. During the fourth and fifth years students enroll
at MIT. The existing Wellesley/MIT Exchange permits cross-
registration throughout the five year period; this enables students
to integrate their two courses of study more completely.

Wellesley has established an experimental cross-registration pro-
gram with Brandeis University. Students can register in a limited
number of departments at the other institution. Wellesley students
will be able to take courses at Brandeis in the following areas:
Anthropology, Biology, Chemistry, Classical and Oriental Studies,
Economics, Philosophy, Political Science (Politics), Russian, Span-
ish, Women's Studies, Psychology and Linguistics, Near Eastern
and Judaic Studies, Theatre Arts and Legal Studies. Courses must
be approved by the relevant Wellesley department.

Wellesley belongs to a consortium which includes Amherst,
Bowdoin, Connecticut College, Dartmouth, Mount Holyoke,
Smith, Trinity, Viissar, Wesleyan, Wheaton, and Williams. Two
one-semester programs associated with the Twelve College Ex-
change are the National Theater Institute in Wuerford, Connect-
icut, and the Williams Mystic Seaport Program in American
Maritime Studies. Students in good standing may apply through
the Office of the First Year Dean 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. Preference is given
to students planning to participate in their junior year.

Students must request that transcripts be sent to the Registrar's
Office to receive credit for work done away from Wellesley.

Wellesley maintains a student exchange program with Spelman
College in Atlanta, Georgia, a distinguished black liberal arts col-
lege for women.

The program is open to students in their junior or senior year.
Students apply through the Office of the Exchange Coordinator.

Wellesley maintains an exchange program with Mills College, a
small women's college in Oakland, California, which has a cross-
registration program with the University of California at Berkeley.
Students apply through the Office of the Exchange Coordinator.

64 Academic Program

Study Students may apply for admission for their junior year to pro-

Abroad grams and universities o\erseas, not onl)' in Europe but in almost

all parts of the world. By studying at respected universities in other
countries, students gain new insights into the cultural wealth of
other nations and a new perspective on their studies. Some scholar-
ship money is available to students eligible for financial aid. The
Slater Fimd provides scholarships for semester and academic year
study, in Europe, while the Waddell Fund offers money to stu-
dents going to Africa or the Caribbean during the academic year
or the summer. In addition, there is the Stecher Fund for the study
of art abroad. This money is used for semester, year and summer
programs, as well as for the January Art Department trip to Italy.
Finally, there is a fund for study in Asia during the academic year.

The selection of recipients for awards is made early in the sec-
ond semester of the sophomore year on the basis of academic
qualifications and faculty recommendations. The amount of each
individual award is determined according to need. Information
about these awards may be obtained from the Office of Foreign
Study.

The Office of Foreign Study helps students with individual plans
for study abroad, for example, applications for direct enrollment
as visiting students in British universities. Undergraduates with
strong background in their majors may apply to the Foreign Study
Committee for places at both Cambridge University and Oxford
University.

Wellesley College administers a program in Aix-en-Provence,
France, and in Konstanz, West Germany. The College also shares
in the governance of a program in Cordoba, Spain.

Students who are interested in spending the junior year abroad
should consult their Class Dean and the Foreign Study Advisor
during their first year to ensure completion of Wellesley eligibili-
ty requirements. No more than eight units of credit may be earned
at another institution during a one-year leave of absence.

Students must request that transcripts be sent to the Registrar's
Office in order to receive credit for study done abroad.

Summer Study Students planning summer study in foreign countries should con-

Abroad suit the Office of Foreign Study. While Wellesley supports sum-

mer study, there are only a limited number of programs that accept
transfer credit.

Wellesley awards Stecher Summer Scholarships for study of art.
First consideration is given to applicants whose summer studies
are related to honors projects approved for the senior year.

Waddell Summer Scholarships provide opportunities for stu-
dents wishing to study in Africa or the Caribbean.

An application for the Waddell and Stecher Scholarships requires
the support of the student's major department and a statement
from the Director of Financial Aid showing what funds are need-
ed to supplement the student's financial resources.

Academic Program 65

The Mayling Soong Summer Scholarship for study, either within
the U.S. or abroad, of an East Asian language is available for
sophomores and juniors who qualify for financial aid. Applica-
tions are available through the Special Events Office.

The Women's Studies Program funds two summer internships
with women's organizations, either in the U.S. or overseas for
juniors and seniors who have taken at least one Women's Studies
course.

Summer The College sponsors a Washington Summer Internship Program

Internships which provides a unique opportunity for students to learn about

the national government through direct participation in political
activity. Interested juniors may apply for 16 available summer in-
ternships, in governmental and nongovernmental offices. Interns
hold full-time jobs for ten weeks and also participate in evening
seminars with guest speakers on governmental or political prob-
lems. Job assignments are made according to the interest of the
student and the potential for learning. Recent assignments have
included positions in congressional offices, in the Department of
Justice, with the International Trade Administration, in the Of-
fice of the President, National Institute of Health, Women's Eq-
uity Action League, Smithsonian Public Affairs Office, and with
a major broadcasting system. Salaries are offered in some of these
positions; the College provides stipends for students who hold
nonsalaried positions.

In addition, the Wellesley Urban Politics Summer Internship Pro-
gram offers juniors the opportunity to focus on some of the dilem-
mas of contemporary urban life. Students participating in this
program spend ten weeks working for government agencies or pri-
vate organizations in Los Angeles. Interns attend seminars and
other meetings designed to stimulate analytical thinking about
politics, government institutions, and public policymaking. Interns
receive a stipend from the College.

Community Wellesley students can become involved in the Greater Boston com-

Involvement munity in a variety of ways. Some students choose to work in com-

munities where they can participate in legal aid, tutoring, and
health services, or church work. Others work with the City of
Boston or the Town of Wellesley in various departments.

Credit may be given for supervised field work as a research com-
ponent of some courses or independent study, in other instances,
experience in the community forms part of the required work of
courses dealing with social, political, or economic issues. Gener-
ally, students become involved in community work for many rea-
sons besides the possibility of earning academic credit.

66 Academic Program

Academic Distinctions

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

Departmental Students who have shown marked excellence and an unusual de-

Honors gree of independence in their work may participate in the Honors

Program, based on their record in the major field. Current legis-
lation requires a 3.5 average in all work above Grade I in the ma-
jor field. Students with exceptional qualifications whose averages
fall between 3.5 and 3.0 also may be recommended by their
departments. Normally students apply to their departments in the
spring of their junior year. Under this program, an eligible stu-
dent may undertake independent research or special study which
will be supervised by a member of the faculty. In several depart-
ments, 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 exami-
nation leads to the award of Honors in the major field.

Other The College names to First Year Distinction those students who

Academic maintain high academic standing during the first year. Wellesley

Distinctions College Scholars and Durant Scholars are named at Commence-

ment, based on academic records after the first year. Students with
an honors average of 3.33 or higher graduate as Wellesley Col-
lege Scholars cum laude; those with an average of 3.67 or higher
are Durant Scholars magna cum laude; students with a 3.90 or
higher average are Durant Scholars summa cum laude.

Juniors and seniors are elected to membership in the Eta of Mas-
sachusetts chapter of Phi Beta Kappa on the basis of their total
academic achievement in college. Seniors who are majoring in the
sciences may be elected to associate membership in the Wellesley
chapter of Sigma Xi.

On recommendation of the faculty, the trustees award the title
of Trustee Scholar to four seniors who intend to pursue graduate
studies. The awards are made on a competitive basis; the title is
honorary. In cases of financial need, stipends are awarded to the
Scholars or, if not required by them, to alternates who need finan-
cial assistance. Applications and supporting credentials should be
sent to the Secretary to the Committee on Graduate Fellowships
by December 1.

Certain prizes have been established at the College for the recog-
nition of excellence in a particular field. The selection of the re-
cipient is made by the appropriate academic department; each
award carries a small stipend or gift and usually bears the name
of the donor or the person honored.

Academic Program 67

Honors
Awarded,

1987

In the Class of 1987, 97 students achieved the highest academic
standing and were named Durant Scholars, 19 graduated summa
cum laude, 78 graduated magna cum laude, and 212 students were
named Wellesley College Scholars graduating cum laude. The
names of members of the Class of 1987 who were awarded other
honors and prizes appear below.

Departmental
Honors

Consuelo Hebe Abriles

Psychology

Sara Christine Ahlgren

Biological Sciences

Grace Michele Alba

Chemistry

Raya Al-Mufti

Psychobiology

Michele Anglade

Black and Third World Studies

Cecilia Pickering Benton

Astrophysics

Maea Van Wyck Brandt

Studio Art

Laura Ann Brown

Biological Chemistry

Miriam Jessica Butt

Language Studies

Elisabeth Anne Card

Psychology

Lisa Marie Chaufty

Music

Elizabeth Lamb Clark

Art History

Jennifer Elizabeth Clarke

French

Pamela Gale Cohen

Political Science

Kirsten Renee Daehler

Chemistry

Joanna Harriet Drell

Medieval/Renaissance Studies

Lisa June Durkee

English

Stephanie Holter Ewing

Psychobiology

Tracy Kimberly Firth

Psychobiology

Sheron Andrea Eraser

English

Denisse Goldbarg

Economics

Lisa Beth Greenbaum

Language Studies

Jennifer Ellen Grow

Music

Lisa Marie Guarascio

Mathematics

Jeanne Melissa Hamburg

English

Jennifer Leigh Hogue

English

Stephanie Lynne Houde

Architecture

Sarah Elizabeth Jeffries

Philosophy

Stamatina Kaptain

Biological Chemistry

Deborah Katz

Biological Sciences

Catherine Marie Keeslinj

Classical Archaeology

Kiren Jean Kresa

Psychobiology

Laura Beth Kupperman

Art History

Chee-Yun Lilian Kwon

Art History

Jennie Elizabeth Larkin

Biological Sciences

Estelle Tsui Lau

Philosophy

Sociology

Marcia Layton

Sociology

Susan Yoonsook Lee

Chemistry

Corinne Ixwkow icz

Spanish

68 Academic Program

Hsiu-Yi Lin

Physics

Penelope Margaret Lister

Political Science

Carolyn Elaine Loscalzo

Biological Chemistry

Sandy Ma

Biological Chemistry

Cornelia Mahn

Political Science

Karoiyn Rose Mauro

Medieval/ Renaissance Studies

Christine Marie McRae

Black Studies

Melanie LeMonnier Montgomery

Biological Sciences

Katherine Anne Munchmeyer

German

Susan Elizabeth Murcott

English

Maria Goretti Nicole Naval

Political Science

Anita Lynn Elizabeth Nesser

Women's Studies

Lori Michelle Newburger

Psychology

Susan Emily Omura

Philosophy

Sonja Kristina Pastoriza

Studio Art

Kimberlee Sogn Pillsbury

Economics

Amanda Pingree

French

Janice Sue Pitt

Mathematics

Victoria Moore Pond

English

Kristen Eliena Poppele

Mathematics

Sonia Rhee

Biological Sciences

Cathy Roberts-Gersch

Women's Studies

Janice Elaine Rockmore

Spanish

Elizabeth Price Roquemore

Biological Chemistry

Robin Renee Rummell

Psychobiology

Carolin Michi Sagawa

Studio Art

Christine Mary Schabaker

Political Science

Lisa Schineller

Economics

Sophie Deniau Scoville

Comparative Literature

Sandra Marie Shedlack

Psychology

Becky Christina Shin

Economics

Anna Hamilton Smalley

Psychology

Esther Virginia Smith

Chemistry

Jennifer Mary Smith

Psychology

Stephanie Berit Spiegel

Political Science

Kathryn Ann Sposato

Geology

Evelyn Mary Walsh

English

Yvette Chi Wang

Chemistry

Margaret Eve Weinstein

Art History

Cheryl Calloway Whaley

Political Science

Suzan Riggsbee White

Studio Art

Amy Wise

Philosophy

Sarah Wallace Wright

Mathematics

Christina Ae-Ryung Yun

Chemistry

Elena Zazanis

Language Studies

Aria Robyn Zions

Psychology

Academic Program 69

Phi Beta
Kappa
Class of
1987

Raya Al-Mufti
A. Carrington Anderson
Linda Kathleen Ayers
Pearl Emily Brodfeld
Iris Jill Brooks
Miriam Jessica Butt
Elisabeth Anne Card
Kristen Anne Day
Christine Dana Doran
Joanna Harriet Drell
Cynda Leigh Eades
Elizabeth Helen Evans
Tracy Kimberly Firth
Jennifer Fleet
Meri-Paige Gerling
Bishnupriya Ghosh
Mina Gioustremes
Denisse Goldbarg
Patricia Lee Gordon
Lisa Marie Guarascio
Jeanne Melissa Hamburg
Rebecca Ann Hatch
Sharon Joy Hoffman
Sarah Elizabeth Jeffries
Deborah Katz
Mary Hai-Yun Kahng
Stamatina Kaptain
Catherine Marie Keesling
Elizabeth Mary Kiingi
Joan Channing Kimball
Ami Michele Knox
Kiren Jean Kresa
Golnaz Amin Ladjevardi
Estelle Tsui Lau
Susan Yoonsook Lee
Laurie Lim

Hsiu-Yi Lin
Francesca Lion
Linda Maria Maccini
Karolyn Rose Mauro
Kathleen Ann McCaddin
Lynne Scott McNamara
Susan Emily Omura
Heike Luise Pahl
Sonja Kristina Pastoriza
Mildred Baxter Perkins
Sue Catherine Petitt
Victoria Moore Pond
Kristen Eliena Poppele
Catherine Simmons Ray
Elizabeth Justine Remick
Jill Vivian Roberts
Cathy Roberts-Gersch
Elizabeth Price Roquemore
Lisa Schineller
Dina Siddiqi
Anna Hamilton Smalley
Jennifer Hood Smith
Jennifer Mary Smith
Karen Elizabeth Smith
Wendy Greene Sohn
Diana Bentley Spaulding
Kathryn Ann Sposato
Julia Gwen Stallings
Jennifer Kristina Svahn
Deborah Mahoney Swenson
Alison Rich Travis
Paige Alexandra Woltzen
Jill Lynne Wrigley
Sally Ann Yinchus
Sue Eng Yee
Brenda Hiu Yeung

Sigma Delta Pi
Class of
1987

A. Carrington Anderson
Iris Jill Brooks
Kathleen Elizabeth Corey
Emily Regan Gaudet
Mary Henley Green
Lisa Beth Greenbaum
Evelyn Rose Devvitt Harrison
Kirsten Jane Johnson
Patricia Mary Kelly
Golnaz Amin Ladjevardi
Lori Ann Levaggi

Monica Annette Lumpkin
Claire Renee Mcintosh
Jeanne Marie Mcintosh
Laura Mary Puppo
Jill Vivian Roberts
Janice Elaine Rockmore
Lisa Schineller
Sophie Deniau Scoville
Julia Gwen Stallings
Kimberly Lynn Webb
Kimberly Yellin

70 Academic Program

Sigma Xi

Consuelo Hebe Abriles

Sandy Ma

Class of

Psychology

Biological Chemistry

1987

Grace Michclc Alba

Margaret Anne McDuffie

Chemistry

Astrophysics

Susan Alexander

Melanie LeMonnier Montgomery

Biological Sciences

Raya Al-Mufti

Amy Elizabeth Mossman

Psychobiology

Astronomy

Cecilia Pickering Benton

Heike Luise Pahl

Astrophysics

Biological Chemistry

Laura Ann Brown

Sonia Rhee

Biological Chemistry

Biological Sciences

Elisabeth Anne Card

Elizabeth Price Roquemore

Psychology

Biological Chemistry

Kirsten Renee Daehler

Robin Renee Rummell

Chemistry

Psychobiology

Joan Marie Flanagan

Jeannette Ann Schulz

Astronomy

Biological Chemistry

Cassandra Giedt

Sandra Marie Shedlack

Biological Sciences

Psychology

Jean Copeland Haertl

Anna Hamilton Smalley

Psychology

Stamatina Kaptain

Esther Virginia Smith

Biological Chemistry

Chemistry

Deborah Katz

Jennifer Mary Smith

Biological Sciences

Psychology

Joan Channing Kimball

Kathryn Ann Sposato

Geology

Kiren Jean Kresa

Deborah Mahoney Swenson

Psychobiology

Psychology

Jennie Elizabeth Larkin

Yvette Chi Wang

Biological Sciences

Chemistry

Christine Seung-A Lee

Amy Elizabeth Witter

Chemistry

Susan Yoonsook Lee

Christina Ae-Ryung Yun

Chemistry

Hsiu-Yi Lin

Aria Robyn Zions

Physics

Psychology

Carolyn Elaine Loscalzo

Biological Chemistry

Trustee

Joanna Harriet Drell

Stamatina Kaptain

Scholarships

for graduate study in

rr-. /»* I- In. 1 •

for graduate study in Medicine

History/ Medieval Studies
Denisse Goldbarg
for graduate study in
Industrial/Labor Relations

Catherine Marie Keesling

for graduate study in Classical Art

and Archaeology

Academic Program 71

Academic
Prizes

The Academy of American Poets
Prize is administered by the English
Department for the Academy of
American Poets. It is awarded each
year for the best work of poetry by
an undergraduate.

CHARLENE l.OGAN

The June Kaufman Bakalar Awards
are given for the best examples of
painting, drawing, print making,
sculpture, or photography.
SONJA KRISTINA PASTORIZA
SUZAN RIGGSBHE WHITE

The Lucy Branch Allen Prize was
given in 1934 by an anonymous
friend in memory of Lucy Branch
Allen of the Class of 1897, "to per-
petuate the spirit of one who was
endlessly generous; who loved
everything that walks or flies, or
scrambles in the world of out-of-
doors; to whom the poetry of life
was a perpetual joy." It is awarded
in the field of Biological Sciences.

TRACY KIMBERIY FIRTH
KRISTIANNE ELLEN PIKE
MICHEIE MARIE WINTER

The Adelaide Niles Belyea Prize in
Botany was founded in 1974 and is
awarded to a student who has ex-
hibited general excellence in plant
science.

FRANCLSCA LION

The Billings Performance Award in
Music was a gift from the estate of
Robert C. Billings in 1903. This
award is given in recognition of an
outstanding contribution to the
community through the perfor-
mance of music.

RENEE DEANNE jACKSY
ANNA SANG-HEE KIM

The Billings Prize in Music, was a
gift from the estate of Robert C.
Billings in 1903. The income pro-
vides a prize in recognition of ex-
cellence in music studies.

JENNIH R I 1 1 I N (.ROW.

The Ralph H. Bollard Prize for Dis-
tinction in American History was
founded in 1961 by his daughter,
Margaret Bollard Rogers '30 to
promote more surely the knowledge
of, and interest in United States
History.

DIANA BENTLEY SPAULDING

The Natalie V. Bolton Faculty Prize
in Economics was established to
honor the memory of this distin-
guished alumna. Its purpose is to
encourage good scholarship and
analytical ability in the field of eco-
nomics.

ELIZABETH NLARY KlINGI
AUDREY THERESE WINGET

The Natalie V. Bolton Student Prize
in Economics is awarded annualK
to the economics major designated
by her peers as an outstanding
economist.

I ISASC HINEII ER

The Maria Liiisa Bombal Prize in
Spanish in memory of the great
Chilean novelist is awarded each
year to a student who has distin-
guished herself in the field of Latin
American Literature.

GOINA/ AMIN I Al)JL\ARni

The Dr. Bernice D. Brooks Prize is
given in memory of Dr. Bernice D.
Brooks, mother of Iris Jill Brooks
'87. The award is established to
honor distinguished academic
achievement in, and personal com-
mitment to, the study of Italian and
Spanish language and culture.

LYNNE SCOTT MCNA\LARA

The Susan D'e Campbell Memori-
al Prize for Graduate Study in the
Health Professions is given to a sen-
ior for graduate study in the health
professions. She must exhibit strong
motivation, academic achievement,
leadership potential, an openness to
new ideas and a sensitivity to her
fellow human beings.

SUSAN YOONSOOK 1 EE

72 Academic Program

The Cervantes Prize in Spanish is
awarded for the best paper written
on Cervantes. Given by former Pro-
fessor Alice Biishee.

IRIS JILL BROOKS

The Davenport Performance Prize
for Acting was established in 1922
by George H. Davenport and is
awarded to an undergraduate with
an outstanding performance record
in a regular dramatic college pro-
duction.

ANITA LYNN EUZABLTH NKSSER

The Joanne Mankiewicz Davis
Fiction Prize was established in
1975 in her memory and is awarded
for an outstanding work in fiction
writing.

CHARLENE LOC.AN
EVELYN MARY WALSH

The Deborah W. Diehl Prize for
Distinction in History was estab-
lished as a memorial by the friends
and family of Deborah Diehl of the
Class of 1973 to be awarded to the
outstamding senior graduating in
history chosen by vote of the faculty.

DIANA BENTl LY SPAULDING

The John Charles Duncan Prize in
Astronomy

CELIA FRANCES MCALLISTER

The Allan Eister Award for Aca-
demic Excellence in Sociology was
founded in dedication to Allan
Eister, Professor of Sociology, for
his love of the intellectual life and
his devotion to enhancing academ-
ic excellence in the liberal arts. It
is awarded annually to sociology
majors graduating with the very
highest academic record in sociolog)'.

ESTELLE TSUI LAU
LAURIE LIM

The Jorge Guillen Prize in Spanish
Studies is given in honor of the
Spanish poet and Wellesley profes-
sor to a student who has excelled
in Spanish studies.

MONICA ANNETTE LUMPKIN

The Barbara Barnes Hauptfuhrer
Scholar Athlete Award is given to
a member of the Senior class who
best combines excellence in scholar-
ship, leadership, sportsmanship and
athletic achievement.

AILEEN SAYA NAKAMURA

The Jacqueline Award in English
Composition was established by
Eleanor and Rosamond Peck in
memory of their sister Jacqueline of
the Class of 1934.

SUSAN ELIZABETH MURCOTT

The Germaine Lafeuille Prize in
French in honor of Professor Emeri-
tus Germaine Lafeuille.

AMANDA PINCiREL

EMILY ANNE ROSDEITCHER

The Katharine Malone Scholar is
named each fall who truly embodies
the educational ideal of Plato's
Guardian.

KATHRYN ANN SPOSATO

The Hubert Weldon Lamb Prize in
Musical Composition was estab-
lished in 1976 in the Music Depart-
ment to honor the accomplishments
of Wellesley composers, past and
present, and thereby encourage
composition as a field of endeavor
on the part of present and future
Wellesley students.

DAWN MICHELl E NORFLEET

The Barnette Miller Foundation
Prize in International Relations and
Comparative Politics was estab-
lished in 1980 as an essay contest
in the field of international relations
in the History and Political Science
Departments to encourage interest
and excellence in the study of inter-
national relations.
SUSAN MARIE TRIBBLE

The Northeast Conference on the
Teaching of Foreign Languages
Award for Excellence in the Study
of Spanish Language and Hispanic
Culture recognizes excellence in the
study of the Spanish language and
Hispanic cultures.

SOPHIE DENIAU SCCWULE
JANICE ELAINE R(X KMORE

Academic Program 73

The Mary White Peterson Prize in
Biological Sciences was established
in 1926 by the mother and husband
of Mary White Peterson '08. It is
awarded to a student "for evidence
or promise, of exceptional ability to
do independent work" in the field
of Biological Sciences or Chemistry.

LAURA ANN BROWN

The Plogsterth Award in Art was es-
tablished by W. Thomas Plogsterth,
whose daughter Ann is a member
of the Class of 1965. The award is
given, preferably to a senior, for out-
standing work in art history.
FRANCESCA LION

The Royal Society of Arts, London,
Silver Medal is a silver medal
awarded to a student who has a dis-
tinguished academic record direct-
ly concerned with art or application
of art and/or science to industry
and/or commerce, and who has
played some significant part in stu-
dent activities.

SONjA KRISTINA PASTORIZA

Justina Ruiz-de-Conde Prize in
Spanish was established in 1983 by
her colleagues in the Spanish
Department, her friends, and her
former students to express their af-
fection and admiration for her life-
long dedication to fostering the love
of Spanish culture. It is awarded
each year to an outstanding student
of Spanish studies.

JULIA C;WEN STALLINGS

The Lewis Atterbury Stinison Prize
in Mathematics was founded in
1920 by Miss Candace Stimson of
the Class of 1892. It is awarded in
memory of her father "because of
his love of mathematics."

LISA MARIE GUARASCIO
KRISTEN ELIENA POPPELE

The Chun-fen Tai Memorial Award
for Essay Writing in Chinese was es-
tablished by the late Helen T Lin,
Professor of Chinese at Wellesley
College in memory of her father.

ELIZABETH JUSTINE REMICK

The Chun-Jen Tai Memorial Award
for Speaking Achievement in Chi-
nese was established by the late
Helen T. Lin, Professor of Chinese
at Wellesley College in memory of
her father.
KRISTEN ANNE DA^'

The Wall Street journal Student
Achievement Award established in
1973 by the Dow Jones Company
is an annual award of a year's sub-
scription to The Wall Street jour-
nal presented by the Economics
Department faculty to an outstand-
ing senior.
AMY ROBIN HAIMOFF

The Woodrow Wilson Prize in Po-
litical Theory, Law and American
Politics was founded by Phillips
Bradley, Assistant Professor of His-
tory at Wellesley College from 1922
to 1925. The prize is awarded to
seniors for an outstanding paper in
modern politics.
PAMELA MAUDE GELLER
JENNIFER ELLEN GROW

The Natalie Wipplinger Prize in
German was established in 1940 by
former students of Miss Wipplinger,
teacher of German at Wellesley Col-
lege from 1904 to 1940. The prize
is awarded to a junior or senior for
outstanding work in German.
TFSSA VON ERFFA DAY
KATHERINE ANNE MUNCHMEYER

The Mary A}in Youngren Memori-
al Award in Critical Reading was es-
tablished for Mary Ann Youngren,
a former member of the Wellesley
College English Department. In
memory of her great gift and pas-
sion for fine reading, it is awarded
to a graduating senior.

VICTORIA MOORE POND

74 Academic Program

Courses of Instruction

First Year
Student-
Sophomore
Colloquia (150
courses)
Directions for
Election

Legend

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

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

For a general description see page 63. The colloquia have no
prerequisites, although some are open only to first year students.
Each course counts as one unit, and may be elected to satisfy in part
one of the distribution requirements. Since class sizes are limited,
students ordinarily may not enroll in more than one of these courses.
They may, however, apply for more than one, indicating their
preference. If a course is oversubscribed, the chairman or instructor,
in consultation with the class dean, will decide which applicants
will be accepted.

In 1987-88 colloquia are offered by the Departments of Black
Studies and English.

Courses numbered
100-199 Grade I courses
200-299 Grade II courses
300-399 Grade III courses

Units of Unless stated otherwise, a course is equal to one unit of

Credit credit.

(1) Offered in first semester

(2) Offered in second semester
(1)(2) Offered in both semesters

(1-2) Continued throughout the academic year. Unless specifically

stated, no credit is awarded unless both semesters are completed
satisfactorily.

[ ] Numbers in brackets designate courses listed only in earlier

catalogs.

* Not offered every year. Note: Unless specifically stated such

courses will be offered in 1987-88.

** Course may be elected to fulfill in part the distribution require-

ment in Group A

"■■■'"■ Course may be elected to fulfill in part the distribution

requirement in Group B' or Group B" as designated

***'* Course may be elected to fulfill in part the distribution

requirement in Group C

A Absent on leave

A' Absent on leave during the first semester

A' Absent on leave during the second semester

P Part-time instructor

Courses of Instruction 75

American Studies

AN INTERDEPARTMENTAL MAJOR
Director: Caiti (English)

The American Studies major seeks to under-
stand the American experience through a flex-
ible yet integrated program of study.
Eight courses are required for a minimum ma-
jor, including two Grade III level courses. To
ensure sufficient concentration in a single
American field, at least four courses above the
Grade I level must be elected in one depart-
ment; and at least one of these must be a
Grade III course. Majors must also complete
American Studies 315, the required integra-
tive seminar; it is recommended that majors
elect this course in their junior or senior year.

Within this structure students are encouraged
to explore the diversity of American culture,
and the many ways to interpret it. Most
courses at the College that are primarily
American in content may be applied to the
American Studies major.

315 (1) Seminar. American Studies

Topic for 1987-88: Political Thought in the
American Constitutional Period. An intensive
examination of the political writings of the
leading figures in the Revolutionary War and
Constitutional periods, with particular atten-
tion to Madison, Jefferson, Hamilton, Adams,
Wilson and Marshall. Emphasis on the inter-
play of theoretical conceptions of politics with
the need to develop specific political institu-
tions in the new nation. Some attention paid
to the influences of this period on later Ameri-
can thought.
Mr. Stettner

The following is a list of courses available that
may be included in an American Studies ma-
jor. If a student has a question about wheth-
er a course not listed here can count toward
the major, or if she would like permission to
focus her concentration on a topic (e.g., law)
studied in more than one department, she
should consult the Director.

Anthropology 210 (1)

Racism and Ethnic Conflict in the United

States and the Third World. Not offered in

1987-88.

Anthropology 212 (2)

The Anthropology of Law and Justice

Anthropology 234 (2)

Urban Poverty. Not offered in 1987-88.

Anthropology 341 (2)

Law and Native American Issues

Anthropology 342 (2)*

Seminar on Native American Ethnology. Not

offered in 1987-88.

Art 231 (1)

Painting, Sculpture and Architecture in the
English North American Colonies and the
United States to the Civil War

Art 232 (2)

Painting, Sculpture and Architecture in the
United States from the Civil War to World
War 11

Art 320 (1)

Studies in American Art and Architecture:

American Architectural Drawings to 1930

Art 340 (2)

Seminar. The Architecture of H. H.

Richardson

Black Studies 150 (1) (2)

a. (2)''"''"''" - The Internationalization of Black
Power

b. (l)''"'' Black Autobiography

c. {2)'''"'' Harlem Renaissance

d. (2)^' =•=■ ' 1919: The Year of the New Negro.
Not offered in 1987-88.

Black Studies 201 (1)**

The Afro-American Literary Tradition

Black Studies 206 (2)*'''=-'

Introduction to Afro-American History 1500 -

Present

Black Studies 212 (2)**

Black Women Writers

76 American Studies

Black Studies 214 (2)

The Supreme Court and Racial Equality

Black Studies 215 (1) ***-
The Politics of Race in America

Black Studies 222 (!)***>

Images of Blacks and Women m American

Cinema

Black Studies 265 (2)**
The Afro-American Expatriate Writer. Not of-
fered in 1987-88.

Black Studies 266 (2)**

Black Drama. Not offered in 1987-88.

Black Studies 340 (l)**"^!

Seminar. Wishington, DuBois and Garvey

Black Studies 344 (l)***^

Seminar. Interdisciplinary Perspectives in Black
Family Studies

Economics 204 (1)
U.S. Economic History

Economics 243 (2)

The Sexual Division of Labor

Education 206 (1)

Women, Education, and Work. Not offered

in 1987-88.

Education 212 (l)***i

History of American Education

Education 214 (2)**'^'2

Youth, Culture and Student Activism in

Twentieth-Century America

Education 307 (2)***-
Seminar. Law, Ethics, and Education. Not of-
fered in 1987-88.

Education 312 (1)***'

Seminar. History of Child Rearing and the

Family

English 150 b (2)

An Introduction to America

English 261 (2)

The Beginnings of American Literature

English 262 (1)

The American Renaissance

English 266 (1)

Early Modern American Literature

English 267 (2)

Late Modern and Contemporary American

Literature

English 349 (2)

Seminar. Approaches to Independent Study in

Literature: Literature in Industrial America

English 363 (1)

Advanced Studies in American Literature: The

Killers Inside Them: American Serie Noire

English 386 (1)
Seminar. Henry James

Extradepartmental 231 (2)
Classic American Sound Film

Extradepartmental 314 (2)

Pragmatic Faith

History 102 (1)

The American Experience

History 250

The First Frontier. Not offered in 1987-88.

History 251

The Age of the American Revolution. Not of-
fered in 1987-88.

History 252

The United States in the Nineteenth Century.
Not offered in 1987-88.

History 253 (1)

The United States in the Twentieth Century

History 255 (1-2)

Intellectual History of the United States

History 257 (2)

Women in American History

History 258 (2)

Freedom and Dissent in American History

History 309

Social History of the United States, 1600 to

1850. Not offered in 1987-88.

History 310

Social History of the United States, 1850 to
1985. Not offered in 1987-88.

History 314 (2)

America in the Progressive Era

History 315

America in the 1960s. Not offered in 1987-88.

History 335 (2)
Seminar. Jefferson

History 336 (1)

Seminar. Hidden Bonds of Womanhood:

Black and White Women in the South,

1930-1980

American Studies 77

History 337 (2)

Seminar. The American Promised Land

History 338

Seminar. The United States and Israel. Not of-
fered in 1987-88.

History 339 (1)

Seminar. American Jewish History

History 340

Seminar. American Legal History. Not offered
in 1987-88.

PhUosophy 222 (2)
American Philosophy

Philosophy 338 (1)

Justice: The Proper Balance of Liberty and

Equality

Political Science 200 (1) (2)
American Politics

Political Science 210 (1)
Political Participation

Political Science 212 (2)

Urban Politics. Not offered in 1987-88.

Political Science 215 (1) (2)

Law and the Administration of Justice

Political Science 311 (1)

The Supreme Court in American Politics

Political Science 312 (2)
The Criminal Justice System

Political Science 313 (2)
American Presidential Politics

Political Science 314 (1)

Congress and the Legislative Process

Political Science 316 (2)

Mass Media and Public Opinion

Political Science 317 (2)
The Politics of Health Care

Political Science 318 (1)

Seminar. Conservatism and Liberalism in

Contemporary American Politics

Political Science 319 (2)
Seminar. Executive Decision-Making: Vari-
eties of Power. Not offered in 1987-88.

Political Science 320 (2)

Seminar. Inequality and the Law

Political Science 321 (1)

The United States in World Politics

Political Science 336 (1)

Seminar. Women, the Family and the State

Political Science 340 (2)
American Political Thought

Psychology 225

American Psychology in Historical Context.

Not offered in 1987-88.

Religion 218 (1)*
Religion in America

Religion 220*

Religious Themes in American Fiction. Not

offered in 1987-88.

Religion 221 (2)=^
Catholic Studies

Religion 318*

Seminar. American Religions. Not offered in
1987-88.

Religion 330''-

Seminar. Nuclear Ethics. Not offered in
1987-88.

Sociology 212'''

American Society. Not offered in 1987-88.

Sociology 213 (l)*

Law and Society. Not offered in 1987-88.

Sociology 215 (1)*
Sociology of Popular Culture

Sociology 216 (2)*

Sociology of Mass Media and Communi-
cations

Sociology 220 (l)*

Urban Sociology. Not offered in 1987-88.

Sociology 311 (2)*

Seminar. Family Studies. Not offered in

1987-88.

Spanish 210 (1)*

Chicano Literature: From the Chronicles to

the Present. Not offered in 1987-88.

Spanish 304 (1)*

Hispanic Literature of the United States. Not

offered in 1987-88.

78 American Studies

Technology Studies 335 (2)

Seminar. Designing Policy and lechnolog) tor

the Disabled

Women's Studies 222 (2)
Women in Contemporary Society

Women's Studies 250 (1)
Asian Women of America

Women's Studies 316 (2)

Seminar. History and Politics of Sexuality in

the United States

Women's Studies 320 (1)

Women and Health. Not offered in 1987-88.

Women's Studies 330 (2)

Seminar. Twentieth Century Feminist

Movements

Anthropology

Professor: ShuHony (Chair)

Associate Professor: Kohl, Merry'',
Bii»iher^er^\ dujipisi^', Ma«<:''

104 (1) (2) Introduction to Anthropology

(Considerations of the human place in nature.
Brief survey of physical anthropology, ar-
chaeology and linguistics. Ethnological study
of social and political systems, religion, and
art. Examination of the nature of culture with
examples primarily from non-Western socie-
ties. Open to all students.
Mrs. Shiniony, Ms. Manz

106 (1) Introduction to Archaeology

A survey of the development of archaeology.
The methods and techniques of archaeology
are presented through an analysis of excava-
tions and prehistoric remains. Materials stud-
ied range from early hominid sites in Africa
to the Bronze Age civilizations of the Old
World and the Aztec and Inca empires of the
New World. Field trips to neighboring ar-
chaeological sites will be planned. Open to all
students.
Mr. Kohl

200 (2)''' Current Issues in Anthropology

An examination of current controversial issues
in anthropology. Topics covered will include
Sociobiology, Race and Intelligence, An-
thropological Interpretations of Malthus, the
Culture of Poverty, and Neo-Colonialism.
Open to sophomores, juniors, and seniors
without prerequisite, and to freshmen with
previous anthropological experience, and by
permission of the instructor.

Mr. Campisi

204 (2) Physical Anthropology

The origin of humans as a sequence of events
in the evolution of the primates. This theme
is approached broadly from the perspectives
of anatomy, paleontology, genetics, prima-
tology, and ecology. Explanation of the in-
terrelationship between biological and socio-
behavioral aspects of human evolution, such

Anthropology 79

as the changing social role of sex. Review of
the human fossil record and the different bi-
ological adaptations of the polytypic species
Homo sapiens sapiens. Open to all students.
Mr. Kohl

205 (1)* Social Anthropology
A comparative approach to the study of social
organization. Emphasis is placed on the in-
fluence of ecology and economy, and on the
roles of kinship, marriage, politics, and relig-
ion in the organization of tribal societies.
Prerequisite: 104 or by permission of the in-
structor.
Ms. Bamberger

210 (1)* Racism and Ethnic Conflict in the
United States and the Third World

A comparative view of racial and ethnic con-
flict in Western and non-Western societies,
focusing on underlying social processes and
barriers to intercultural communication.
Topics for discussion include the history of
American immigration, racial conflict in
American neighborhoods, school busing, sep-
aratist movements, refugee problems, and the
competition for subsistence in multi-ethnic
nations. Prerequisite: 104, or one unit in
Sociology, Black Studies, Political Science, or
Economics, or by permission of the instruc-
tor. Not offered in 1987-88.

212 (2) The Anthropology of Law and
Justice

Cross-cultural examination of modes of
resolving conflict, processes of social control,
and mechanisms for constructing laws in the
U.S. and non-industrial societies. The course
will focus on war, peace, and conflict. It will
examine the nature of law, legal and non-legal
dispute resolution, and the imposition of law
in colonial and post-colonial situations. Major
topics include legal change and development,
the role of the court in American communi-
ties, and court reform efforts such as the
American dispute resolution movement.
Prerequisite: 104, or one unit in Political
Science or Sociology, or by permission of the
instructor.

Mr. Camp is i

234 (2)* Urban Poverty
An anthropological analysis of urban poverty
in the U.S. and the Third World. Cultural and
structural interpretations of poverty. The strat-
egies of the poor for coping with poverty.
Ameliorating poverty as a problem in applied
anthropology. Prerequisite: 104, or one unit
in Sociology, Political Science, Economics, or
European History; open to juniors and seniors
without prerequisite. Not offered in 1987-88.

242 (2)* The Rise of Civilization

A comparative survey of the emergence of the
Early Bronze Age civilizations in Mesopota-
mia, Egypt, the Indus valley, and Shang
China, as well as pre-Columbian develop-
ments in Mesoamerica and Peru. The course
will examine ecological settings, technologies,
and social structures of the earliest complex
urban societies. Open to all students.
Mr. Kohl

243 (1)* Food Production: Origins and
Development in the Old and New World

An examination of the beginnings of agricul-
ture and domestication of animals in the Old
and New World and a discussion of the causes
and effects of the "neolithic revolution." A sur-
vey of traditional subsistence systems through-
out the world, such as swidden agriculture,
pastoral nomadism, and Asian wet-rice culti-
vation, and an examination of their effect on
social development and structure. Prerequisite:
104 or 106 or by permission of the instruc-
tor. Not offered in 1987-88.

244 (1)* Societies and Cultures of the
Middle East

Comparative study of political, economic, and
other social institutions of several major cul-
tures of the Middle East. Traditionalism vs.
modernization. International conflict in an-
thropological perspective. Prerequisite: 104,
or one unit in Political Science, Economics,
Sociology, or History. Not offered in 1987-88.
Mr. Kohl

80 Anthropology

246 (1)* Societies and Cultures of Central
America and the Caribbean

A survey of the tribal, rural, and urban peo-
ples of Central America and the Caribbean
\\ ith attention to their histories and current
social conditions. Topics include ecology and
\ illage economies, male/female roles, race and
social class, religious groups and mass move-
ments, and current regional conflicts. Atten-
tion also will be given to current political
developments and human rights issues in Cen-
tral America. Prerequisite: 104, or one unit
in Sociology, Political Science, Economics, or
History. Not offered in 1987-88.

247 (1)* Societies and Cultures of the Soviet
Union

A survey of the non-Russian, largely non-
European peoples of the Soviet Union (par-
ticularly ethnic groups in Transcaucasia, Cen-
tral Asia, and Siberia). Nationality policies
and issues in the Soviet Union will be in-
troduced. Attention also will be given to the
study of native groups and practices by Soviet
ethnologists, as well as theoretical issues in
Soviet anthropology. Prerequisite: 104, or one
unit in Sociology, Political Science, Econom-
ics, or History.
Mr. Kohl

248 (2)* African Cultures in Modern
Perspective

A survey of the ethnological background and
an analysis of cultural transformations of Afri-
can institutions. Topics covered will include
racial and ethnic conflict, stratification, leader-
ship, militarization, economic modernization,
and cult formation. Emphasis on West and
South Africa. Prerequisite: 104, or one unit
in Political Science, Economics, Sociology,
History, or by permission of the instructor.
Not offered in 1987-88.

269 (1) The Anthropology of Gender Roles,
Marriage and the Family

An examination of the variations in gender
roles and family life in several non-Western
societies. Comparisons of patterns of behavior
and belief systems surrounding marriage,
birth, sexuality, parenthood, male and female
power, and masculine and feminine tempera-

ment in non-Western and Western societies.
Emphasis on the ways kinship and family life
organize society in non-Western cultures. Open
to all students.

Ms. Manz

275 (1)* Technology and Society in the
Third World

Examination of the social and political im-
plications of the transfer of technology from
the industrial North to Third World societies.
We will begin with an historical overview of
the role of technology in the encounter be-
tween Europeans and agricultural and forag-
ing peoples since the 15th century. The course
will focus on the impact of the introduction
of both simple and complex technologies in
the contemporary world. Topics to be dis-
cussed include the use of small-scale technol-
ogies in development, the Green Revolution
in agriculture, women and development, in-
dustrial technologies and major accidents such
as Bhopal, India, and the emergence of a cul-
ture of technology and technological modes
of thinking. Prerequisite: one unit in Technol-
ogy Studies, Anthropology or Sociology, or
two units in another social science or in the
physical sciences. Not offered in 1987-88.
Mrs. Merry

301 (1) Anthropological Theory
Historical landmarks of anthropological
thought. Examination of current evolutionary,
functional, and symbolic theories of culture.
Discussion of the relationship between person-
ality and culture. Problems of method in an-
thropology. Prerequisite: 104 and one Grade
11 unit, or by permission of the instructor.
Mrs. Shimony

308 (1) Seminar for Materials Research in
Archaeology and Ethnology

Seminar-laboratory subject offered at MIT by
the Center for Materials Research in Archaeol-
ogy and Ethnology. Role of materials and
technologies in the development of ancient
societies; major focus on scientific analysis of
archaeological artifacts and ecofacts. Open by
permission of the instructor.
Ms. Lechtman (MIT)

Anthropology 81

317 (2)* Economic Anthropology

Analysis of economic structures of non-
Western societies in relation to our industrial
capitalistic system. Concentration on substan-
tive issues in economic anthropology, such as
the debate on the applicability of formal eco-
nomic theory to simpler societies, the nature
and importance of the economic surplus, and
problems of scarcity and development. Prereq-
uisite: 104 and one Grade II unit in Anthro-
pology, or Economics, or Sociology, or by
permission of the instructor. Not open to stu-
dents who have taken [217]. Not offered in
1987-88.
The Staff

318 (2) Social Theories and Models of the
Past

An examination of the social theories that
have inspired prehistorians, historians, and
historical sociologists/anthropologists. Vari-
ous speculative philosophers of history (e.g.
Vico, Marx) and classical sociological and
anthropological schools (e.g. evolutionism,
Weberian historical sociology), which attempt
to define large-scale historical patterns, will
be briefly reviewed. Contemporary macro-
historical and major prehistoric studies will
be analyzed to determine how the compila-
tion and presentation of data have been guided
implicitly or explicitly by specific social
theories. Readmgs will include selections from
Abrams, Adams, Anderson, Braudel, Childe,
Wallerstein, and Wolf.

Mr. Kohl

341 (2) Law and Native American Issues

An examination of selected legal issues fac-
ing Native Americans in the 1980s. Special
emphasis will be given to land litigation, free-
dom of speech and religion, tribal relations
with states and the Federal Government, and
the process of gaining federal status for a tribe.
Prerequisite: one unit in anthropology or so-
ciology, or two units in any of the social
sciences, or permission of the instructor.
Mr. Campisi

342 (2)* Seminar on Native American
Ethnology

Selected topics concerning Native Americans
today. Ethnographic review of North Ameri-
can cultures. Problems of tribal and urban

Indian communities, ethnic conflicts, the im-
pact of recession, sovereignty and legal ques-
tions. Native Americans in literature and art.
Prerequisite: 104 and one Grade II unit in
Anthropology, or Sociology, or Political
Science, or by permission of the instructor.
Not offered in 1987-88.
Mr. Campisi

346 (1) Colonialism, Development and
Nationalism: The Nation State and
Traditional Societies

Examination of the impact of modern na-
tional political systems on traditional socie-
ties as these are incorporated into the nation
state. Focus on the nature of development,
colonialism, and dependency and the impli-
cations for cultural minorities, technologically
simple societies, peasant populations, and the
urban poor. Topics related to an understand-
ing of the impact of world capitalism on in-
digenous peoples will also be covered.
Prerequisite: two Grade II courses in any of
the following: Anthropology, Sociology, Po-
litical Science, Economics, or by permission
of the instructor.

Ms. Manz

347 (2)'^^ Human Rights Issues in Central
America

Anthropological perspectives on contem-
porary human rights issues in Guatemala, El
Salvador, Fionduras, and Nicaragua. Exami-
nation of ethnic and class conflicts, displace-
ments of indigenous peoples, scorched earth
policies, and death squad activities and their
relation to contemporary political develop-
ments in the region. Not offered in 1987-88.

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis
Prerequisite: 360

82 Anthropology

Cross-Listed Courses

Extradepartmental 259 (1)
Peace and Conflict Resolution. For descrip-
tion and prerequisite see Extradepartmental
259.

Language Studies 114 (1)

Introduction to Linguistics. For description

and prerequisite see Language Studies 114.

Directions for Election

Majors in anthropology must take eight
courses (which may include courses from
MIT's anthropology offerings), of which 104
and 301 are obligatory. In addition, at least
one "methods" course is strongly suggested.
Preferably this should be calculus or statistics
in the mathematics department, or a computer
science course, but it may also be the methods
course offered by economics, psychology, or
sociology (depending on the particular need
and interest of the student).

Architecture

AN INTERDEPARTMENTAL MAJOR
Directors: Friedman, Harvey

A major in architecture offers the opportuni-
ty for study of architectural history and prac-
tice through an interdisciplinary program.
Following Vitruvius' advice on the education
of the architect, the program encourages stu-
dents to familiarize themselves with a broad
range of subjects in the humanities, sciences,
and social sciences. Students may also elect
courses in studio art, mathematics, and phys-
ics which lead to appreciation of the princi-
ples of design and the fundamental techniques
of architecture.

Although courses at MIT are not required for
the major, the MIT-Wellesley exchange pro-
vides a unique opportunity for students to
elect advanced courses in design and construc-
tion. Students are also encouraged to consider
travel or study abroad as important aspects
of their education in architecture, and to take
advantage of the wide resources of the Col-
lege and the Department of Art in pursuing
their projects.

Each student designs her program of study in-
dividually in consultation with the directors.
Majors are advised to take Art 100 (or
215/216) and Art 105. In addition, four
courses above the Grade I level and two Grade
II courses must be taken in the Department
of Art. At least three of these Art courses (in-
cluding one at Grade III level) must be taken
at Wellesley College.

Students may include selections from the list
below in their core programs.

History of Art

Art 100 (1-2)
Introductory Course

Art 203 (2)

Cathedrals and Castles of the High Middle

Ages

Art 215(1)

Introduction to the History of Art I

Art 216 (2)

Introduction to the History of Art II

Architecture 83

Art 228 (2)

Nineteenth- and Twentieth-Century Archi-
tecture

Art 229 (1)

Renaissance and Baroque Architecture

Art 231 (1)

Architecture and Decorative Arts in the
Enghsh Colonies and the United States

Art 233 (1)

Domestic Architecture and Daily Life. Not of-
fered in 1987-88.

Art 254 (1)

Urban Form: Medieval, Renaissance, and

Baroque. Not offered in 1987-88.

Art 309 (1)

Seminar. Problems in Architectural History.
Topic for 1987-88: Architectural Theory and
Criticism 1830 to the Present.

Art 320 (1)

Studies in American Art and Architecture.

Topic for 1987-88: Architectural Drawings.

Art 330 (1)

Seminar. Venetian Art

Art 332 (2)

Seminar. The Thirteenth-Century King as

Patron

Art 333 (2)

Seminar. The High Baroque in Rome

Art 340 (2)

Seminar. The Architecture of H.H.

Richardson

Studio Art

Art 105 (1) (2)
Drawing I

Art 205 (2)

Materials and Techniques of Sculpture

Art 206 (2)
Drawing II

Art 207 (1) (2)
Sculpture 1

Art 209 (1) (2)

Basic Two-Dimensional Design

Art 210 (1)
Color

Art 213 (2)

Basic Three-Dimensional Design

Art 218 (1) (2)
Introductory Painting

Art 316 (2)
Life Drawing

Art 317 (1)

Problems in the Visual Arts

Art 318 (2)
Intermediate Painting

MIT

4.01 (I) (2)

Issues in Architecture

4.26 (2)

Built Form Observation

4.125 (1)

Design Studio Level I (2 Wellesley units)

4.126 (2)

Design Studio Level II (2 Wellesley units)

4.402J (1)

Basic Building Construction

Mathematics

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

Mathematics 115 (1) (2)
Calculus 1

Mathematics 116 (1) (2)
Calculus II

Physics

Physics 104 (1)

Basic Concepts in Physics I

Physics 105 (1)

General Physics I

Physics 106 (2)

Basic Concepts in Physics II

Physics 109 (1)

Advanced General Physics 1

Theatre Studies

Theatre Studies 206 (1)

Design for the Theatre

84 Architecture

Art

Professor: Armstrong''-, Clapp, Fergusson,
Mari'in, O'Gorrnan, Rayen, Wallace,

Visiting Professor: Macaulay''

Associate Professor: Carroll^', Friedman
(Chair), Harvey

Assistant Professor: Black, Dorrien'', Drew,
Pastan, Rhodes^, Schouten, Swift^,
Ribner^, Kernan

Instructor: Berman, Higonnet^

Visiting Instructor: Strickland

Lecturer: DeLorme''\ Taylor

Teaching Assistant: White

The Department of Art offers majors in the
history of art, architecture, studio art, and
art history and studio combined. Some of the
courses in art history include studio labora-
tories, since the department believes that
laboratory training has great value in develop-
ing observation and understanding of artistic
problems. However, no particular artistic
aptitude is required for these laboratories and
the laboratory work is adjusted to the student's
ability.

Stecher Scholarships are available to qualified
students for the study of art abroad during
the school year, Wintersession, or the summer.

History of Art

100 (1-2) Introductory Course

A foundation for further study in the history
of art. The major styles in Western architec-
ture, sculpture, and painting from ancient
Egypt to the present are presented in lectures
and in conference sections. Some considera-
tion of the sculpture and painting of Asia is
included. Simple laboratory work requiring no
previous training or artistic skill gives the stu-
dent a greater understanding of artistic prob-
lems. One unit of credit may be given for 100
(1), but 100 (2) cannot be taken without 100
(1). Open only to first year students and
sophomores.
The Staff

200(1) Classical Art

Topic for 1987-88: Roman Art. A survey of
the arts of Imperial Rome. Principal focus on

the period from Augustus to Constantine.
Architecture, sculpture, and painting; the
function of art in Roman society; the nature
of Roman taste; and the influence of Roman
art on later Western art. Topic for 1988-89:
Greek Art. Open to sophomores, juniors and
seniors who have taken 100 (1) or 215, or by
permission of the instructor.

Ms. Marvin

201 (2)* Egyptian Art

A survey of Egyptian architecture, sculpture,
painting and minor arts from 3000 to 31 B.C.
The course will trace historically the develop-
ment of ancient Egyptian Art in its cultural
context. Readings from contemporary Egyp-
tian sources in translation. Open to sopho-
mores, juniors, and seniors; and to first year
students who have taken 100 (1).
Ms. Marvin

202 (1) Medieval Art

Topic for 1987-88: Art and Architecture from
the Catacombs to Charlemagne. Beginning
tentatively in the catacombs. Christian art and
architecture developed with extraordinary
assurance during the dying days of the Roman
Empire, spurred in part by the state and then
by the church. This development forms the
basis to observe the brilliant flowering of
mosaic art in Ravenna, to study the growth
of monastic culture in the distant, holy islands
of the north like lona and Lindisfarne (where
such objects as the Book of Kells were made),
and to witness the synthesis of Mediterranean
and northern artistic traditions in the revived
court of the Prankish King and Roman Em-
peror, Charlemagne, and of his successors.
Prerequisite: Art 100(1)-215, or permission of
the instructor.
Mr. Fergusson

203 (2) Cathedrals and Casdes of the High
Middle Ages

A study of the major religious and secular
buildings of the Romanesque and Gothic peri-
ods with emphasis on France and England.
Attention will be given to the interpretation
and context of buildings and to their relation-
ship to cult, political and urban factors. Oc-
casional conferences. Open to all students.
Mr. Fergusson

Art 85

211 (2)* The Art of Tribal Societies

Not offered in 1987-88.

215 (1) Introduction to the History of Art I

The major movements in architecture, sculp-
ture, and painting from ancient Egypt through
the Renaissance with some consideration of
the sculpture and painting of Asia. Students
attend lectures and conferences with Art 100.
Reading and paper assignments differ from
those of 100. Open only to juniors and seniors
who have not taken 100.
The Staff

216 (2) Introduction to the History of Art II

Western art from the Renaissance to the pres-
ent with emphasis on painting, sculpture, and
architecture. Students attend lectures and con-
ferences with Art 100. Reading and paper
assignments differ from those of 100. Prereq-
uisite: same as for 215.
The Staff

219 (2) Painting and Sculpture of the
Nineteenth Century

History of Western European visual culture
in the 19th century. Concentration on paint-
ing's rise to predominance and on its relation-
ship to social issues and to outside sources:
photography, prints, ethnographic art, urban
design, and dance. Course requirements em-
phasize critical reading and address problems
of writing about visual material. Open to
sophomores who have taken Art 100 (1) and
(2), by permission of the instructor to first year
students who are taking Art 100, and to
juniors and seniors without prerequisite.

Ms. Higonnet

220 (1) Painting and Sculpture of the Later
Sixteenth and Seventeenth Centuries in
Southern Europe

A study of Italian and Spanish painting and
sculpture from early Mannerism through the
Baroque. Among the principal artists
studied are Michelangelo, II Rosso Fiorentino,
Pontormo, Parmigianino, Tintoretto, El Greco,
the Carracci, Caravaggio, Bernini, Pietro da
Cortona, Ribera, Velasquez. Open to sopho-
mores who have taken 100 (1) and (2), and
to juniors and seniors without prerequisite.
Mr. Wallace

221 (2) Seventeenth-Century Art in
Northern Europe

Dutch and Flemish painting of the 17th
century, with emphasis on Rubens, Hals,
Rembrandt, and Vermeer. Prerequisite: same
as for 220.
Mrs. Carroll

223 (2) The Decorative Arts

Topic: The Taste of France. A study of the
taste which shaped the interiors of French
town houses and chateaux from the end of the
Middle Ages to the 20th century. Topics in-
clude architecture, furniture, porcelain, silver,
painting, sculpture, tapestries, and garden de-
sign, all of which contributed to the settings
created for the display of monumental art.
English interiors of the Palladian and Adam
periods, including those of leading English
cabinetmakers, are also considered. Open to
all students.
Mrs. DeLorme

224 (1) Modern Art

A survey of modern art from its roots in the
late 19th century to the 1980s. Beginning with
Post-Impressionism, significant vanguard
movements in Europe and America will be
examined: Symbolism; Cubism and its Affin-
ities; Fauvism and Expressionism; Abstract
Art in Holland, Germany, and Russia; Dada
and Surrealism; Abstract Expressionism and
Post-War developments. These movements will
be introduced through monographic treat-
ments of their initiators — Picasso, Matisse,
Kandinsky, Mondrian, Giacometti, Pollock,
and Stella — as well as such significant insti-
tutions as the Bauhaus. Although primarily
a history of painting and sculpture, the course
will also examine allied developments in ar-
chitecture, functional design and decorative
arts. Open to students who have taken Art
100/216, Art 105 or by permission of in-
structor.
Ms. Berman

226 (2) History of Photography

This course will survey the history of pho-
tography in terms of its significant technical
developments and its context within broader
aesthetic currents of the 19th and 20th

86 Art

centuries. Beginning with a brief considera-
tion of the formal and technical "prehistory"
of photography, work by European and
American photographers and artists will be
examined. Special attention will be given to
such important figures as Stieglitz, Steichen,
Atget and Moholy-Nagy, and to such topics
as Realism, the formation of photographic
societies, documentary photography, photo-
journalism and abstract photography. Prereq-
uisite: Art 100/216, Art 108, or by permission
of instructor.

Ms. Berman

228 (2) Nineteenth- and Twentieth-Century
Architecture

A survey of the major movements in architec-
ture in Europe and the United States from
Neo-Classicism to the present. Open to all
students.
Mr. Rhodes

119 (1) Renaissance and Baroque
Architecture

A survey of architecture in Europe from 1400
to 1750 with particular emphasis on Italy.
Open to all students.

Mr. Rhodes

231 (1) Painting, Sculpture and Architecture
in the English North American Colonies
and the United States to the Civil War

A survey of the visual arts of the United States
from their colonial origins to the third quar-
ter of the 19th century with special reference
to political, social, and literary parallels.
Mr. O'Gorman

I'M (2) Painting, Sculpture and Architecture
in the United States from the Civil War to
World War II

A survey of the visual arts of the United States
from the 1860s to the 1940s with special refer-
ence to political, social, and literary parallels.
Mr. O'Gorman

233 (1)* Domestic Architecture and Daily
Life

A survey of European and American houses,
their design and use from the late Middle Ages
to the present. Economic and social conditions

will be stressed, with particular attention to
changes in family structure and the role of
women. The use of rooms and furnishings will
also be discussed. Not offered 1987-88. Open
to all students.
Ms. Friedman

247 (2) Islamic Art and Culture

A survey of Islamic art and culture beginning
with its formation in the 7th century and con-
tinuing through the early 14th century. For the
early period, the focus will be on the histori-
cal and philosophical development of Islamic
art from the diverse cultural and artistic tra-
ditions in which it originated. In the key pe-
riod of the eleventh to fourteenth centuries,
the regional developments in Egypt, Spain,
and Baghdad, and their impact on Western art
will be studied. Museum visits to the Sack-
ler, BMFA, and Metropolitan will complement
course material. Open to all students.
Ms. Pastan

248 (1) Chinese Art

Topic for 1987-88: The arts of China from the
Neolithic to the 18th century. This course will
examine the major cultural and aesthetic
ideals of Chinese civilization as reflected in the
plastic arts: the ritual vessels of the Bronze
Age, sculpture under the Buddhist Church, the
beginnings of painting in the Han dynasty
leading to the classical art of Sung, and the
painting of the literati in the later dynasties.
Study of and papers on the collections of the
Boston Museum of Fine Arts and Sackler
Museum, Flarvard University. Op^n to all
students.
Mrs. Clapp

249 (2) Far Eastern Art

Topic for 1987-88: Japanese Art. The sculp-
tural and pictorial arts of Japan, from the
Buddhist period to the 18th-century wood-
block print. The course will concentrate on
Japan's early ties with India and China, the
subsequent development of native Japanese
styles, the art of the great screen painters, and
the emergence of the print tradition. Study of
and visits to the collections of the Boston
Museum of Fine Arts and the Sackler Muse-
um, Harvard University. Open to all students.

Mrs. Clapp

Art 87

250 (1)" From Giotto to the Art of the
Courts: Italy and France, 1300-1420

Topics to be explored are: the great narrative
tradition in Italian painting and sculpture —
Giotto, Duccio, and Giovanni Pisano, the
Sienese painters Simone Martini and the
Lorenzetti in the context of the Italian medi-
eval city state; the reaction of artists to the
Black Death of 1348; French manuscript
painting under Valois patronage, especially the
Limbourg Brothers and Jean, Due de Berry.
Visits to Rare Book Collections are planned.
Open to sophomores who have taken 100 (1)
and to juniors and seniors without prerequi-
site. Not offered in 1987-88.
Ms. Armstrong

251 (1) Italian Renaissance Art

Painting and sculpture in Italy in the 15th and
early 16th centuries. Topics included in this
survey are: the formation of the Early Renais-
sance style by Masaccio, Donatello, Ghiberti
and Luca della Robbia; the spread of the
Renaissance outside of Florence by Piero della
Francesca, Mantegna and Bellini; Medici
patronage of Uccello, Pollaiuolo and Botticelli;
the development of the High Renaissance style
by Leonardo, Raphael, and Michelangelo.
Prerequisite: Open to sophomores who have
taken Art 100 (1 or 2) and to juniors and
seniors without prerequisite.

Ms. Armstrong

254 (1) Urban Form: Medieval Renaissance,
and Baroque

The course surveys the history of urban form
from antiquity to the 18th century with em-
phasis on medieval and Renaissance urban
phenomena in Italy, France, and Germany.
Topics include: introduction to Greek and
Roman city planning; medieval town types
such as market towns, cathedral towns, and
planned "new towns"; medieval Siena and its
public art; Italian Renaissance architectural
theory and practice in relation to the city;
Renaissance and Baroque innovations in Italy
and France. Open to sophomores who have
taken 100 (1 or 2), or a 200-level course in
Medieval or Renaissance art; to juniors and
seniors without prerequisite; or by permission
of the instructor. Not offered in 1987-88.
Ms. Armstrong

304 (2) Problems in Italian Sculpture

Major Italian Renaissance sculptors of the
15th and 16th centuries will be considered.
Topics include: the formation of the Early
Renaissance style by Donatello and Ghiberti;
the revival of interest in antique sculpture; pat-
terns of patronage and its effect on Luca della
Robbia, the Rosselini, and Verrocchio; the
High Renaissance sculpture of Sansovino and
Michelangelo; and the Mannerist sculpture of
Benvenuto Cellini and Giovanni Bologna.
Open to sophomores who have taken 220 or
251, to juniors and seniors who have taken
or are taking one Grade II unit in history of
art, or by permission of the instructor. Not
offered in 1987-88.
Ms. Armstrong

305 (1) The Graphic Arts

A history of prints and visual communication
from the time of Gutenberg to the present.
Among the master printmakers studied will
be Diirer, Parmigianino, Rembrandt, Ribera,
Hogarth, Goya, Gauguin, Munch and Picasso.
There will be slide lectures with class discus-
sion, careful study of original prints in the
Wellesley College collections, and frequent
field trips to public and private collections.
Laboratory required. Open to sophomores,
juniors and seniors who have had at least one
200-level art course involving the history of
painting.
Mr. Wallace, Ms. Ribner

309 (1) Seminar. Problems in Architectural
History

Topic for 1987-88: Theory and Criticism of
Architecture 1830 to the Present. An investi-
gation of architectural theory and design edu-
cation in Europe and America. Prerequisite:
Art 228 or by permission of the instructor.

Ms. Friedman

311 (2)* Northern European Painting and
Printmaking

Painting and printmaking in Northern Europe
from the late 14th through the 16th centuries.
Emphasis on Jan van Eyck, Rogier van der
Weyden, Bosch, Diirer, and Pieter Bruegel the
Elder. Open to sophomores, juniors and
seniors who have taken or are taking one

88 Art

(i';w</(' // unit III the history i>f art, or in
Mi'dit'i'iil Rt'iuiissiiiui' Studies or by ficnnis-
sion of the itistruitor.
Mrs. Carroll

312 (2) Seminar. Problems in
Nineteenth-Century Art

Topic for 19S7-SS: Women Im.iginint; Ihcni-
selves. A course on 19th-centiir\ women's pic-
tures and women's writings about themselves.
Various kinds of self-expression, professional
and amateur, w ill be considered such as paint-
ings by artists like Berthe Morisot and Mary
Cassatt, as well as albums, photographs, fash-
ion illustration, decorative arts, diaries, letters,
memoirs, biographies and novels. Several short
comparative assignments will emphasize oral
presentation and group discussion. Reading
knowledge of French would broaden assign-
ment options. Prerequisite: any Grade 11 or
Grade 111 course hi 19th-ientury art or history,
or by permission oj the instructor.

Ms. Higonnet

320 (1) Seminar. Studies in American Art
and Architecture

Topic for 1987-8(S: American Architectural
Drawings to 1930: A study of architectural
graphics in their context, with special empha-
sis upon technical and stylistic developments,
the history of the profession, and the role of
the drawing in the study of building history.
Prerequisite: 231 or by pertnission of the in-
structor. Limit: Ten students.
Mr. O'Gorinan

330 (1)* Seminar. Renaissance Art in Venice
and in Northern Italy

Issues in Venetian and Northern Italian
painting, sculpture, architecture, and manu-
script and book decoration from 1450 to
1530. Consideration of the impact of the
Florentine Renaissance, especially the sculp-
ture of Donatello, on Northern Italian art;
Andrea Mantegna and the revival of Classi-
cal Antiquity; the paintmgs of Giovanni
Bellini, Carpaccio, Giorgione and the early
works of Titian. Venetian book decoration
will be considered in visits to the Rare Book
collections of Wellesley and F^arvard. Pre-

requtsite: an\ Grade 11 or Griule III (Oiirse in
Renaissance art or history, or bx perinissioii
oj the instructor.
Ms. Armstrong

331 (!)'• Seminar. The Art of Northern
Europe

Not oflered in 1987-88.
Ms. Carroll

332 (2) Seminar. The Thirteenth-Century
King as Patron

The brilliant reigns ot Philip Augustus and
Louis IX in France, and of Flenry III and
Edward I of England witnessed a prodigious
flowering of both ecclesiastical and castle
architecture. The seminar will focus on the
role of the monarch as patron and of the court
as a forcing ground of technical and artistic
innovation. Prerequisite: Art 100(1)/215, or by
permission of the instructor.
Mr. Fergusson

333 (2) Seminar. The High Baroque in
Rome

Topic for 1987-88: The art and architecture
of Gian Lx)renzo Bernini, Francesco Borromini
and Pietro da Cortona. Prerequisite: 220 or
permission oj the instructor

Mr. Wallace

334 (2)'' Seminar. Archaeological Method
and Theory

Not offered in 1987-88. Offered m 1988-89.
Prerequisite: one grade 11 course in art history
or ancient history or permission of instructor.
Ms. Marvin

335 (1) Seminar. Problems in Modern Art

Topic for 1987-88: Edvard Munch. The
Norwegian artist Edvard Munch, a key fig-
ure in modern art, is regarded as one of the
great innovators of the Symbolist movement,
an initiator of the fin-de-siecle woodcut re-
vival, and the "father" of Expressionism. This
seminar will use Munch (1863-1944) as a
prism through which to view these develop-
ments in European art, focusing on his re-
lationship with the work of Van Gogh,
Gauguin, Rodin, Klinger, Matisse, and the

Art 89

artists of Die Briicke, and with turn-of-the-
century philosophical and social currents.
Seminar reports will examine his biography,
influences and private iconography, as well as
broader issues of Symbolist and Expressionist
aesthetic theory and cross-currents in French
and German art. Open to juniors and seniors
who have taken 223, 224, or by permission
of the instructor.
Ms. Berman

336 (1) Seminar. Museum Issues

An investigation of the history and structure
of the museum, the philosophy of exhibitions
and acquisitions, and the role of the museum
in modern society with particular emphasis
on the college museum. Issues of conservation,
exhibition, acquisition, publication, and edu-
cation will be discussed. Visits to museums
and private collections in the area will be ar-
ranged. In 1987, students will be involved in
the planning and installation of the major fall
exhibition of the Wellesley College Museum.
Limited enrollment. Open by permission of
the instructor to junior and senior art majors.
Ms. Taylor

337 (2) Seminar. Chinese Painting

Not offered in 1987-88. Offered 1988-89.
Prerequisite: Art 248 or the equivalent.
Mrs. Clapp

340 (2) Seminar. The Architecture of
H. H. Richardson

1988 marks the sesquicentennial of the birth
of H. H. Richardson. This course will focus
upon his contribution to the history of Ameri-
can architecture with special reference to his
influence upon L. H. Sullivan and Frank Lloyd
Wright. Prerequisite: Same as for 231 or by
permission of the instructor. Limit: Ten
students.
Mr. O'Gorman

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

Comparative study of the major art-historical
approaches and their philosophical bases:
connoisseurship, iconography, theories of the
evolution of art, theories of style, psycho-
analysis and art, psychology of perception,

and theories of art criticism. Weekly meetings
will stress class discussion. Recommended to
all art majors. Open to juniors and seniors
who have taken or are taking one Grade II
unit in the department.
Mrs. Clapp

350 (1) (2) Research or Individual Study

1 or 2

Open to qualified students by permission of
the instructor and the department chair.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Boston Museum of Fine Arts
Seminars

A limited number of qualified students may
elect for credit seminars offered by the cura-
tors of the Boston Museum of Fine Arts.
These are held in the museum and use objects
from the collections for study. Call the instruc-
tor for the day and time of classes. For addi-
tional information, consult the department
chair.

387 (2) Renaissance Painting in Tuscany

Prerequisite: general art history course includ-
ing a survey of Italian Renaissance art.
Laurence B. Kanter

Assistant Curator, Paintings Department,
267-9300 ext. 406

388 (1) French Landscape Painting Berween
Neoclassicism and Impressionism,
1790-1870

A reading knowledge of French is highly
recommended. Open to juniors and seniors.

Philip Conisbee

Assistant Curator, Paintings Department,

267-9300 ext. 406

394 (2) The Preservation and Scientific
Examination of Works of Art

Preference given to juniors and seniors.
Arthur Beale and Conservation Staff,
267-9300 ext. 465

90 Art

397 (1) The Japanese Woodblock Print

Some familiarity with Japanese language is
recommended. Prerequisite: previous course
work ill Japanese art, literature or history.

Money Hickman

Fellow for Research, Department of Asiatic

Art, 267-9300 ext. 223

Cross-Listed Courses

Anthropology 308 (1)

Seminar for Materials Research in Archaeol-
ogy and Ethnology. For description and
prerequisite see Anthropology 308.

Extradepartmental 225 (2)

The Muses and the King: Art, History and
Music in the Age of Louis XIV. For descrip-
tion and prerequisite see Extradepartmental
225.

Directions for Election

History of Art

An Art major concentrating in History of Art
must elect:

A. Art 100 (1) and (2)

B. 204, 205, 209 or 213

C. A minimum of five further units in History
of Art to make a total of eight units, which
must include distribution requirements.

For distribution a student must elect at least
one unit in three of the following six areas of
specialization: Ancient, Medieval, Renais-
sance, Baroque (17th and 18th centuries),
Modern (19th and 20th centuries), non-
Western Art. Among the three areas elected
one must be either before 1400 A.D. or out-
side the tradition of Western European art.
Normally Art 223, 233, 254, 305 and 345
may not be used to meet this distribution re-
quirement. Consult the department chair for
exceptions to this practice. If approved by the
department chair, courses elected at other in-
stitutions may be used to meet the distribu-
tion requirement.

Although the department does not encourage
overspecialization in any one area, by careful
choice of related courses a student may plan
a field of concentration emphasizing one
period or area, for example, medieval art or
oriental art. Students interested in such a plan
should consult the department chair as early
in the first year or sophomore year as possible.

Students intending to major in History of Art
should plan to take 204, 205, 209 or 213 in
the sophomore or junior year.
Art 345 is recommended for all majors,
especially those who are considering gradu-
ate study in History of Art.

A reading knowledge of German, French, or
Italian, is strongly recommended. Graduate
programs in the History of Art require degree
candidates to pass exams in French and Ger-
man, so these languages are particularly im-
portant for students considering graduate
school.

Students intending to major in art history
whose high school preparation does not in-
clude a thorough grounding in history should
take History 100 and 101. They should also
consult the Catalog carefully for other courses
in history as well as in the literature, religion,
philosophy, and music of the areas which par-
ticularly interest them.
Students interested in graduate study in the
field of art conservation should consult with
the department chair regarding requirements
for entrance into conservation programs.
Ordinarily college-level chemistry through or-
ganic should be elected, and a strong studio
art background is required.
The attention of students is called to the in-
terdepartmental majors in Architecture, Clas-
sical and Near Eastern Archaeology, and in
Medieval/Renaissance Studies.

Studio Art

Studio courses meet twice a week for double
periods.

105 (1) (2) Drawing I

Introductory drawing with emphasis on ba-
sic forms in spatial relationships. Stress on the
essential control of line in a variety of media.
Open to all students.

The Staff

108 (1) (2) Photography I
Photography as a means of visual communi-
cation. Problems dealing with light, tonal
values, two- and three-dimensional space,
documentary and aesthetic approaches to the
medium. Emphasis on printing and critical
analysis of photographs. Limited enrollment,

Art 91

preference will be given to students majoring
or intending to major in Art.
Mr. Swift, Ms. Black

204 (1) General Techniques Course

A survey of significant technical material re-
lated to the history of Western painting from
the Middle Ages to the modern period. In-
cluded are laboratory problems of a purely
technical nature requiring no artistic skill.
Prerequisite: 100 (1) and (2) or permission of
the instructor.
Mr. Drew

205 (2) Materials and Techniques of
Sculpture

A survey of significant techniques and materi-
als relating to the history of sculpture from
the classical to the modern period. Labora-
tory problems of a purely technical nature re-
quiring no artistic skill. Prerequisite: 100 (1)
and (2) or permission of the instructor.

Mr. Drew

206 (2) Drawing II

Drawing problems dealing with line, value,
structure, space, and abstraction. Students use
various drawing materials including graphite,
charcoal, wash, and monotype. Stress on de-
veloping an individual project during the
course. Prerequisite: 105.
Ms. Ribner

207 (1) (2) Sculpture I

An exploration of sculptural concepts through
the completion of projects dealing with a
variety of materials including clay, wood, plas-
ter, stone and metals, with an introduction to
basic foundry processes. Some work from the
figure will be introduced. Studio fee. Pre-
requisite: 105 or 213 or permission of the in-
structor.
Ms. Schouten

208 (2) Photography II

The development of the student's personal
photographic vision. Weekly critiques of stu-
dents' on-going personal photography. Several
classes and a semester-long study will be con-
cerned with photographic technique and
processes. Preference will be given to students
majoring or intending to major in Art. Limited

enrollment. Prerequisite: 108 or permission of
the instructor.

Mr. Swift

209 (1) (2) Basic Two-Dimensional Design

A series of problems in two-dimensional de-
sign intended to develop both observational
and formal skills. Introduction to line, shape,
color, structure, and other tools of the artist.
Design involves the formation of an effective
visual statement. Open to all students.

Mr. Drew

210(1) Color

Basic problems in the interaction of color. Spe-
cial attention will be given to considerations
of value, intensity and the natural mutability
of hue. Open to all students.
Mr. Rjxen

212 (1) Printmaking

Topic for 1987-88: Intaglio. Including etch-
ing, aquatint, lift ground, soft ground, pho-
to etching, engraving and drypoint. Monotypes
will also be explored. Emphasis on both im-
age and process. Studio fee. Topic for 1988-89:
Lithography. Prerequisite: 105 or 209 or per-
mission of the instructor.
Ms. Kernan

213 (2) Basic Three-Dimensional Design

Introduction to three-dimensK:)nal design
stressing various formal and spatial concepts
related to sculpture, architecture and product
design. A wide range of materials will be
handled in completing several preliminary
problems as well as constructing a final
project. Open to all students.
Ms. Schouten

218 (1) (2) Introductory Painting
A study of basic forms in plastic relationships
in a variety of media. Prerequisite: 105 or 209
or permission of the instructor.

Mr. Raven (1), Ms. Harvey (2)

307 (1) (2) Sculpture H

Continuation on a more advanced level of
sculptural issues raised in Sculpture I. Projects
include working from the figure, metal weld-
ing or wood construction, and metal casting

92 Art

Ill the toLindry as well as stone carving. Stu-
dio fee. Prerequisite: 207 or pernnssion of the
instructor.
Ms. Schouten

316 (2) Life Drawing

Intensive analysis of anatomy, perspective,
composition, chiaroscuro, with direct visual
observation of the model. Prerequisite: 10 S.

Mr. Drew

317 (1) Seminar. Problems in the Visual Arts
A course in which students explore solutions
to a variety of conceptual and visual problems
in se\eral media. Each student will pursue an
individual project throughout the semester as
well as participate in assigned projects and
weekly class discussions. All studio majors are
encouraged to take this course; it is especially
recommended as preparation for those who
are contemplating an independent study
project. Prerequisite: either 206, 207, 316, 318,
or permission of the instructor.

Ms. Harvey

318 (2) Intermediate Painting
Continuing problems in the formal elements
of pictorial space, including both representa-
tional and abstract considerations. Prerequi-
site: IDS and 218.

Mr. Raven

321 (2) Advanced Painting

Advanced studies in painting. Each student
will be required to establish and develop per-
sonal imagery. Emphasis will be given to the
roles which observation and memory play in
the development of individual concepts.
Prerequisite: 318.
Ms. Harvey

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

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Applied Arts Program

In addition to the regular Studio curriculum,
a separately funded program makes it possi-
ble to offer one noncredit course each year in
such fields as metal casting and enameling,
ceramics, woodworking, and weaving.
Topic for 1987-88: Paper Arts: Including hand
manufacture, bookbinding, marbling and
other related topics. Open to all students.
Ms. Strickland

Directions for Election

Studio Art

An art major concentrating in Studio Art must
elect 100 (1) and (2), 105, 209, and 213; and
in addition at least two Grade II and two
Grade 111 units in Studio Art. All Studio
majors are encouraged to take 317, especially
those interested in independent study projects.
Since the department believes in the impor-
tance of understanding the history of art, the
attention of students is drawn to 224 and 219
(see History of Art).

For students particularly interested in design,
attention is further drawn to Theatre Studies
206.

Directions for Election

The Combined Major in Art History and
Studio Art

A student may elect a combined Art His-
tory/Studio Art major by taking:
Art 100 (1) and (2) Introductory Survey
1 semester of Art 105 Introductory Drawing
1 semester of Art 209 Two-Dimensional

Design
1 semester of Art 213 Three-dimensional

Design

1 semester of Ancient, or Medieval, or
Non-Western Art History

2 additional semesters of Grade II Art
History

2 semesters of Grade III Art History

2 additional semesters of Grade II Studio

Art
2 semesters of Grade III Studio Art
14 courses

The Combined Major in Art will require early
planning, preferably in the first year.

Art 93

Astronomy

Professor: Birney

Associate Professor: Bauer (Chair), French

Assistant Professor: Little-Marentn^^\
Benson^^

103 (1) (2) Introduction to Astronomy

A survey of the solar system, stars, galaxies
and cosmology. Two periods of lecture and
discussion weekly; laboratory in alternate
weeks, and unscheduled evening work at the
Observatory for observation of stars and con-
stellations, and use of the telescopes. Open to
all students.
The Staff

104 (2) Recent Developments in Astronomy

Contemporary topics in optical, radio, and
space astronomy. Topics include cosmology,
pulsars, quasars, black holes, exploration of
the planets, and extraterrestrial communica-
tion. Not to be counted toward the minimum
major. Prerequisite: 103, or by permission of
the instructor.

Ms. Bauer

110 (2) Fundamentals of Astronomy

A survey of astronomy with emphasis on the
underlying physical principles. The treatment
of all topics will be more analytical and more
quantitative than that provided in Astronomy
103. Two periods of lecture and discussion
weekly. Laboratory in alternate weeks and
unscheduled observations at the Observatory.
Recommended for students intending to
choose one of the sciences as a major. Not
open to students who have already taken 103.
Ms. Little-Marenin

HI (2) Fundamentals of Astronomy

Identical to Astronomy 110 except that it will
not include the laboratory. A term paper will
be required. Not open to students who have
already taken 103.

Ms. Little-Marenin

206 (1) Basic Astronomical Techniques

Visual and photographic use of telescopes.
Optics applied to astronomical instruments.
Astronomical coordinate systems. Spherical
trigonometry. Conversion of time and use of
Ephemeris. Star catalogs. Photometry. Prereq-
uisite: 103 and familiarity with trigonometric
functions and logarithms.
Mr. Birney

207 (2) Basic Astronomical Techniques II

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 in-
cludes an independent project at the telescope.
Prerequisite: 206 and some familiarity with
calculus.
Mr. Birney

210 (1) Astrophysics I

The physical principles behind the analyses of
stars, interstellar matter and galaxies. Prereq-
uisite: 103 and Physics 108 or [200] taken
previously or concurrently, or by permission
of the instructor.
Mr. French

304 (1) Stellar Atmospheres and Interiors

The formation of continuous and line spec-
tra in stellar atmospheres. An introduction to
stars with unusual spectra. The structure of
and energy generation in stellar interiors. Stel-
lar evolution. Prerequisite: 210 and Mathemat-
ics 205. Physics 204 is recommended.
Ms. Bauer

307 (2) Planetary Astronomy
Study of the properties of planetary at-
mospheres, surfaces and interiors with empha-
sis on the physical principles involved. Topics
covered include the origin and evolution of the
planetary system, comparison of the terres-
trial and giant planets, properties of minor
bodies and satellites in the solar system and
inadvertent modification of the earth's climate.
Recent observations from the ground and from
spacecraft will be reviewed. Prerequisite: 210
and Physics 108 or [200]; permission of the
instructor for interested students majoring in
geology or physics.
Mr. French

94 Astronomy

310 (2) Astrophysics II

Kinematics and dynamics of stars and stellar
systems, galactic structure, special and general
relativity, and cosmological models. Prereq-
uisite: 210 ami Physics 108 or [ZOOj.
Mr. French

349(1)* Selected Topics
Topics in previous years have included vari-
able stars, galaxies, stars of special interest.
Open b\ permission of the instructor. Not
offered in 1987-88.
Ms. Bauer

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360

Cross-Listed Courses

and/or physics. Additional courses for the
major may be elected in the Departments of
Physics, Mathematics, and Astronomy.
A substantial background in physics is re-
quired for graduate study in Astronomy.
A student planning to enter graduate school
in astronomy should supplement the mini-
mum major with courses in physics, includ-
ing Physics 306 and other Grade 111 work. The
student is also urged to acquire a reading
knowledge of French, Russian, German, or
Spanish.

See page IJ for a description of Whitin
Observatory and its equipment.

Mathematics 205 (1) (2)

Intermediate Calculus. For description and

prerequisite see Mathematics 205.

Physics 204 (1)

Modern Physics. For description and prereq-
uisite see Physics 204.

Directions for Election

The following courses form the minimum
major: 103 or UO, 206, 207, 210, 310;
Mathematics 205; Physics 204; one more
Grade 111 course in Astronomy plus an addi-
tional Grade 111 course in Astronomy or Phys-
ics. Students intending to major in astronomy
are encouraged to begin physics as soon as
possible. These students should try to take 110
rather than 103. Extradepartmental 216 and
Computer Science 110 or 111 are strongly
recommended. In planning a major program
students should note that some of these
courses have prerequisites in mathematics

Astronomy 95

Biological Chemistry Biological Sciences

AN INTERDEPARTMENTAL MAJOR
Director: Allen

The Departments of Biological Sciences and
Chemistry offer an interdepartmental major
in Biological Chemistry which gives oppor-
tunity for advanced study of the chemistry of
biological systems.

In addition to two units of Biochemistry (228
and 328 or[323] and [324]), the area of con-
centration must include the following units of
Chemistry (114, [or 113] and 115, or 120; 211
and 231); Biology (110, 111, 200, 205, and one
Grade III unit with a scheduled laboratory
taken at Welleslev excluding 350, 360, or
370); Physics (104 [105], 107 or [109]); and
Mathematics (116 or the equivalent). Students
should be sure to satisfy the prerequisites for
the Grade III courses in biology and chemistry.

Please discuss your program with the Direc-
tor as soon as possible and consult the Depart-
ment of Chemistry Student Handbook for
additional pertinent information.

Professor: Widfnaxer, Allen, Coyne, Webb
(Chair)

Associate Professor: Hams, Hirsch,
Eichenbattm^-, Smith

Assistant Professor: Standley, Cameron^,
Blazar, Beltz

Laboratory Instructor: Muise, Dermody, Hall,
Hacopian, Hoult, Paul, Soltzberg

Unless otherwise noted, all courses meet for
two periods of lecture, and one three-and-one-
half hour laboratory session weekly. Seminars
normally meet for one double period each
week.

108 (2) Horticultural Science

Fundamentals of cultivation and propagation
of plants, the effects of chemical and environ-
mental factors on their growth, and methods
of control of pests and diseases. Laboratory
includes work in the Alexandra Botanic
Gardens, Hunnewell Arboretum and in the
greenhouses. Not to be counted toward the
minimum major in biological sciences. Open
to all students except those who have taken
111.

Ms. Standley, Mrs. Muise

109 (1) Human Biology

The study of human anatomy and physiology,
with a focus on nutrition, the nervous system,
reproduction, embryology, circulation and
respiration. Two lectures weekly with a double
period every other week for demonstration-
discussions. Does not meet the laboratory
science distribution requirement. Not to be
counted toward the minimum major in bio-
logical sciences. Open to all students except
those who hare taken 111.

Mr. Hacopian

110 (2) Cell Biology

Eukaryotic and prokaryotic cell structure,
chemistry and function. Cell metabolism,
genetics, cellular interactions and mechanisms
of growth and differentiation. Open to all
students.
The Staff

96 Biological Chemistry/Biological Sciences

Ill (1) Biology of Organisms
Major biological concepts including the evo-
lution, ecology, and the structure and func-
tion relationships of multicellular plants and
animals. Open to .ill students.

The Staff

200 (2) Cellular Physiology

A study of the experimental basis for current
concepts in cellular physiology using plant,
animal, and microbial models. Topics include
enzyme kinetics, thermodynamics, membrane
structure, immunology, intercellular com-
munication, intracellular messengers, the
photochemistry of photosynthesis and vision;
normal and uncontrolled cell proliferation,
cytoskeletons, irritability of cells. Prerequisite:
110 and 111 and one unit of college chemistry.

Mrs. Coyne, Mr. Harris, Ms. Blazar

201 (1) Ecology

Studies on the interrelationship between living
organisms and their environment will include:
the physical environment and aspects of phy-
siological ecology; reproductive ecology and
population mteractions; community structure;
and biogeography. Emphasis will be on evolu-
tionary aspects of ecology. Laboratory studies
will include field work and data analysis.
Prerequisite: 111, 108, 109 or permission of the
instructor.

Ms. Standley

203 (1) Comparative Physiology and
Anatomy of Vertebrates

A study of the functional anatomy of ver-
tebrates. The course will cover topics in ther-
moregulatory, osmoregulatory, cardiovascular,
respiratory, digestive, endocrine and muscle
physiology. There will be some emphasis on
comparative environmental physiology. The
laboratory will be divided between anatomy
and physiology. Prerequisite: 111, or by per-
mission of the instructor.

Mrs. Muise

205 (1) Genetics

Principles of inheritance, structure and func-
tion of hereditary informational molecules,
application of genetic principles to biological
problems. Laboratory and lecture material
selected from plant, animal, microbial and

human studies with emphasis on the contri-
bution of recombinant DNA methodology to
recent understanding in molecular genetics.
Prerequisite: 110 or by permission of the
instructor.

Miss Widmayer, Mr. Webb, Mrs. Dermodv,
Mrs. Hall

206 (1) Histology 1: Microscopic Anatomy
of Mammals

The structure and function oi mammalian tis-
sues, and their cells, using light microscopic,
histochemical and electron microscopic tech-
niques. Topics covered include the connective
tissues, epithelia, nervous tissue, blood, lym-
phoid tissue and immunology, as well as
others. Laboratory study includes direct ex-
perience with selected techniques, including
tissue sectioning and electron microscopy.
Prerequisite: 110.
Mr. Smith

209 (2) Microbiology

Introduction to the microbial world with em-
phasis on representative groups of bacteria and
viruses. A detailed consideration of biological
principles which characterize microbes and
their activities in nature. Microbial patho-
genicity and human diseases will also be con-
sidered. Prerequisite: 110 and one unit oj
college chemistry.
Mrs. Allen

210 (2) Marine Biology

The study of marine organisms in the context
of their environment. This course will cover
the biology of marine animals and plants and
survival mechanisms in both coastal and
oceanic environments. Prerequisite: 111, or by
permission of the instructor.

213 (1) Introduction to Psychobiology

An introduction to the study of the relation-
ship between the nervous system and behavior,
with particular emphasis on the structure and
function of the nervous system. Topics include
basic neuroanatomy and neurophysiology, and
brain mechanisms involved in such aspects of
behavior as emotion, language, motivation,
memory, sensation, and cognition. Emphasis
on comparison of experiments with animal
and human subjects in an effort to shed light

Biological Sciences 97

on human cognitive functions. Laboratory.
Prerequisite: 111 or 109 and Psychology 101.
Mr. Eichenhaum, Mrs. Paul

216 (1) Concepts in Growth and
Development

Introduction to principles governing the
growth and development of organisms. Lec-
tures and laboratory integrate the use of plant,
animal and microbial systems to illustrate the
concepts of development from the molecular
to the gross morphological level. Prerequisite:
110 and 111 or by permission of the instructor.

Ms. Hirsch, Ms. Beltz

302 (2) Animal Physiology

The physiology of organ systems in ver-
tebrates, with an emphasis on humans. The
course will focus on recent findings in cardio-
vascular, respiratory, excretory, endocrine, sen-
sory, neural and muscle physiology. Students
gain experience in the use of various physio-
logical measuring devices, including poly-
graphs, pressure transducers, stimulators,
oscilloscopes and computers. Prerequisite:
200, 203, or 213 or by permission of the in-
structor.

304 (2) Histology II: Human Microscopic
Anatomy and Pathology

Analysis of structure: function relationships
of human systems, based principally on
microscopic techniques. Examination of struc-
tural changes caused by selected disease states
in each system, as well as discussion of recent
literature. Laboratory study includes tissue
preparation for electron microscopy, as well
as hands-on experience at the transmission
electron microscope. Prerequisite: 206.
Mr. Smith, Mr. Hacopian

305 (2) Seminar. Genetics

Not offered in 1987-88.

306 (2) Embryology and Developmental
Biology: Principles of Neural Development

Aspects of nervous system development and
how they relate to the development of the or-
ganism as a whole. Topics such as axon guid-
ance, programmed cell death, trophic factors,
molecular bases of neural development, syn-
aptogenesis, transmitter plasticity, and the de-
velopment of behavior will be discussed.

Laboratory sessions will focus on a variety of
methods used to define developing neural sys-
tems. Prerequiste: 213 and 216 or permission
of the instructor.
Ms. Beltz

307 (2) Topics in Ecology

Topic for 1987-88: Conservation Ecology

This course will examine the effects of pollu-
tion, disturbance, and development on tem-
perate and tropical plant communities and
ecosystems. Among the topics to be consid-
ered are: conservation of rare plants and com-
munities; tropical deforestation; and effects of
acid rain, road salt, toxic chemicals, and
ozone. Laboratory studies will include inves-
tigation of ecological sampling techniques,
comparisons of disturbed and undisturbed
communities, and effects of pollutants on
growth and fitness. Prerequisite: 201 or per-
mission of the instructor.

Ms. Standley

312 (2) Seminar. Endocrinology

This course involves studying endocrine tis-
sues at several levels of organization. The intro-
ductory section covers signal transduction in
response to hormones at the cellular and bio-
chemical level. The second section covers neu-
roendocrinology (the pituitary gland and its
control by the brain) while the final section
focuses on selected areas of endocrinology in
which several systems (endocrine and nonen-
docrine) interrelate to control body function,
such as reproduction; salt/water metabolism
and blood pressure; calcium/phosphate me-
tabolism and bone physiology; growth and de-
velopment; carbohydrate, protein and lipid
metabolism. Prerequisite: 200 or permission
of the instructor. 302 is recommended.

Mrs. Coyne

313 (1) Microbial Physiology and
Biochemistry

The study of the chemical activities (cellular
growth and its physiological basis, metabolic
patterns, biochemical and molecular genetics,
and the relation of structure to function) of
microorganisms as model systems in order to
explain living processes in molecular terms.
Emphasis on experimental approaches and
current literature. In the laboratory, groups
carry out a number of experimental problems

98 Biological Sciences

designed to allow the development ot research
techniques and analysis. Prerequisite: 200 and
105 or by permission of the instructor.
Mrs. Allen

314 (1) Topics in Microbiology

Topic for 1987-88: Identity and Defense
This course will study the immune system of
mammals with an emphasis on humans.
Topics will include the generation of the
immune response, T and B cell antigen recep-
tors, host response to transplantation, tumor
immunology, and malfunctions of the immune
svstem, including acute onset juvenile diabetes,
Lupus Erythematosis, and AIDS. The labora-
torv will involve experiments to induce immu-
nity in animals with subsequent evaluation of
humoral and cell mediated immune responses.
Prerequisite: 200, Chemistry 211 and by per-
mission of the instructor.
Ms. Blazar.

315 (1) Research in Neurobiology

Topic for 1987-88: Neuroethology: From
Behavior to Neurons to Molecules
This advanced course is designed to delve into
current theories, controversies and research
methods in the neurosciences. Meetings con-
sist of one weekly double period seminar in-
cluding presentation, criticism, and discussion
of research journal articles. The course also
includes one weekly laboratory that will uti-
lize modern neuroanatomical and physiolog-
ical methods.

Examination of a variety of neural systems
(e.g., walking in the cat, swimming in the
leech, orientation and navigation in birds and
fish, animal communication, and invertebrate
learning), analyzing the cellular components
involved taking our studies from whole ani-
mal behaviors to the level of synaptic interac-
tions. Prerequisite: 213 or by permission oj the
instructor.

Ms. Beltz

316 (1) Molecular Biology of Plants

Not offered in 1987-88.

316 (2) Molecular Biology of Animals

The practical applications of recombinant

DNA techniques to the study of the control

and organization of animal and/or plant genes

at the molecular level. The course will be cen-
tered around a laboratory project designed to
provide experience with the methodologies
used in molecular biology (e.g., molecular
cloning, gene mapping, mutagenesis and ex-
pression, DNA sequencing, computer analy-
sis of nucleic acid and protein structure and
homology). Prerequisite: 205 and by permis-
sion of the instructor.
Mr. Webb (2)

317 (1) Advanced Cellular Biochemistry and
Physiology

An in-depth analysis of structure to function
relationship in eukaryotic cells. The lectures
will deal principally with plasma and or-
ganelle membranes, excluding the nucleus.
Laboratory emphasis will be on membrane
related phenomena (e.g., ion transport, hor-
mone signal transduction, protein phosphory-
lation) and protein biochemistry (e.g., sucrose
density gradient centrifugation, electrophore-
sis, isoelectric focusing, Western blotting,
immunological techniques, enzymology). Pre-
requisite: 200 and Chemistry 211.

Mr. Harris

330 (1) Seminar.

Not offered 1987-88.

331 (2) Seminar.

Not offered 1987 -t

332 (2) Advanced Topics in Psychobiology
Topic for 1987-88: From Molecules to
Madness: The Neurochemistry of the Mind
and Mental Illness

The first part of the course will survey the
chemical and anatomical pathways of major
neurotransmitter systems, with a focus on the
biological mechanisms of psychoactive drugs.
The second part of the course will focus on
the neurochemical and neuropsychiatric bases
of several well-known mental and neurologic
disorders, including senile dementia (Alzheim-
er's disease), schizophrenia, mania, depres-
sion, Parkinson's and Huntington's diseases,
and drug addiction. Prerequisite: Biology/
Psychobiology 213.
Ms. Shedlack

Biological Sciences 99

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission
of instructor.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370 (1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Chemistry 228 (1)

Structure and Function of Macromolecules.
For description and prerequisite see Chemis-
try 228.

Chemistry 328 (2)

Chemical Aspects of Metabolism. For descrip-
tion and prerequisite see Chemistry 328.

Extradepartmental 112 (2)
Evolution: Change Through Time. For de-
scription and prerequisite see Extradepart-
mental 112.

Technology Studies 207 (2)
Biotechnology. For description and prerequi-
site, see Technology Studies 207.

Directions for Election

A major in Biological Sciences must include

110 and 111 or their equivalent, and at least
three Grade II courses which must be taken
at Wellesley. Students are advised to check the
prerequisites for Grade III courses carefully so
they will have taken the appropriate Grade II
courses early enough to enter the Grade III
work of their choice. The required Grade II
work should be completed within the first 5-6
units in the major. At least two Grade III units
must be taken at Wellesley. One of these Grade

111 units, exclusive of 350, 360 or 370 work,
must require laboratory experience. In addi-
tion to eight units in biological sciences, two
units of college chemistry are also required.
Additional chemistry is strongly recommended
or required for certain Grade III courses.

Courses [228], [323], [324], [328] 350, 360
and 370 do not count toward a minimum
major in biology.

Courses 108, 109 and [112] which do not or-
dinarily count toward the minimum major in
biological sciences do fulfill the College dis-
tribution requirements for the degree; 108 as
a laboratory science; 109 and [112] as non-
laboratory science courses. Independent sum-
mer study will not count toward the minimum
major. Course 213 does not fulfill the Group
B distribution requirement for biology majors.
Within the major, students may design a pro-
gram in general biology or one which empha-
sizes subjects dealing with animals, plants, or
microorganisms. A broad training in the var-
ious aspects of biology is recommended.

Students interested in an interdepartmental
major in biological chemistry are referred to
the section of the Catalog where the program
is described. They should consult with Mrs.
Allen, the Director of the Biological Chemis-
try program.

Students interested in an interdepartmental
major in Psychobiology are referred to the sec-
tion of the Catalog where the program is
described. They should consult with Mr.
Eichenbaum and Ms. Koff, the Directors of
the Psychobiology Program.

Students interested in an individual major in
Environmental Sciences should consult a
faculty member who teaches 201.
First year students with advanced placement
or with 110 or 111 exemptions wishing to en-
ter upper level courses are advised to consult
the chair or the instructor in the course in
which they wish to enroll. Units given to stu-
dents for advanced placement in biology do
not count towards the minimum biology
major at Wellesley.

Students planning graduate work are advised
to take calculus, statistics, organic chemistry,
two units of physics, and to acquire a work-
ing knowledge of computers and a reading
knowledge of a second language. They should
consult the catalogs of the schools of their
choice for specific requirements.

Premedical students are referred to the require-
ments given in the Academic Program section
of the College Bulletin.

100 Biological Sciences

Black Studies

Professor: Mtirtiii {Chan}
Visiting Professor: Nyangoni^
Associate Professor: Cudjoe
Assistant Professor: Darling

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

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

105 (1)*** ^ Introduction to the Black
Experience

This course serves as the introductory offer-
ing in Black Studies. It explores in an inter-
disciplinary fashion salient aspects of the
Black experience, both ancient and modern,
at home and abroad. Open to all students.
Mr. Martin

150 (1) (2) CoUoquia

Open by permission to a limited number of

first year student and sophomore applicants.

a. (2)***- The Internationalization of Black
Power

The Black Power movement of the 1960s and
1970s represents one of the most militant peri-
ods in Afro-American history, similar in many
respects to the "New Negro" period after
World War I. As was the case with the New-
Negro movement, the Black Power idea
quickly spread to Black populations in many
countries. This colloquium will discuss some
of the highlights of the Black Power era in the
United States, Canada, Britain, and the West
Indies.
Mr. Martin

h. (1)''"' Black Autobiography
The purpose of this colloquium is to trace the
formal and thematic development of Black
autobiography from the early 19th century to
the present. We will explore the complex rela-
tionship between the community and the in-
dividual, the public and the private, the
political and the personal aspects of self

which shape the Afro-American conception of
identity. Authors will include Linda Brent,
Frederick Douglass, Ida B. Wells, W.E.B.
DuBois, Richard Wright, Maya Angelou, Mal-
colm X, and others.
Mr. Cudjoe

c. (2)''* The Harlem Renaissance

Described variously as The Harlem Renais-
sance, The New Negro Movement, and
Harlem's Golden Age, this period represents
a flourishing of the arts in New York in the
decade of the 1920s. This colloquium will ex-
amine the Harlem Renaissance within the
broader historical tradition of Negritude in
Afro-American letters as well as within the
post-war American artistic and intellectual re-
volt against 19th-century beliefs and values.
As a movement, the Renaissance symbolized
the Black artist's quest for a useable past as
well as a sense of self and racial identity. The
search for a distinctive tradition led the artist
back to a folk culture rooted in slavery, the
rural south, the cities in the north, and, even
further back, to the ancient African past. The
quest for identity led sometimes to personal
doubt and racial despair, and other times, to
self-pride and racial affirmation. We will ex-
amine these journeys of immersion into the
fiction, literary debates, and manifestoes of
such writers as W.E.B. DuBois, Marcus Gar-
vey, Alain Locke, and Zora Neale Hurston.
Mr. Cudjoe

d. (2)'-- '■•=■" ' 1919: The Year of the New Negro
The New Negro period was similar in many
ways to the Civil Rights and Black Power era
of the 1950s through 1970s. We will examine
some of the major problems facing Black peo-
ple in 1919, including lynching, mob violence
and the mistreatment of Afro-American and
West Indian soldiers. We will then examine the
response to these conditions by Black folk in
general, by the Black press and by leaders such
as Marcus Garvey, W.E.B. DuBois and A.
Philip Randolph. Finally, we will look at the
way that state, federal and foreign governments
viewed New Negro militancy. Our sources will
mostly be newspapers and magazines from
1919. Not offered in 1987-88.

Mr. Martin

Black Studies 101

200 (2)"** ' Africans in Antiquity

Highlights of the African experience in the
pre-Christian era: African origins of human-
kind; African Egypt; Nubia, Kush, and Ethi-
opia; Egyptian/Ethiopian influences on the
beginnings of Western civilization; Africans in
Greece and Rome; Africans in the Bible; an-
cient Africans in the Americas. Open to all
students. Not offered in 1987-88.
Mr. Martin

201 (1)** The Afro-American Literary
Tradition

A survey of the Afro-American experience as
depicted in literature from the 18th century
through the present. Study of various forms
of literary expression including the short story,
autobiography, literary criticism, poetry,
drama, and essays as they have been used as
vehicles of expression for Black writers dur-
ing and since the slave experience. Open to
all students.

Mr. Cud joe

202 (2)*'^* ' Introduction to African
Philosophy

Initiation into basic African philosophical
concepts and principles. The first part of the
course deals with a systematic interpretation
of such questions as the Bantu African philo-
sophical concept of Muntu and related beliefs,
as well as Bantu ontology, metaphysics, and
ethics. The second part centers on the rela-
tionship between philosophy and ideologies
and its implications in Black African social,
political, religious, and economic institutions.
The approach will be comparative. Offered in
alternation with 211. Open to all students ex-
cept those who have taken Philosophy 202.
Mr. Menkiti

203 (2) Economy and Society in Africa

Perspectives on the interaction of economic
and other variables in African societies, drawn
from topics such as: 1) ethical and economic
bases of distributive justice; the role of value;
objectivity in the social sciences; 2) models of
social theory, e.g. Karl Marx and Max Weber;
the economics of Utopias; economic variables
in the theory of state; economic issues and
voter behavior; resource allocation in pre-
colonial African societies; Islamic societies

and economic egalitarianism; 3) efficiency and
equality in law; African social elites; govern-
mental bureaucracies and foreign multi-
national business corporations; civilian and
military governments; towards a welfare
society; 4) role of economic variables in the
theory of history; 5) Africa and world systems
analysis: Theory and Methodology. Open to
all students.
Mr. Nyangoni

205 (1)*** 2 The Politics of Race
Domination in South Africa

The politics of apartheid and racial domina-
tion in South Africa; its historical origins and
present-day manifestations; the liberation
struggle in South Africa; the apartheid system
as a threat to international stability. Open to
all students.
Mr. Nyangoni

206 (2)*** ' Introduction to Afro-American
History, 1500-Present

An introductory survey of the political, social,
economic and cultural development of Ameri-
can Blacks from their African origins to the
present. Particular attention will be focused
on the evolution of Afro-American culture and
the growth of Black institutions through self-
reliance. Open to all students.
Ms. Darling

211 (2)"^* Introduction to African Literature

The development of African literature in Eng-
lish and in translation. Although special at-
tention will be paid to the novels of Chinua
Achebe, writers such as James Ngugi, Camara
Laye, Wole Soyinka, Ezekiel Mphahlele, and
Christopher Okigbo will also be considered.
The influence of oral tradition on these
writers' styles as well as the thematic links be-
tween them and writers of the Black awaken-
ing in America and the West Indies will be
discussed as time allows. Offered in alterna-
tion with 202. Open to all students. Not of-
fered in 1987-88.
Mr. Menkiti

102 Black Studies

212 (2)** Black Women Writers
The Black woman writer's efforts to shape im-
ages of herself as Black, as woman and as art-
ist. The problem of literary authority for the
Black woman writer, criteria for a Black
woman's literary tradition and the relation of
Black feminism or "womanism" to the artic-
ulation of a distinctively Black and female
literary aesthetic. Open to all students.
Mr. Cudjoe

214 (2)*** - The Supreme Court and Racial
Equality

An analysis of the Supreme Court and its im-
pact on the lives and experiences of Black
Americans. Particular concern will focus on
the Court's role as protector-creator of fun-
damental rights and privileges for Black
Americans. Opeti to sophomores, juniors, and
seniors without prerequisite and to first year
students by permission of the instructor.

215 (1)*** ^ The Politics of Race in America

An introductory examination of the efforts by
Blacks in the United States to realize various
degrees of political effectiveness within the
context of American politics. Particular atten-
tion will be focused on the special difficulties
presented by the phenomena of race and rac-
ism as Blacks have sought to enjoy full citizen-
ship status in the U.S. Some comparisons with
other groups in the American political system.
Open to all students.

216 (1)*** • History of the West Indies

Survey of political, economic, and sociologi-
cal factors shaping West Indian society. Topics
covered include Africans in the New World
before Columbus, genocide against the in-
digenous peoples, slavery and slave revolts, im-
migration and emigration, the West Indies and
Africa, the West Indies and Afro-America, the
struggle for majority' rule, the spread of United
States mfluence, independence and its prob-
lems. Open to all students.

Mr. Martin

222 (1)*** ' Images of Blacks and Women in
American Cinema

A study of the creation of images and their
power to influence the reality of race and sex
in the American experience. Viewing and

analysis of American cinema as an artistic
genre and as a vehicle through which cultural
and social history is depicted. Open to all
students.
Ms. Darling

225 (2)***^ Psychology and People of Color

The historical development and contemporary
dimensions of scientific racism in psychology.
People of color in the context of oppression
and transformative praxis. Open to all stu-
dents. Not offered in 1987-88.

230 (1)*** 2 Black and Third World Women
A cross-cultural introduction to the lives and
cultures of Women of Color. This course will
undertake an interdisciplinary examination of
the social, economic, political and cultural
roles of Black and Third World Women within
American and Third World societies. Open to
all students.
Ms. Darling

234 (2)** Introduction to West Indian
Literature

Survey of contemporary prose and poetry
from the English-speaking West Indies. Spe-
cial attention paid to the development of this
literary tradition in a historical-cultural con-
text and in light of the perspectives recent liter-
ary theories offer. Authors to include: V.S.
Naipul, Derek Walcott, Wilson Harris, Jean
Rhys, and others. Open to all students. Not
offered in 1987-88.

235 (2) Women Writers of the
English-Speaking Caribbean

An examination of the women writers of the
English-speaking Caribbean, their contexts
and contributions to West Indian literature.
Special attention shall be given to their con-
tributions to contemporary feminist dis-
courses. Readings include the writings of
Rhys, Guy, Kincaid, Hodge, Nunez-Harrel,
AUfrey, Shinebourne, Goodison and critical
essays by these and other writers. This course
will emphasize research techniques and inde-
pendent projects. Open to all students.
Mr. Cudjoe

Black Studies 103

265 (2)'^''' The Afro-American Expatriate
Writer

The effects of living abroad on the fiction of
selected major and minor twentieth-century
Black authors. Open to all students. Not of-
fered in 1987-88.
Mr. Cudjoe

266(2)** Black Drama

This course will examine 20th-century Black
drama, with a special emphasis on the period
of its efflorescence during the Black Arts
Movement of the 60s and 70s. We will also
explore the Black theatre as a medium of aes-
thetic expression and communal ritual as well
as an instrument of political consciousness
and social change. Playwrights will include
Douglass Turner Ward, Alice Childress, Ossie
Davis, Lorraine Hansberry, James Baldwin,
Ed Bullins, Adrienne Kennedy, LeRoi Jones
(Amiri Baraka), Ntozake Shange, and others.
Open to jil students. Not offered in 1987-88.
Mr. Cudjoe

310 (2)** Seminar. Black Literature

Not offered in 1987-88.
Mr. Cudjoe

319 (2)*** ' Pan-Africanism

The historical efforts of African peoples all
over the world to unite for their mutual ad-
vancement. Such topics as 19th-century
emigrationist movements to Liberia and else-
where, the role of Afro-American churches in
African nationalism, the Pan-African Congress
of W.E.B. DuBois, the Garvey movement, the
Communist International and Pan-Africanism,
Pan-Africanism in the 1960s, Pan-Africanism
on the African continent. Open to sopho-
mores, juriiors and seniors. Not offered in
1987-88.
Mr. Martin

340 (1)*** 1 Seminar. Afro-American
History

Topic for 1987-88: Wishington, DuBois and
Garvey. Open to qualified juniors and seniors
and by permission of the instructor to sopho-
mores.
Mr. Martin

344 (1)***2 Seminar. Interdisciplinary
Perspectives in Black Family Studies

An examination of the evolution of the Black
American family and an analysis of its in-
trafamilial structure and interface with other
social institutions, the State and Public poli-
cies. Critical evaluation of the scholarship on
Black family studies. Consideration of the
historical development of Black nuclear
and/or extended families, and male and/or
female headed households. Analysis of kin-
ship modes, sexuality, age and gender rela-
tions, child care, family planning, the
rural-urban setting, migration, land loss and
unemployment; and the legal and economic
infrastructure of the State and public welfare
policies. Open to qualified juniors and seniors.
Ms. Darling

345 (2)***^ Seminar. Women and
International Development

Interdisciplinary approaches to examining the
impact of change on contemporary events
which have shaped international development
with an analysis of applicable development
theories as they identify salient issues in
women's lives. The cross-cultural focus exa-
mines Women of Color in the West and else-
where in the Third World through some of
these issues: agriculture, health, nutrition, ur-
ban living, education and communications,
family planning, women's organizations, tech-
nology, the law, energy, migration and employ-
ment, public administration and religion.
Open to qualified juniors and seniors. 230 is
strongly recommended.
Ms. Darling

350 (1) (2) Research or Individual Study

1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

104 Black Studies

Cross-Listed Courses

Chemistry

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

History 264 (1)

History of Precolonial Africa. Fordescriptiun
tind prerequisite see History 264. Not offered
in 1987-88. Offered in 1988-89.

History 265 (2)

History of Modern Africa. For description and
prerequisite see History 265. Not offered in
1987-88. Offered in 1988-89.

Music 106 (2)*

Afro-American Music. For description and

prerequisite see Music 106. Not offered in

1987-88.

Directions for Election

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

it is suggested that two units be elected in each
of the three general areas of Black history,
humanities, and the social sciences as multi-
disciplinary training. As the basic introduc-
tion to the discipline of Black Studies, 105 is
strongly recommended of all majors. Units
taken at another institution to fulfill any
departmental requirements must be approved
by the department.

A minimum of six courses must be elected
from Black Studies department courses. The
others may be elected, after consultation with
your advisor, from related courses taught in
other departments or from courses taken on
exchange.

Professor: Rock'', Uwhlin, Hicfis, Kolodny

Associate Professor: Coleman (Chair),
Hearn, Merritt, Haines

Assistant Professor: McGowan, Schneider,
Stanley, Wolfson, Pagnotta

Laboratory Instructor: Darlington, Mann,
Smith'\ Liebernian^'

Unless otherwise noted, all courses meet for
two periods of lecture and one three-and-one-
half hour laboratory appointment weekly and
one 50-minute discussion period every other
week, at the pleasure of the instructor. The
selected topics courses will generally be taught
without laboratory, but may include laboratory
for some topics.

The Chemistry Department reviews elections
of introductory chemistry students and places
them in 113, 114, 115 or 120 according to their
previous preparation and entrance examina-
tion scores.

Ordinarily, students who have taken one year
of high school chemistry should elect 114.
Chemistry 113, intended for students who
have not studied chemistry within the past
four years or whose preparation is insufficient
for 114, leads to 115. Chemistry 120 replaces
114 and 115 for some students with more than
one year of high school chemistry.
Contact lenses may not be worn in any chem-
istry laboratories.

101 (2) Contemporary Problems in
Chemistry

Consideration of selected aspects of chemis-
try and related chemical concepts. Topic for
1987-88: Are We What We Eat? - Using Food
and Nutritional Chemistry to Illustrate Chem-
ical Principles. Open to all students except
those who have taken any Grade I course in
the department.
Mr. Pagnotta

102 (2) Contemporary Problems in
Chemistry with Laboratory

Consideration of selected aspects of chem-
istry and related chemical concepts. Topic for
1987-88: Are We What We Eat? - Using Food

Chemistrv 105

and Nutritional Chemistry to Illustrate Chem-
ical Principles. Open to all students except
those who have taken any Grade I course in
the department.
Mr. Pagnotta

113 (1) Fundamentals of Chemistry

The periodic table, chemical formulas and
equations, atomic and molecular structure,
chemical bonding, transition-metal com-
plexes, colligative properties, states of matter.
Three periods of lecture and one three-and-
one-half hour laboratory appointment weekly.
Open only to students who have not taken a
chemistry course within the past four years,
and to students who think that their prepa-
ration in high school chemistry is equivalent
to less than one full year. Successful comple-
tion of 113 satisfies the prerequisite for US.
Mr. Stanley

114 (1) (2) Introductory Chemistry I

Atomic and molecular structure, chemical
bonding, transition-metal complexes, states of
matter, colligative properties and review of
stoichiometry. Open only to students who
have taken at least one year of high school
chemistry. Not open to students who have
taken 113.
Ms. Stanley

115 (1) (2) Introductory Chemistry II
Properties of solutions, chemical kinetics and
equilibrium, acids and bases, thermochemis-
try, electrochemistry, chemistry of the ele-
ments. Prerequisite: 113 or 114.

The Staff

120 (1) Intensive Introductory Chemistry

A one-semester alternative to Introductory
Chemistry 1 and 11 for students who have taken
more than one year of high school chemistry.
Atomic and molecular structure, chemical
bonding, properties of liquids and solutions,
chemical equilibria, thermochemistry, elec-
trochemistry, chemical kinetics. Three periods
of lecture and one three-and-one-half-hour
laboratory appointment weekly. Open only to
students who have taken more than one year
of high school chemistry. Not open to students
who have taken any Grade I chemistry course.
Mr. lx)ehlin

211 (1) (2) Organic Chemistry I

A study of the synthesis and reactions of typi-
cal organic compounds with emphasis on the
chemistry of aliphatic molecules. Prerequisite:
lis or 120 or by permission of the department.
The Staff

227 (2) Introduction to Biochemistry

A comprehensive overview of the structure of
macromolecules, bioenergetics and metabo-
lism. No laboratory. Three meetings per week.
Beginning with the Class of 1989 this course
cannot be counted toward a minimum major
in Chemistry. Prerequisite: 211.
Ms. Hicks

228 (1) Structure and Function of
Macromolecules

A study of the chemistry of proteins, nucleic
acids and other macromolecules with empha-
sis on structure-function relationships and
methodology. Prerequisite: 211, Biological
Sciences 110 or high school biology.
Ms. Wolfson

231 (1) (2) Physical Chemistry I
Properties of gases, chemical thermodynam-
ics, properties of solutions and chemical
kinetics. Prerequisite: US, 120, or by permis-
sion of the department, Mathematics U6, and
Physics 104 or lOS or 109.
Ms. Kolodny

241 (1) Inorganic Chemistry

Structure of atoms, periodic properties, bond-
ing models for inorganic systems, chemistry
of ionic compounds, non-metals, transition
metal complexes, organometallic and bio-
inorganic chemistry. Prerequisite: 313.
Mr. Coleman

261 (2) Analytical Chemistry

Classical and instrumental methods of sepa-
ration and analysis, quantitative manipula-
tions, statistical treatment of data.
Prerequisite: US or by permission of the in-
structor.

Ms. Merrttt

106 Chemistry

306 (1) Seminar

Each year an important topic will be studied
from a variety of chemical perspectives. Topic
for 1987-88:' The Chemistry of Lipids. One
two-period meeting per week. No laboratory.
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.
Ms. Merritt

313 (1) (2) Organic Chemistry II

A continuation of 211, with emphasis on the

chemistr\ of aromatic molecules. Prerequisite:

111.

The Staff

317 (1) Organic Chemistry III

A critical examination of advanced spec-
troscopic methods for organic structure deter-
mination, synthetic methods and selected
topics from physical organic chemistry.
Laboratory work will involve hands-on NMR
experience, isolation and structural identifi-
cation of natural products and organic syn-
thesis. There will be no regularly scheduled
discussion session. Prerequisite: 313.
Ms. Schneider

319(2)"' Selected Topics in Organic Chemistry

Topic for 1987-88: NMR and the
Stereochemistry of Organic Molecules. Pre-
requisite 313.

Ms. Stanley

328 (2) Chemical Aspects of Metabolism
An examination of reaction mechanisms,
mechanism of enzyme and coenzyme action,
interrelationships and regulation of metabolic
pathways. Prerequisite: 228.

Ms. Hicl^s

329 (1)* Selected Topics in Biochemistry

Xot offered m 1987-88.

333 (2) Physical Chemistry II
Quantum chemistry and spectroscopy. Struc-
ture of solids and liquids. Prerequisites: 231,
Physics 108 or 200 and Mathematics 205 or
Extradepartmental 216.
Mr. Loehlin

339 (2)* Selected Topics in Physical Chemistry

Not offered in 1987-88.

349 (2)* Selected Topics in Inorganic
Chemistry

Topic for 1987-88: Organometallic Chemis-
try. Prerequisite: 241.
Mr. Coleman

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to students who have
taken at least two units in chemistry above the
Grade 1 level.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

363 (1) Instrumental Analysis
Instrumental analysis with emphasis on data
acquisition and manipulation. Electrochem-
ical, spectroscopic and separation techniques
for quantitative analysis. Prerequisite: 261 or
by permission of the department.
Ms. Merritt

370(1) (2) Senior Thesis

Prerequisite: 360.

Directions for Election

Chemistry 113 or 114 serves as prerequisite for
115. Final assignment to one of these courses
or to 120 will be made by the Chemistry
Department.

Any student who plans to take chemistry be-
yond 115 or 120 should consult a member of
the chemistry department faculty. The Depart-
ment Handbook, available in the department
office, contains specific suggestions about

Chemistry 107

programs and deals with a variety of topics
including preparation in mathematics and
physics, graduate programs and careers of
former majors.

A major in chemistry must include introduc-
tory chemistry (U3-115, or 114-U5, or 120), 211,
231, 313, and 333, plus two of the courses 228
(or 227 for the Class of 1988), 241 and 261.
At least one additional unit at the Grade II
or Grade III level in the department is also re-
quired. In addition. Mathematics 205 or
Extradepartmental 216, and a Grade II unit
of physics with laboratory are required. Note
that Physics 106 does not qualify as a prereq-
uisite for Grade II courses in physics. Start-
ing with the class of 1990, Physics 200 will
not meet the Grade II physics requirement.
Early completion of the physics requirement
is encouraged.

Students interested in biochemistry or biolog-
ical chemistry are referred to the section of the
Catalog where the interdepartmental major in
Biological Chemistry is described. They
should consult with the director of the bio-
logical chemistry program.

All students majoring in chemistry are urged
to develop proficiency in the use of one or
more computer languages.
Students planning graduate work in chemis-
try or closely allied fields should strongly con-
sider additional mathematics and physics
courses.

The American Chemical Society has estab-
lished a set of requirements which it considers
essential for the training of chemists. Students
wishing to meet the standard of an accredited
chemist as defined by this society should
consult the Chair of the Department of
Chemistry.

Placement and Exemption
Examinations

For exemption with credit, students will be ex-
pected to submit laboratory notebooks or
reports.

Chinese

INTERDEPARTMENTAL MAJOR:

Chinese Studies

INTERDEPARTMENTAL MAJOR:

East Asian Studies

Associate Professor: Lam
Instructor: Sung
Lecturer: Yao (Chair), Crook
Teaching Assistant: Sing

101 (1-2) Elementary Spoken Chinese 2

Introduction to vernacular Mandarin Chinese.
Pronunciation, sentence structure, and con-
versation. Two periods. 101 and 102 combined
form the first year Chinese course. Open to
all students with no background or no previ-
ous formal Chinese language training. Co-
requisite: 102.
Mrs. Yao, Mrs. Lam, Mr. Crook

102 (1-2) Basic Chinese Reading and
Writing

Analysis of grammar and development of
reading skills of simple texts and in character
writing in both regular and simplified forms
with emphasis on vocabulary currently used
in People's Republic of China. Two periods
with an additional period for small group ac-
tivities to be arranged. 101 and 102 combined
form the first-year Chinese course. Open to
all students with no background or no previ-
ous formal Chinese language training. Coreq-
uisite: 101
Mrs. Lam, Mrs. Yao, Mr. Crook

106 (1) Introduction to Chinese Culture

An inquiry into the patterns and themes of
China's culture by examining its history, phi-
losophy, religion, literature, art and science.
Particular themes will be explored through a
series of historical topics. The patterns we will
look for should help us answer questions such
as: why did the Chinese Empire continue to
exist for four millenia? Why did Chinese phi-
losophy develop in the direction of Maoist
ideology? Classes in English. Open to all stu-
dents without prerequisite.

108 Chinese

141 (2) China on Film

West looks East through the camera's eye.
Charhe Chan in Shanghai, Shirley Macl.aine
at the Great Willi, Pearl Buck on the Ciood
Earth: a cinematic exploration of Western con-
ception of twentieth-century China. A broad
selection of films, primarily documentary, will
be analyzed in their historical context, sup-
plemented by readings on both background
material and film criticism. Focus on major
shift of dominant Western opinion toward
China. Films by Felix Greene, Antonioni, Rene
Burri, Shirlc\ MacLaine, Edgar Snow to be
included among others. Course conducted in
English. Discussion following each film show-
ing. Short paper assignments throughout the
course. Open to all students. Not oftered in
1987-88.

151 (1) Advanced Elementary Chinese 1

Intensive oral training and practice in reading
and writing w ith particular stress on sentence
structure and vocabulary building. Open to
students who can read and write some Chi-
nese with a speaking ability of either Man-
darin or any kind of Chinese dialect. More
advanced students can enroll for second
semester for 152 only by permission of the
department chair.
Mr. Crook

152 (2) Advanced Elementary Chinese II
Logical continuation of 151. Students are urged
to take both 151 and 152. Two units of credit
are given only after completion of 152, the
preparation for advanced work in 201-202.
Prerequisite: more advanced students can be
enrolled jor only 152 by permission of the
department chair.

Mrs. Lam

201 (1-2) Intermediate Chinese Reading

Reading with emphasis on vocabulary build-
ing; review and further development of sen-
tence structure, composition, and oral
expression. Newspaper reading. Two periods
with an additional period for small group ac-
tivities to be arranged. 201 and 202 combined
form the second year Chinese course. Pre-

requisite: 101 and 102 taken concurrently, or
152, and bx permission of the instructor. Co-
reqiiisite: 202.
Mr. Crook, Ms. Sung, Mrs. Lam

202 (1-2) Intermediate Conversational
Chinese

Discussion of current events and cultural
topics combined with use of videotapes. Two
periods. 201 and 202 combined form the
second-year Chinese course. Prerequisite: same
as for 201. Corequisite: 201.
Mr. Crook, Mrs. Lam, Ms. Sung

241 (2)''' '■"* Chinese Poetry and Drama in
Translation

A survey of Chinese literature of classical
antiquity, with emphasis on works of lyrical
nature. Readings include selections from Book
of Songs, elegiac poetry of Ch'u Yuan and
works by the great poets of the T'ang and Sung
periods. The course concludes with the in-
troduction to poetic drama of the Yuan
Dynasty. Comparative analysis with other
literature will be encouraged. Classes in
English. Open to all students.

242 (2)''' "■'•■ Chinese Fiction in Translation
A survey of Chinese narrative literature from
the medieval period to the present. Readings
include short stories from the T ang Dynasty
to the end of the Ming, selections from the
great classic novels of the Ming and Ching Dy-
nasties, and prose fiction by 20th-century
authors. Discussions will focus on the differ-
ent stylistic developments of high- and low-
culture literature, the social significance of this
literature, and the writer's perceptions of the
customs, institutions, and conflict of his/her
historical environment. Classes in English.
Open to all students. Not offered in 1987-88.

252 (1) Readings in Modern Style Writings

Reading and discussion in Chinese of selec-
tions from contemporary Chinese writings, in-
cluding plays, poetry, and essays on various
topics such as economics, history, philosophy,
political theory, and sociology. Three periods.
Prerequisite: 201 and 202 taken concurrently,
or by permission of the instructor.

Mrs. Yao

Chinese 109

275 (1) Readings in Expository Writings of
People's Republic of China

Readings and discussions in Chinese of selec-
tions from People's Republic of China, includ-
ing the works of Mao Zedong and important
issues of various current events and focus on
practice in writing and translating skills. Three
periods. Prerequisite: 201 and 202 taken con-
currently or by permission of the instructor.
Mrs. Lam

300 (2) Readings in Contemporary Chinese
Literature

Reading and discussion in Chinese of selec-
tions from short stories and novels. Readings
from 1919 to the present. Three periods.
Prerequisite: 252, 275 or by permission of the
instructor.

Ms. Sung

310 (1) Introduction to Literary Chinese

Wen-yen grammar, reading, and discussion in
Chinese with concentration on analyzing the
grammar of classical Chinese and further
strengthening students' writing skills in ver-
nacular Chinese style. Two periods. Prereq-
uisite: 252, 275 or by permission of the
instructor.

311 (2) Readings in Classical Chinese

Reading and discussion in Chinese of selec-
tions of poetry, prose, traditional short stories,
and novels. Two periods. Prerequisite: 310 or
by permission of the instructor.

312 (2) Readings in Contemporary
Developmental Issues of China

Texts from Mainland China and Taiwan
chosen to improve reading, discussion, and
translation skills. Emphasis on issues of con-
temporary cultural development as seen in
works of scholarship, government publica-
tions, and case studies documenting various
developmental models. Where applicable, stu-
dents may translate western studies of Chinese
development from English to Chinese and ap-
ply their knowledge in comparing socio-
economic and political models. Offered in
alternate years. Open to students who have
taken at least one Grade III course by permis-
sion of the instructor.
Mr. Crook

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

Study of works and authors in Chinese thea-
tre, poetry, novels, etc. Topic will be changed
every year so students can elect repeatedly.
Topic for 1987-88: Theatre. Readings and dis-
cussions all in Chinese. Prerequisite: 300 or
310 or by permission of the instructor.

Ms. Sung

330 (2) Literary Images of Women of
Intellect, East and West, Eighteenth and
Nineteenth Centuries

A comparative study of the attitude which
society, community, family, religion, cultural
tradition had toward women through the
analysis of 18th and 19th century novels of
China, Russia, France, England and Ameri-
ca, against the background of social systems,
philosophical outlook, and psychological
comprehension. Topics discussed through
both male and female prespectives: repression
of expression of love; women of intellect—
"lusus naturae," religion and guilt; community
and self; independence and loneness; rage and
rebellion, etc. The course will include lecture
materials, with an emphasis on classroom dis-
cussion. Open by permission of the instruc-
tor to students who have taken one Grade 11
course in any literature. Not open to students
who have taken Extradepartmental 330.
Taught in English.

349 (2) Seminar. Topics in Literary Chinese

Reading and discussion in Chinese of
premodern literary writings. This course is
conducted in Chinese. Topic will be changed
every year so students can elect repeatedly.
Prerequisite: 310 or 311 or by permission of
the instructor. Not offered in 1987-88.

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to qualified students.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

110 Chinese

Directions for Election

StiKlciits u ho arc intcrcsiccl in the area of C'hi-
ncse have three options to consider for .1
major: 1. Chinese major, mainly working on
language and hteratiire; 2. Chinese Studies,
Chinese Studies in general with Chinese lan-
guage proficiency; 3. East Asian Studies. For
categories 2 and 3, please check the respec-
tive directions for election listed in the inter-
departmental majors. The individual should
consult the chair of the department and the
advisor early in the college career.

For students majoring in Chinese, Chinese 101,
151 and 106 which is ret]uired for students
who ha\e had no previous courses in Chinese
history or culture, count toward the degree but
not toward the major. Students must reach
seminar level proficiency in the language be-
fore graduation. Students who enter with no
previous Chinese language background are
strongly recommended to take a summer
and/or one semester abroad. Please consult
with the chair of the department or the ad-
visor as early as possible.
Students who wish to take Chinese 252 or
other courses in Chinese literature are advised
to have a knowledge of Chinese culture or
literature in translation. Courses, strongly
recommended for this, offered in this depart-
ment and taught in English are Chinese 106,
141, 241, 242 and 330.

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

For Chinese Studies majors, although only two
years of Chinese language are required for lan-
guage proficiency, an extensive language train-
ing and ability to read literature in the original
are strongly recommended.
For East Asian Studies majors, although lan-
guage is not required, some exposure to an
Asian language is recommended. Chinese is
one of the choices offered for East Asian lan-
guage learning.

Chinese Studies

AN INTFRDKPAR IMKN lAL MAJOR
Directors: Joseph, Laui

The major in Chinese Studies is designed for
students whose main interests are in areas
other than language and/or literature. It re-
quires at least two years of Chinese language
training and a minimum of four courses from
such fields as Chinese art history, history, pol-
itics, and religion.

Art 248 (1)
Chinese Art

Art 337 (2)*

Semmar. Not offered m 1987-88.

Chinese 101 (1-2)
Elementary Spoken Chinese 2

Chinese 102 (1-2)

Basic Chinese Reading and Writing

Chinese 106 (1)

Introduction to Chinese Culture

Taught in English

Chinese 141 (2)

China on Film

Tiught in English. Not offered m 1987-88.

Chinese 151 (1)

Advanced Elementary Chinese 1

Chinese 152 (2)

Advanced Elementary Chinese II

Chinese 201 (1-2)
Intermediate Chinese Reading

Chinese 202 (1-2)

Intermediate Conversational Chinese

Chinese 241 (2)* **

Chinese Poetry and Drama in Translation

Tiught in English

Chinese 242 (2)* =■'•■

Chinese Fiction in Translation

Taught in English. Not offered m 1987-88.

Chinese 252 (1)

Readings in Modern Style Writings

Chinese 275 (1)

Readings in Expository Writings of People's

Republic of China

Chinese 300 (2)

Readings in Contemporary Chinese Literature

Chinese Studies HI

Chinese 310 (1)

Introduction to Literary Chinese

Chinese 311 (2)

Readings in Classical Chinese

Chinese 312 (2)

Readings in Contemporary Developmental

Issues of China

Chinese 316 (1)

Seminar. Chinese Literature in the Twentieth

Century

Chinese 330 (2)

Literary Images of Women of Intellect, East
and West, Eighteenth and Nineteenth Cen-
turies. Taught in English

Chinese 349 (2)

Seminar. Topics in Literary Chinese. Not of-
fered in 1987-88

Economics 218 (2)

The East Asian Economies

History 150 (1) b

China in Outside Perspective. Not offered

1987-88.

History 275 (2)

Late Imperial Chinese History. Not offered in

1987-88.

History 276 (2)
China in Revolution

History 345

Seminar. China's Current Reforms in Histor-
ical Perspective. Not offered 1987-88.

History 346 (2)

Seminar. China and America: The Evolution

of a Troubled Relationship

Political Science 208 (2)
Politics of East Asia

Political Science 306 (1)

Seminar. Revolutions in the Modern World

Political Science 309 (2)

Communist Parties and Socialist Societies

Political Science 328 (2)

Seminar. Problems in East-West Relations

Religion 254 (2)*

Chinese Thought and Religion

Religion 353 (2)*
Seminar. Zen Buddhism

East Asian Studies

AN INTERDEPARTMENTAL MAJOR
Director: Kodera, foseph

This major is designed for: (1) those whose
interests are equally divided between China
and Japan; (2) those who do not intend to do
more than minimal work with an East Asian
language; and/or (3) those whose interests are
principally in Japanese Studies. At least two
units in Chinese Studies and two units in Jap-
anese Studies are required. Although there is
no language requirement for the major, some
exposure to either Chinese or Japanese is
strongly recommended.

Art 249 (2)

Far Eastern Art

Topic for 1987-88: Japanese Art

Economics 218 (2)

The East Asian Economies

Japanese 107 (1-2)*''-
Beginning Japanese

Japanese 111

Introduction to Japanese Civilization. Not of-
fered in 1987-88.

Japanese 207 (1-2)**

Intermediate Japanese

Japanese 209 (2)

Japan Through Literature and Film

Japanese 307 (1-2)
Advanced Japanese

History 104 (1)
Introduction to Japan

History 271 (1)
Modern Japan

History 321 (1)
Post-War Japan

Religion 108 (1) (2)
Introduction to Asian Religions

Religion 253 (1)*

Buddhist Thought and Practice

Religion 255*

Japanese Religion and Culture. Not offered

in 1987-88.

Religion 353 (2)*
Seminar. Zen Buddhism

Theatre Studies 207 (2)*
East Asian Theatre

112 East Asian Studies

Classical Civilization

AN INTERDEPARTMENTAL MAJOR
Director: Shirr

Students who wish a Classical Civilization
Major can plan with the Departments of
Greek and Latin an appropriate sequence of
courses, which should include work in art, his-
tory, philosophy, and literature. Such a pro-
gram should always contain at least four units
in the original language.

100 (1) English Grammar and Vocabulary:
The Classical Heritage

The elements of traditional syntax. The ori-
gin and development of abstract and technical
words. The formation of Greek and Latin
words and their adaptation in English. Not
open to students presenting admission credits
in Greek or Latin or who have done college
courses in either. Does not count toward dis-
tribution or foreign language requirements.
Ms. Ditmars

101 (2)** Classical Literature:
An Introduction

Reading in translation from the greatest and
most influential works of ancient Greece and
Rome, including such authors as Homer,
Aeschylus, Sophocles, Euripides, Plato, Aris-
totle, Cicero, Horace, Vergil, and Ovid. The
works in their own social, historical, and liter-
ary contexts; their influence on later ages.
Open to all students.
Mr. Starr

104 (1)** Classical Mythology

The more important classical myths read in
English translations of Greek and Latin
authors; their religious origins; their expres-
sion in ancient literature and art; their later
influence. Open to all students.

Mrs. Lefkowitz

215 (2)* *** Gender and Society in
Antiquity

Expectations about marriage and sexual roles.
Legal aspects of hetero- and homosexual
activity. Open to all students.
Ms. Garrison

216 (2)* *** Literature and Society in the
Age of the Emperor Augustus

The transformation of the Roman Republic
into the Roman Empire; the aristocracy; its
role in the new Empire and its views of
Augustus; the functions of literature in early
Imperial Rome, including imperial patronage
and its effects, literary propaganda and liter-
ary resistance, the public and the private
spheres of both writers and their audiences.
Open to all students.

The Staff

243 (1)* *** Roman Law

Ancient Roman civil law; its early develop-
ment, codification, and continuing alteration;
its historical and social context (property, fam-
ily, slavery); its influence on other legal sys-
tems. Open to all students.
Mr. Starr

244 (1)* *** Sport and Ancient Society

The significance of organized athletics and
recreational play for the understanding of
Greek and Roman cultures; the events and
mythology of athletic contests; ethical and
political importance of the games. Open to
all students. Not offered in 1987-88.

246 (2)"' ''"'"'' Ancient Medicine

A survey of medical practice in the Near East,
Greece, and Rome focusing on the develop-
ment of rational medicine under Hippocrates
and the medical achievements of the Hellenis-
tic era. Also, theories of physical and mental
diseases and their consequences for later West-
ern medical practice, doctor-patient relations,
malpractice suits, the cult of the healing god
Asklepios, and miracle cures. Open to all stu-
dents. Not offered in 1987-88.

The Staff

252 (2)* *** Roman Women

The role of women in Roman society, legend,
and religion; the influence of ancient values
on present-day attitudes. Readings from
historical, medical, legal and religious docu-
ments; consideration of archaeological mate-
rials, sculpture, and coins. Comparison of

Classical Civilization 113

relevant materials from other periods and
cultures. Open to all students. Not offered in
1987-88.

Miss Geffcken

310 (2)" '• '•■ Greek Drama in Translation

Intensive study, in English translation, of
tragedies by Aeschylus, Sophocles, and Euri-
pides and comedies by Aristophanes and
Menander. The survival in literary form of
primitive ritual; the development of new
mythic patterns on ancient models; the role
of contemporary psychoanalytic theory in
evaluating the social function and structure of
drama; the reflection of contemporary social
and political issues in drama. Prerequisite:
Classical Civilization 101 or 104 or any liter-
ature course in English or a foreign language
or by permission of the instructor.
Ms. Garrison

326 (2)' '■"•'• The Ancient City
The ancient city as the characteristic social
unit of the Graeco-Roman world and precur-
sor of the modern city. The organization of
cities; city planning, architecture, and social
structure; the status of gender in the Athen-
ian and Roman empires; the contribution of
cities to the dissemination of Greek and
Roman civilization. Focus on Athens, Rome,
and Jerusalem. Prerequisite: History 229, 230,
or by permission of the instructor. Not offered
in 1987-88.
Mr. Rogers

The selections listed below are available for
majors in Classical Civilization:

Art 100 (1-2)

Introductory Course 1 or 2

Art 200 (1)

Classical Art

Art 201 (2)"-
Egyptian Art

Art 334 (2)'^

Seminar. Problems in Archaeological Method

and Theory. Not offered in 1987-88.

History 150 c

The Fall of the Roman Empire: Suicide,
Murder, or Rebirth.^ Not offered m 1987-88.

History 229 (2)*

Alexander the Great: Psychopath or Philoso-
pher King.''

History 230 (1)*

Greek History from the Bronze Age to the

Death of Philip II of Macedon

History 231 (2)*

History of Rome. Not offered in 1987-88.

PhUosophy 101 (1) (2)

Introduction to Philosophy: Plato and

Aristotle

Philosophy 311 (1)*

Plato. Not offered in 1987-88.

Philosophy 312 (1)='

Aristotle

Religion 104 (1)

Introduction to the Hebrew Bible/Old

Testament

Religion 105 (1) (2)

Introduction to the New Testament

Religion 203 =••

The Ancient Near East. Not offered in
1987-88.

Religion 210*

The Gospels. Not offered in 1987-88.

Religion 212 (2)"

Paul: The Controversies of an Apostle

Religion 242*

Rabbis, Romans and Archaeology. Not of-
fered m 1987-88.

Religion 298

New Testament Greek. Not offered in
1987-88.

Religion 304*

Seminar. Abraham in History and Tradition.

Not offered in 1987-88.

114 Classical Civilization

Classical and
Near Eastern
Archaeology

AN INIIRDIPAR IMKN lAI. MAJOR
Director: XUirviii

The purpose of a major in Classical and Near
Eastern Archaeology is to acquaint the stu-
dent with the complex societies of the Old
World in antiquity.

The program for each student will be planned
individually from courses in the Departments
of Anthropology, Art, Greek, History, Latin,
Philosophy, and Religion as well as from the
architecture and anthropology programs at
MIT. The introductory course in archaeology
(Anthropology 106) or its equivalent is re-
quired for all archaeology majors.
Students who concentrate in classical archae-
ology must normally have at least an elemen-
tary knowledge of both Greek and Latin, and
take both Greek and Roman history as well
as Greek and Roman art. Students who con-
centrate on the ancient Near East must have
an elementary knowledge of one ancient Near
Eastern language (attention is called to the
Brandeis exchange program) and take Anthro-
pology 242 which details the emergence of
early urban societies in the Near East, Relig-
ion 203 which traces their later history, and
Egyptian Art (Art 201).
Students should plan for at least one summer
of excavation and/or travel. Scholarship aid
for this travel is available from the Stecher
Fund for qualified students.

Cognitive Science

AN IN lERDEPARTMENTAL MAJOR
Director: Lucas

A major in Cognitive Science is designed to
provide students with the breadth necessary
for an interdisciplinary approach to the study
of the mind, as well as with substantive train-
ing in one of the component disciplines ( Psy-
chology, Artificial Intelligence, Linguistics, or
Philosophy).

Students majoring in cognitive science must
take three of the following four courses, al-
though it is strongly recommended that all
four courses be taken. In choosing courses stu-
dents should be aware of prerequisites for core
and concentration courses.

Computer Science 111 (1) (2)
Introduction to Computer Science

Psychology 101 (1) (2)
Introduction to Psychology

Philosophy 215 (2)
Philosophy of Mind

Language Studies 114 (1)
Introduction to Linguistics

In addition, students must take the following
three courses:

Computer Science 230 (1) (2)
Data Structures

Psychology 217 (1)
Memory and Cognition

Psychology 330 (1)
Seminar. Cognitive Science

The student must also design a concentration
for the major that involves a minimum of four
courses, one of which must be at the 300 level.
In designing concentrations, students may
choose from the following list of electives:

Computer Science 231 (1)
Fundamental Algorithms

Computer Science 232 (2)
Artificial Intelligence

Computer Science 249 (1)

Languages and Automata

Cognitive Science 115

Computer Science 305

Theory of Algorithms. Not offered in 87-88.

Computer Science 310 (2)

Mathematical Foundations of Computer
Science

Computer Science 349 (1)

Computer Models of Natural Language

Language Studies 244 (2)
Language Form and Meaning

Language Studies 312 (2)

Bilingualism

Language Studies 322 (1)
Child Language Acquisition

Philosophy 207 (1)
Philosophy of Language

Philosophy 216 (1) (2)
Logic

PhUosophy 314 (1)

Topics in the Theory of Knowledge

Philosophy 345 (2)

Philosophy in the Human Sciences. Not of-
fered in 1987-88.

Note: The topics taught in Philosophy 314 and
345 change from year to year and will not al-
ways be relevant to a cognitive science major.
Students should consult with their advisors be-
fore including these courses in their concen-
trations.

Psychology 205 (1) (2)
Statistics

Psychology 213 (1)
Introduction to Psychobiology

Psychology 214R (2)
Experimental Research Methods

Psychology 216 (2)
Psychology of Language

Psychology 218

Sensation and Perception. Not offered in
1987-88.

Psychology 318 (2)
Seminar. Brain and Behavior

Psychology 319 (1)

Seminar. Psychobiology

Psychology 335 (2)

Seminar. Experimental Psychology: Memory

in Natural Contexts. Not offered in 1987-88.

Computer Science

Associate Professor: Rosenthal

Assistant Professor: Herskovits, Khuri,

Ljong(Chair), Shu II, Wright^

Lecturer: Baldivin^, Lonske^, Schofield^

110 (1) (2) Computers and Programming

A broad introduction to computers and the
art of programming. Students will learn a
high-level programming language, and ways
to solve problems and implement solutions on
a computer. Open to all students. No prior
background with computers or mathematics
is expected. This course does not count toward
the Group C distribution requirement. Stu-
dents planning to take more advanced Com-
puter Science courses should take 111, not 110.

Mr. Baldwin

111 (1) (2) Introduction to Computer
Science

Introduction to the science of problem-solving
and programming. The emphasis of the course
is on the techniques of algorithm development
and programming with style. A high-level,
block-structured computer programming lan-
guage is used as a vehicle for that purpose.
Topics include: top-down design and stepwise
refinement techniques, some searching and
sorting algorithms, numerical examples, and
business applications involving data manipu-
lation. Students will also be required to com-
plete a term project of reasonable complexity.
Open to all students. PASCAL will be taught
in 1987-88. Required for students who wish
to major in Computer Science or elect more
advanced courses in the field. This course does
not count toward the group C distribution re-
quirement.
Mr. Khuri, Mr. Rosenthal

120 (2) Computer Science and its
Applications

Illustrates the use of computers and computa-
tional techniques to solve problems chosen
from a variety of application areas. Concen-
trates on the development of good program-
ming style and programming experience, using
FORTRAN 77 as the implementation lan-
guage. Topics include: program design and

116 Computer Science

organization, structured programming meth-
odology, use of advanced language facilities
(files, subroutining), simulations and models,
management of large programs and data
structure design. Prcrcqittstte: C())n()utcr
Science IIO/IU or l/y permission of the instruc-
tor based on equivalent preparation from
previous computer experience. Designed jor
students whose primary interest is in areas
outside of computer science who want to pur-
sue their understanding of computer science
and its applications beyond the level of Com-
puter Science 110. This course does not count
toward the Group C distribution requirement.
Mr. Schofield

230(1) (2) Data Structures
An introduction to the theory and applications
of data structuring techniques. Topics include:
internal data representations, abstract data
types, stacks, recursion, queues, list structures,
hashing, trees, and graphs; algorithms for
searching and sorting, and methods for de-
termining their efficiency. Prerequisite: 111 or
by permission of the instructor.
Ms. Herskovits, Mr. Rosenthal, Ms. Ijonske

231 (1) Fundamental Algorithms

An introduction to the design and implemen-
tation of fundamental algorithms. Divide-and-
conquer, greedy, dynamic programming and
backtracking algorithms are covered. Topics
include: sorting and searching, set manipu-
lation and applications on graphs and trees.
Prerequisite: 230 or by permission of the in-
structor.
Mr. Khitri

232 (2) Artificial Intelligence

An introduction to the basic problems and
methods of artificial intelligence. To provide
a basis for a realistic and concrete understand-
ing of the field, the first part of the course will
be a study of the artificial intelligence lan-
guage LISP. The research areas considered in
the second part will include knowledge repre-
sentation, problem solving, heuristic search,
natural language processing, logic and deduc-
tion, and one or more of the following: vision,
learning, and expert systems. Prerequisite: 230
or by permission of instructor.
Ms. Herskovits

240 (1) (2) Assembly Language
Programming

An investigation of the design of programming
systems at the assembly language level. Topics
include: machine language programming,
basic system architecture, interaction with an
operating system, the general structure of as-
semblers, and macroprocessing. Prerequisite:
230 or by permission of the instructor.

Mr. Long, Mr. Shull

241 (2) Operating Systems

An introduction to operating systems and
computer systems architecture. Topics include:
device management, file systems, multiprocess
environments, and memory management. Ad-
ditional topics as time permits. Prerequisite:
240 or by permission oj the instructor.

Mr. Wright

249 (1) Topics in Computer Science
Topic for 1987: Languages and Automata. An
introduction to the concepts of languages and
automata. Topics will include languages, regu-
lar expressions, finite automata, grammars,
pushdown automata and Turing machines.
Emphasis will be placed on the mathemati-
cal content of the material. This course will
serve as a prerequisite for 301 and 310 in the
spring. Prerequisite: 230, Mathematics 225
(may be concurrent registration) or by permis-
sion of the instructor.
Mr. Rosenthal

260 (1) Computer System Architecture
An introduction to computer hardware organi-
zation and principles of computer operation.
Topics include: architecture of digital systems
(gates, registers, combinatorial and sequential
networks), computer major building blocks
and their interactions, microprogramming,
microprocessors, pipelined and multiproces-
sor systems, new technologies. Prerequisite:
completion of, or concurrent registration in
240 or bv permission of the instructor.
Mr. Shull

301 (2) Theory of Programming Languages

A survey of the techniques used in the design
of a modern programming language and in
the implementation of programming language
translators. Emphasizes the relationship of

Computer Science 117

research in computer science to the problems
of programming language translation and
considers such questions as the theory of
parsing, formal languages and their gram-
mars, table-driven lexical analysis, code gener-
ation and optimization. Prerequisite: 240,249,
Mathematics 225 or by permission of the in-
structor.

Mr. Long

304 Database Systems

An introduction to the principles of database
systems. Topics include: file organization; the
relational, network, and hierarchical data
models; query languages; relational database
theory; security; and concurrent operations.
Prerequisite: 230 and at least one other Grade
II course in Computer Science, Mathematics
225 or by permission of the instructor. Not
offered 1987-88.

305 Theory of Algorithms

A survey of topics in the analysis of algorithms
and in theoretical computer science. The
course will emphasize asymptotic analysis of
the time and space complexity of algorithms.
Topics will include fast algorithms for com-
binatorial problems, theory of NP-Complete
problems, and an introduction to complexity
theory. Prerequisite: 231 or by permission of
the instructor. Not offered 1987-88.

307 (1) Introduction to Computer Graphics

A survey of topics in computer graphics with
an emphasis on fundamental techniques.
Topics include: an exploration of different
types of display hardware, fundamentals of
two and three dimensional graphics such as
clipping, windowing, and coordinate transfor-
mations, raster graphics techniques such as
line drawing and filling algorithms. Prerequi-
site: 230 or by perniission of instructor.
Mr. Long

310 (2) Mathematical Foundations of
Computer Science

A survey of topics in the mathematical the-
ory of computation. Topics include: simple,
extensions, nondeterministic and Universal
Turing Machines, recursive function theory.
Church's Thesis, the Halting Problem and

Propositional Calculus. Prerequisite: 249,
Mathematics 225 or by permission of the in-
structor.
Mr. Khun

349 (1) Topics in Computer Science

Topic for 1987: Computer Models of Natu-
ral Language. Central to the field of Artifi-
cial Intelligence is a new approach to the study
of ordinary languages like English. We will ex-
amine how computer models shed light on the
nature of language and communication.
Topics include: syntax and parsing; semantics
and knowledge representation; reasoning and
language comprehension and production;
pragmatics and computer models of discourse;
philosophical problems raised by the com-
putational approach to natural languages.
Open to students by permission of instructor.

Ms. Herskovits

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370 (1) (2) Senior Thesis
Prerequisite: 360.

Cross-Listed Course

Physics 219 (2) Modern Electronics.

For description and prerequisites, see Physics
219.

Directions for Election

A major in computer science must include:
Computer Science 230, 240, and at least one
additional course at the Grade II level.
At least two Grade III courses in Computer
Science, not including 350 or 370.

Additional courses to complete the required
minimum of eight units in Computer Science,
subject to the condition that no more than one
unit of Grade I work may be counted as part
of the required eight. Computer-related

118 Computer Science

courses in other departments or .it MIT used
to meet this requirement must he approved hy
the department on an individual basis.
In addition, all majors in Computer Science
will be expected to complete (1) either
Mathematics 225 or Mathematics 305 and (2)
at least one additional course in Mathemat-
ics at the Grade II or Grade III level.
Students who expect to go on to do graduate
work in computer science are encouraged to
concentrate on developing their background
in mathematics and are especially encouraged
to elect Mathematics 305. In addition, stu-
dents who are planning either graduate study
or technical research work are further en-
couraged to get as much laboratory experi-
ence as possible, either through a 350/370
project or appropriate courses at MIT.

Economics

Professor: Bell, Ciise, Cjiyldnian, Morrison
(Chair), Witte^

Associate Professor: l.indauer, Matthaei,
Nichols

Assistant Professor: Andrews, Carey,
jdcoby, Joyce, Klamer^, Norton'^

Instructor: DcWis^', Kiray, McClain'^\
Paulin, Settchtk

Lecturer: Gough^

101 (1) (2) Survey of Modern Economics —
Microeconomics

102 (1) (2) Survey of Modern Economics —
M acroeconom ics

Each course, which may be taken indepen-
dently and in either order, presents a view of
our market economy, beginning with the
nature of economics and economic systems,
supply and demand analysis, and the develop-
ment of economic thought. 101, microeco-
nomics, is an analysis of the choices
individuals and firms make in the markets
where they buy and sell. It deals with ques-
tions of equity and efficiency. Policy problems
include income distribution, competition and
its regulation, health and education as human
capital investment, and current economic
topics. 102, macroeconomics, is an analysis
of the aggregate dimensions of the economy:
GNP, national income and employment, price
levels and inflation, money and banking, in-
ternational trade and investment. Policy prob-
lems include the role of government,
prosperity and depression, investment and
economic growth, worldwide economic de-
velopment, and current economic topics. All
sections present the same course; individual
instructors may offer slightly different mate-
rial and problem sets. Small classes allow for
discussion. Open to all students.
The Staff

201 (1) (2) Microeconomic Analysis
Microeconomic theory, analysis of the in-
dividual household, firm, and industry. Two
sections in the first semester and three sections
in the second semester. One section in the
spring semester, 201M, will require Mathe-

Economics 119

matics 115 (or the equivalent) and will use
differential calculus in exposition of the ma-
terial and in required work. Prerequisite: 101
and 102.
Mr. Morrison, Mr. Nichols, Ms. Paulin

202 (1) (2) Macroeconomic Analysis

Analysis of aggregate income, output, employ-
ment, and the price level. Analysis of policies
to control inflation and unemployment. Three
sections in the fall and two in the spring. In
the fall semester, one section (202M) will re-
quire Mathematics 115 (or the equivalent) and
will be mathematics intensive in the exposi-
tion of the material and in required work.
Prerequisite: 101 and 102.
Mr. Andretcs, Ms. Kiray

204 (1) U.S. Economic History
Description and analysis of the growth and
development of the U.S. economy and its in-
stitutions from Colonial times to the 20th cen-
tury. Emphasis on the "new" economic
history: explicit economic models and quan-
titative methods to analyze historical
phenomena, including slavery and the South,
the industrial economy and its labor force, the
transportation revolutions, and government's
role in economic change. Prerequisite: 101 and
102.

Mr. Jacoby

205 (2) The Corporation

The development of the modern corporation
and its major activities. Topics include cor-
porate growth, organization, marketing, strat-
egy, forecasting, multinationals, finance and
mergers. Prerequisite: 101 and 102.
Mr. Joyce

210 (1) Financial Markets

Overview of financial markets and institu-
tions, including stock and bond markets,
financial intermediaries, money markets, com-
mercial banks and thrifts, monetary policy,
foreign lending. Prerequisite: 101 and 102.
Mr. Joyce

211 (1) (2) Statistics and Econometrics
Descriptive statistics and an introduction to
statistical inference. Expected values, proba-
bility distributions, and tests of significance.

Classical models of bivariate and multiple
regression. Problem solving using the com-
puter. Prerequisite: 101 and 102, or for stu-
dents who have completed one course, and are
taking the other, and with instructor's permis-
sion in certain cases.
Mr. Case, Ms. Carey, Ms. Davis

212 (1) Financial Accounting and
Managerial Economics

Financial accounting: techniques of balance
sheet and income statement construction.
Managerial decisions: accounting techniques
for planning investment, production, and pric-
ing (microeconomics at work). Current poli-
cy issues: investment tax credit, accounting for
inflation, cash flow and financial resources.
Not open to students who have taken account-
ing at another institution. Prerequisite: 101
and 102.
Mrs. Bell

214 (2) International Economics
An introduction to international economics in
theory and practice. Major emphasis on
macroeconomic issues and international fi-
nance. Topics to be covered include the gains
from trade, foreign exchange markets, balance
of payments analysis, international capital
flows and international financial institutions.
Prerequisites: 101 and 102.
Ms. Carey

216 (2) Elementary Mathematical
Economics

Mathematical foundations of elementary eco-
nomic theory; fundamentals of relevant ad-
vanced theory. Mathematical applications of
economic analysis; mathematical problem
solving in the social sciences. Prerequisite: 101,
102, and Mathematics 115. Not offered in
1987-88.
Ms. Witte

217 (1)* Topics in Mathematics and
Economics

Applications of calculus and linear algebra to
economic analysis. Topics selected from: linear
and general optimization, input-output anal-
ysis, marginal analysis, analysis of market
equilibrium and stability. Additionally listed

120 Economics

in the mathematics department. Prerequisite:
201 or 202 and Mathematics 205, or by per-
mission of the instructor. Not offered 1987-88.

218 (2) The East Asian Economies
Analysis of the past two decades of economic
growth in China, Japan, Korea and Taiwan.
Special attention paid to the roles of agricul-
ture and industry, trade policy, and planning
versus the market place. Other topics include
domestic savings behavior, foreign aid, tech-
nology transfer, labor market institutions and
women in the economy. The course empha-
sizes lessons for economic growth provided by
East Asian experience as well as the major is-
sues currently confronting these economies.
Prerequisite: 101 and 102, or by permission
of instructors.
Mr. Goldman, Mr. Lindauer

220 (1) Development Economics

Survey and analysis of problems and circum-
stances of less developed nations. Examina-
tion of theories of economic development.
Review of policy options and prospects for
Third World countries. Specific topics to in-
clude: population growth, income distribu-
tion, basic needs, rural development and
international trade strategies. Prerequisite: 101
and 102.
Mr. Lindauer

225 (2) Urban Economics
Analyses of urban and suburban economies
with particular reference to urban renewal, in-
come distribution, transportation, housing
markets, employment, and the economic de-
velopment of the inner city. Prerequisite: 101.
Mr. Case

229 (2) Introduction to Labor Economics

Analysis of labor markets and wage determi-
nation including microeconomics of labor
supply and demand, labor unions and collec-
tive bargaining, human capital and occupa-
tions, minimum wages and "new" theories of
unemployment. Prerequisite: 101 and 102.
Mr. Seitchtk

230 (2) Contemporary Economic Issues

A course applying introductory macro- and
microeconomic analysis to problems of cur-
rent policy. Topic for 1987-88: Income, Pov-
erty and Economic Justice. Consideration of
the policy issues involved in the distribution
of income, the definition of the "truly needy,"
and welfare reform. Study of sources of em-
pirical data and their use. Evaluation of cur-
rent proposals to promote economic justice.
Prerequisite: 101 and 102. Not offered in
1987-88.

234 (1) Government Policy: Its Effect on the
Marketplace

The United States government imposes regu-
lations on selected markets, restricts compe-
tition, corrects market failure, intervenes in the
marketplace. These government actions in the
American economy will be analyzed using
microeconomic tools with primary emphasis
on antitrust policy, direct regulation, quality
and safety control regulation, and labor law.
Industry studies will provide a basis for em-
pirical examination of the historical conse-
quences of regulation and deregulation in
selected markets. Prerequisite: 101.
Mr. Andrews

241 (2) The Economics of Personal Choice

Analysis and decision making in ordinary life
situations; using economics to plan for one's
future. Representative topics include housing,
borrowing, having a family, insurance, saving,
retirement, investment in one's self. Prerequi-
site: 101 and 102. Not offered in 1987-88.

Mrs. Bell

243 (2) The Sexual Division of Labor

Neo-classical and Marxist-feminist economic
analyses of the sexual division of labor, the
assignment of women and men to different
and complementary work. Causes of the sex-
ual division of labor in the home and mar-
ketplace, and its effects on women and men,
economic efficiency, and society at large.
Analysis of the historical development and re-
cent breakdown of the sexual divison of labor
in the U.S. and in selected other countries.

Economics 121

Evaluation of social policies ro achieve sexual
equality from an economic standpoint. Prereq-
uisite: 101.
Ms. Matthaei

249 (1) Seminar. Radical Political Economy

Study of radical political economists' critiques
of capitalism, and their bases in Marxist, fem-
inist, and anti-racist theories. Comparison
with orthodox, neo-classical theory. Explo-
ration of the radical vision of a just economy.
Investigation of alternative economic institu-
tions as practiced in the U.S. and abroad.
Prerequisite: 101 or 102, or by permission of
the instructor.
Ms. Matthaei

301 (1) Comparative Economic Systems

Comparative study of the treatment of eco-
nomic problems under different economic sys-
tems. Analyzes the economic ideology of
capitalism, Utopian writings, market social-
ism, workers' management, and Marxism.
Functions of prices, profits, and planning in
allocation of resources. Compares several cap-
italist and socialist countries including the U.S.
and Yugoslavia. Prerequisite: 201 or 202.
Mr. Goldman

305 (1) Industrial Organization
Applied microeconomics directed to the study
of the interactions of market structure, busi-
ness behavior, and economic performance.
The first two-thirds of the course emphasizes
positive explanation and theory. The re-
mainder focuses on policy and includes criti-
cal, ex-post analysis of antitrust rulings.
Prerequisite: 201 and 211.
Mr. Nichols

310 (1) Public Finance

The role and function of government in a mar-
ket economy. Issues in tax analysis including
equity and efficiency, the effects of taxes on
labor and capital supply, tax incidence and
optimal taxation. Description and analysis of
specific taxes and expenditure programs.
Prerequisite: 201.

Mr. Case

313 (2) International Macroeconomics

Theory and policy of macroeconomic adjust-
ment in the open economy. Topics to be
covered include: the Keynesian model of in-
come and balance of payments determination,
the monetary approach to the balance of pay-
ments, fixed and floating exchange rate re-
gimes, policy mix and effectiveness with
capital mobility, and the asset-market ap-
proach to exchange rates. Prerequisite: 202
and 211.

Ms. Kiray

314 (1) International Trade Theory

Theory of international trade. Review of mer-
cantilism, comparative advantage and the fac-
tor endowment model. Analysis of trade
restrictions, such as tariffs and quotas and of
the political economy of protectionism. Other
topics include: economic integration and the
impact of trade on growth. Prerequisite: 201
and 211.

Ms. Carey

315 (2) History of Economic Thought

Analysis of the history of economic theory
over the last 250 years. Focus on the develop-
ment and interaction of two opposed views
of the market economy— Classical/Marxian
and Neo-classical. Analysis of the issues of
scarcity, price determination, income distri-
bution, monopoly, unemployment, econom-
ic freedom, sexual and racial inequality, and
limits to growth. Student debates on selected
issues and search for a middle ground. Prereq-
uisite: 201 or 202.
Ms. Matthaei

316 (2) Modern Economic History

Economic development and structural change
from the Great Depression to the present. Eco-
nomic policy in war and peace. International
cooperation and division. Economic crises and
economic theory. Prerequisite: 201 or 202.
Mr. Morrison

317 (2) Economic Modeling and
Econometrics

Introduction to mathematical and econo-
metric modeling. Techniques of specifications,
estimation, and simulation of rational and

122 Economics

behavioral economic models. Prerequisite:
201, 202, 211, ami Mathematics 115 or 201,
or by permission of the instructor.
Ms. McClain

320 (2) Seminar. Economic Development

International and microeconomic issues of the
less developed countries. Topics covered in-
clude: theories of growth and development im-
port substitution and export promotion, the
foreign exchange constraint, the debt problem,
foreign investment, industrialization and em-
ployment, inflation, short-term stabilization
policv and income distribution. Prerequisite:
202.'
Ms. Kiray

325 (2) Law and Economics

Economic analysis of legal rules and institu-
tions. Application of economic theory and
empirical methods to the central institutions
of the legal system including the common law
doctrines of negligence, contract, and prop-
erty as well as civil, criminal, administrative
procedure and family law. The course will
contrast economic and noneconomic theories
of law and will address the strengths and limi-
tations of the economic approach to law.
Prerequisite: 201. Not offered in 1987-88; will
be offered in 1988-89.
Ms. Witte

329 (1) Seminar. Labor Markets and
Employment

The structure and functioning of the labor
market from both neoclassical and institu-
tional points of view. Human capital theory,
labor force participation, the economics of
discrimination, labor unions, minimum wage
policy, and other topics. Prerequisite: 201 and
211.
Ms. Paulin

330 (1) Seminar. Macroeconomic Modeling
Focuses on contemporary macroeconomic is-
sues, the economic events affecting them and
the practical problems of analyzing and fore-
casting. Contemporary tools of applied
macroeconomics, especially large-scale econo-
metric models: their theoretical foundations,
contemporary characteristics, and use. An in-

teractive course: students participate in devel-
oping specification of key macroeconomic
relationships which they use to analyze topi-
cal economic issues. Prerequisite: 201, 202,
and 211. Not offered in 1987-88.
Mr. Gough

331 (2) Seminar. Monetary Theory and
Policy

The formulation of monetary policy and its
theoretical foundations. This includes discus-
sion of the latest developments in monetary
theory, monetary autonomy in an open econ-
omy, the money supply process, and current
procedures in the U.S. and other nations.
Prerequisite: 202 and 211.
Mr. Joyce

333 (1) Seminar. Workshop in Divestment,
Disinvestment, and Economic Sanctions

What happens to a corporation when stock-
holders sell shares for moral reasons? What
happens to a country when companies leave
for political reasons? Can people use economic
power to influence events at home or abroad?
Beginning with such questions students will
design and carry out research in a team effort
of organized exploration. Recommendations
for policies at Wellesley, or for individuals,
corporations, and governments may or may
not be forthcoming. Limited to ten students.
Prerequisite: 201, 202 and 211.
Mrs. Bell

334 (1) Seminar. Business Cycles

Evaluation of different economic theories of
the business cycle. Analysis of the fundamental
characteristics of the American business cycle
since 1900, and of traditional and unique fac-
tors that contribute to turning points in the
cycle. Empirical work through student papers
to document past cycles and to forecast the
current American business expansion. Prereq-
uisite: 202 and 211.
Mr. Gough

335 (2) Seminar. Economic Journalism

Students will combine their skills at exposi-
tion with their knowledge of economics in
order to address current economic problems
in a journalistic format. Students will be ex-
pected to do independent research to produce

Economics 123

weekly articles including editorials, book
reviews, interviews, etc. Class sessions will be
organized as a workshop devoted to critiquing
student work. Enrollment limited to 10.
Prerequisite: 201 and 202. Not offered in
1987-88.
Mr. Lindauer

336 (2) The Welfare Economics of
Stabilization Policy

The course will survey the literature on the
"costs" of unemployment, inflation, economic
growth and various counter cyclical policies.
For each, an attempt will be made to identify
those who gain, those who lose and the mag-
nitude of the gains and losses. A comparison
of responses to inflation and employment
across countries will be included. Prerequisite:
201 and 202.

Mr. Nichols

337 (2) The Art of Economic Persuasion
Students will learn about types and styles of
economic argument, e.g., mathematical, con-
ceptual, and empirical arguments. They will
probe the reasons that make an economic ar-
gument effective or ineffective. Students will
study the rhetoric in a particular article or in
the writing of a famous economist. These
writings can be in both macro and microeco-
nomics. The general objective is that the stu-
dents develop their skills in economic
argumentation and thus become better
economists. Prerequisite: 201 or 202. Not of-
fered in 1987-88.

Mr. Klamer

343 (2) Race and the Market

This course investigates the role of race in the
development of market economies: the ways
in which racial stratification is similar to, and
different from, class and caste distinctions in
shaping the operation of markets; the role of
racial marginalization and stratification in eco-
nomic development; experiences of racial
minority groups in North America, South
Asia, and East Africa will provide cases of the
impact of market development on a group's
economic prospects. Readings will draw on
economic theory, economic anthropology,
political theory, and economic history. Pi-e-
requisite: 201, or by permission of instructor.
Mr. Andrews

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors
who have taken 201 and 202; 211 is strongly
recommended. 350 students will be expected
to participate in the Economic Research Semi-
nar (see 370).

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370 (1) (2) Senior Thesis

Prerequisite: 360.

Students writing a senior thesis will be ex-
pected to participate regularly throughout the
360 and 370 in the Economic Research Semi-
nar. This weekly seminar provides a forum for
students conducting independent research to
present their work to fellow students and
faculty.

Directions for Election

Economics is a social science directed to the
study of the universal problems of scarcity,
choice, and human behavior. It contains ele-
ments of formal theory, history, philosophy,
and mathematics. Unlike business administra-
tion, which deals with specific procedures by
which business enterprises are managed, it ex-
amines a broad range of institutions and
focuses on their interactions.
The complete survey course consists of both
Grade I level courses. Neither 101 nor 102 is
a prerequisite for the other and either may be
elected separately for one unit of credit.

Any student who plans to take economics after
101 and 102 should consult a department ad-
visor. See also the Department Handbook.
An economics major must include 101, 102,
201, 202, 211, two 300-level courses, and at
least one other course. The department dis-
courages a minimum major with only two
Grade III courses. 201, 202, and 211 should
be taken at Wellesley: permission to take these
courses elsewhere must be obtained in advance
from the department chair. Also, an econom-
ics major must take more than half of her
Grade III economics units at Wellesley; per-
mission for an exception must be obtained in
advance from the chair.

124 Economics

Choosing courses to complete the major
requires careful thought. All majors should
choose an ac1\ isor and consult him/her regu-
larly. Students are also advised to consult the
Department Handbook, which deals \\ ith a
variety of topics including preparation in
mathematics, desirable courses for those in-
terested in graduate study in economics, and
complementary courses outside economics.
The economics minor is recommended for stu-
dents w ishing to develop competence in eco-
nomics in preparation for work or graduate
study in law, business, public administration,
area studies, international relations, public
health, medicine, etc. The minor consists of
Economics 101, 102, 211, and at least two other
courses in the department other than 201 and
202. The plan for this option should he care-
fully prepared; a student w ishing to add the
economics minor to the major in another field
should consult a faculty advisor in economics.
Students are urged to supplement their pro-
gram in economics w ith courses from many
other disciplines in the liberal arts.

Education

Associate Professor: Brcnzel (Chair)

Associate in Education: Dollase, Hayes,
PLit!, Whitr

Assistant Professor: Beatty''^', Hawes^'

Lecturer: Leonard

'•'■■'• Course may be elected to fulfill in part the
distribution requirement in Group B' or
Group B- as designated.

102 (1)''"'' ' Education in Philosophical
Perspective

An introduction to philosophical ideas and
ideals of education and pedagogy. Works by
Plato, Rousseau, John Dewey, and other
theorists will be read and analyzed in an at-
tempt to answer questions about the purposes
of education and to present rationales for par-
ticular pedagogical approaches. Special atten-
tion will be paid to the interpretation of
philosophical texts and their application to
various forms of education. Relevant field
placement may be arranged as part of this
course; it will be available for all students but
especially for those wishing to fulfill require-
ments for teacher certification. Open to all
students.
Mr. Hawes

IQl (2) Educating the Exception: Social
Responsibility for Nontraditional Students

This course will consider the psychological,
social and pedagogical needs of those mem-
bers of society who have traditionally been ex-
cluded from mainstream education. The
principal focus will be on handicapped stu-
dents, including those with learning disabili-
ties. Attention will also be paid to foreign
students and returning adult women. Social
and personal ethics will be examined, and
related public policy explored. Open to all stu-
dents. \ot offered in 1987-88.

Ms. Leonard

206 (1) Women, Education, and Work

Examination of ways in which the background
of women, the educational system, and the
structure of work affect the lives of women.

Education 125

from a historical, sociological, and public
policy point of view. Relationships between
educational institutions and the economy, and
intersections among the family lives, educa-
tional experience, and work lives of women
will be studied. Open to students who have
taken one unit in Group B. Not offered
1987-88.
Ms. Brenzel

212 (l)*''"'' ' History of American Education

Study of the various historical conflicts and
controversies leading to the development of
education as a central force in American cul-
ture. Topics include the changing role of the
family, the popularization of educational in-
stitutions, their role in socializing the young,
and the effects of political, economic, and so-
cial forces in shaping American education.
Emphasis will be placed on developing an un-
derstanding of the interrelationships of youth,
culture, and society. Relevant field placement
may be arranged as part of this course; it will
be available for all students but especially for
those wishing to fulfill state requirements for
teacher certification. Open to all students.
Ms. Brenzel

214 (2)"''""' '•- Youth, Culture, and Student
Activism in Twentieth-Century America

Traditionally, educational institutions have
separated youth from the larger society. At the
same time, schools have been the seedbeds of
youth unrest and student activism. The po-
litical activities of student groups will be stud-
ied in light of changing definitions of youth,
their schooling, and dissent. We will address
the relationship between society's efforts to
educate the young and student activism
among youth in schools as well as among
"drop outs" and other disaffiliated groups.
Open to all students.
Ms. Brenzel

216 (2)*""'- Education, Society, and Social
Policy

An examination and analysis of educational
policies in a social context. The formulation
and implementation of these policies will be
studied with emphasis on issues such as in-
equality, desegregation, tensions between
communities and schools, parental choice.

and the provision of various educational ser-
vices. Relevant field placement will be availa-
ble for all students. Open to all students. Not
offered in 1987-88.

220 (1) (2) Observation and Fieldwork
Observation and fieldwork in educational set-
tings. This course completes the requirement
of at least three documented introductory field
experiences of satisfactory quality and dura-
tion necessary for teacher certification. Ar-
rangements may be made for observation and
tutoring in various types of educational pro-
grams; at least one urban field experience is
strongly recommended. Students should dis-
cuss their plans for fieldwork with a member
of the department and must apply for admis-
sion to this course in the semester before it
is taken. Open only to students who plan to
student teach and by permission of the instruc-
tor. Prerequisite: 102, 212, and 300. Manda-
tory credit/non credit.

Ms. Brenzel

300 (1) Educational Theory, Curriculum,
Evaluation, and Instruction

An examination of the major philosophical
and psychological theories underlying what
is taught m schools. The course focuses on the
relation of curriculum to intellectual develop-
ment, learning, and the structure of the dis-
ciplines as well as on curriculum development,
testing, evaluation, and instruction. Relevant
field placement will be available for all stu-
dents; it is mandatory for those wishing to ful-
fill requirements for teacher certification.
Open to all students. Required jor secondary
school certification. Prerequisite: 102, 212 or
216, or by permission of the instructor.
Mr. Hawes

302 (2) Methods and Materials of Teaching

Study and observation of teaching methods
and classroom procedures in secondary school
with a focus on the social role of teachers and
the teaching of reading and writing in the con-
tent areas. Examination of curriculum materi-
als and classroom practice in specific teaching
fields. Open only to students doing student
teaching. Required Jor teacher certification.
Students electing 302 and 303 may include in
addition one unit usuliHv of independent study

126 Education

;;/ tht' sj>)U' semesh'r. Prerequisite: M)() Jinl
jt lejst (>}ie of 102, 212, or 2lb, jiid by per-
Dussion of the department.

Ms. Brenzel and Mr. Haices

303 (2) Practicum - Curriculum and
Supervised Teaching

Observation, supervised teaching, and curric-
ulum development in students' teaching fields
throughout the semester. Attendance at ap-
propriate school placement required full time
five days a week. Students electing 302 and
303 may include in addition one unit usually
of independent study in the same semester. Re-
quired for teacher certification. Students must
apply to the department jor admission to this
course in the semester before it is taken.
Corequisite: 302.
Ms. Brenzel, Mr. Hawes, and Staff

305 (1-2) Interdisciplinary Seminar in
Mathematics and Science for Secondary School

This special seminar, which meets every other
week for the entire year, will examine key ideas
in the natural sciences and mathematics, and
how these ideas should shape secondary
school teaching activities. Secondary school
teachers will be participants in the seminar
along with Wellesley College students. Mem-
bers of the College's science departments will
participate as guest lecturers. The impact of
technology on education and the technologi-
cal tools used in education will be considered
also. One unit of credit will be awarded after
successful completion of both semesters. By
permission of instructor.
Mr. Hawes

307 (2)'''''' - Seminar. Law, Ethics, and
Education

Study of federal and state statutory and con-
stitutional law governing public education as
it reveals public purposes of education, the
legal status of students and teachers, the re-
quirements for equal educational opportuni-
ty, and the basis of public school finance.
Emphasis on ethical aspects of issues such as
student rights, academic freedom, and affirm-
ative action. Attention will be paid to the com-
prehension and interpretation of legal cases
and, to a limited extent, to methods of inde-
pendent legal research. Special attention will

be paid to efforts to desegregate the Boston
Public Schools. Open to juniors and seniors.
Not offered in 1987-88.'

308 (1-2) Seminar on Foreign Language
Methodology

A course in the pedagogical methods of
foreign languages intended to apply to any
foreign language; emphasizes the interdepen-
dence of the four language skills — listening,
speaking, re.iding, writing; introduces stu-
dents to a theoretical study of linguistic and
psychological issues necessary to evaluate new
ways of presenting language material. This
special seminar, which meets every other week
for the entire year, will focus on selected texts
and readings on the methodology of foreign-
language teaching. Secondary school teachers
will participate in the seminar along with
Wellesley College students, and there will be
frequent guest lecturers as well. One unit of
credit will be awarded after successful com-
pletion of both semesters. By permission of in-
structor.

Ms. Renjilian-Burgy

312 (1)'=='^ I Seminar. History of Child
Rearing and the Family

Examination of the American family and the
emerging role of the state in assuming respon-
sibility for child rearing and education. Study
of the role of institutions and social policy in
historical and contemporary attempts to shape
the lives of immigrants, poor families, and
their children. Open to Juniors and seniors
without prerequisite.
Ms. Brenzel

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission.

Directions for Election

With the exception of Education 302 and 303
the department's courses are designed for all
students and not simply those planning a
career in public or private school teaching.
Students who wish to be certified as high
school (grades 9-12) teachers upon graduation
should obtain the department's published
description of the requirements of the Com-

Education 127

monwealth of Massachusetts and the College's
program for meeting those requirements.
Briefly, the program requires students to take
specific courses within their teaching fields
and at least five additional courses.

Required:

Education 102 or 212, 300, 302 and 303; Psy-
chology 207 or 208 or MIT 9.90.

Recommended:

Education 202, 216, or 307; Psychology 212,
217, or 219; Black Studies 105.
The Commonwealth requires that three
courses taken prior to student teaching include
field experience. The department has arranged
field experiences that students may take in
conjunction with three courses: Education 102
or 212; Psychology 207 or 208 or MIT 9.90;
and Education 300. Students who plan to stu-
dent teach may register for Education 220, a
field work course which credits these field ex-
periences, and which may be taken with per-
mission of the department spring semester of
the junior year or fall or spring semester of
the senior year. In some circumstances, stu-
dents may meet some of the requirements by
submitting evidence of similar experience. Stu-
dents should plan their program of studies to
fulfill these requirements in consultation with
a member of the department before the end
of the sophomore year.
Certification in Massachusetts is recognized
by many other states.

English

Professor: Ferry, Garis, Finkelpeari'^,
Cratg-^, Gold, Bidart, Sabin

Associate Professor: Harman-^, Peltason
(Chair), Tyler^, Cain, Rosenwald

Visiting Associate Professor: McAlpine

Assistant Professor: Polito, Reimer,
Shetley^, Lynch "^^ Sides, Strong^', Williams

Instructor: Levine, Reinert, Webb

Lecturer: Eyges''", Stubbs^, Willey^

101 (1) (2) Critical Interpretation

A course designed to increase power and skill
in critical interpretation by the detailed read-
ing of individual works of literature in his-
torical context. Open to all students. Required
of English majors. Ordinarily taken in first
or sophomore year.
The Staff

112 (1) (2) Introduction to Shakespeare
The study of a number of representative plays
with emphasis on their dramatic and poetic
aspects. Open to all students. Especially
recommended to nonmajors.
Ms. Webb, Mr. Reinert, McAlpine

125(1) (2)

This course satisfies the college-wide writing
requirement, introduced in 1983-84. For a
complete description of sections taught by
members of the English Department, see Writ-
ing Program in this catalog. Students interested
in participating as tutors or tutees in a spe-
cial tutorial section of 125 should see Ms.
Stubbs or their class dean.

127 (2) Modern Drama

An intensive reading of plays by four of the
major dramatists of the last hundred years.
Authors: Ibsen, Chekhov, Beckett, O'Neill.
Open to all students.

Mr. Garis

128 English

ISO (1) (2) Colloquia

Open by permission to a limited luimher oF

first year student and sijphomore applicants.

a. (n Reading the Bible

Old and New Testament in King James
\'ersion. Parts or all of Genesis, Exodus,
Judges, Ruth, I Samuel, II Samuel, Esther, Job,
Psalms, Ecclesiastes, The Song of Solomon,
Isaiah, Daniel, Matthew or Luke, II Corin-
thians, Revelation. Emphasis on the Bible as
literature, with some general, historical, cul-
tural and religious background.
Mrs. Eyges

b. (2) Introduction to America

A close reading and discussion of important
American literary and non-literary texts. Writ-
ings by the Puritans, the Founding Fathers,
Emerson, Douglass, Thoreau, Lincoln,
Holmes, Chopin, Gilman, William James,
Wright, etc. Probably one or t\\'o longer works
as well, perhaps Douglass's Mr Bondage and
My Freedom, a novel by Twain, or Faulkner.
Mr. Cain

200 (1) (2) Intermediate Expository Writing
Practice in writing expository prose. Six short
papers; some revising. Many workshop classes
devoted to analysis of student papers. Moder-
ate amount of reading as resource for writ-
ing; some class discussion of texts. Especially
recommended to transfer and Continuing
Education students as a satisfaction of the col-
lege writing requirement.

Mrs. Eyges

201 (2) The Critical Essay

Practice in writing literary criticism. Not
offered in 1987-88.

202 (1) Poetry

The writing of short lyrics and the study of
the art and craft of poetry. Open to all stu-
dents; enrollment limited to IS.
Mr. Bidart

203(1) (2) Short Narrative

The writing of the short story; frequent class
discussion of student writing, with some refer-
ence to established examples of the genre.
Prerequisite: same as for 202.

Mr. Strong, Mr. Polito, Ms. U'vine

211 (2)* Medieval Literature

Medieval English literature, focusing on the
major literary forms of the late medieval
period. A study of allegory and romance nar-
rative, poetic conventions like the dream, and
the influence of changing social conditions
and a changing idiom on poetic practice.
Works will include, for example. Sir Gawain
and the Green Knight, The Lover's Confes-
sion, Piers Plowman, and selected secular and
religious lyrics. Open to all students. Not of-
fered m 1987-88.

213 (1) Chaucer

An introduction to Chaucer's poetry, to
Middle English, and to medieval culture
through readings in The Canterbury Tales and
selected shorter poems. Open to all students.
Ms. McAlpine

222 (1) Renaissance Literature

An introduction to major Renaissance authors
such as Marlowe, Spenser, Sidney and Jonson
and to their preoccupation with the problem
of representation. Some attention to compar-
isons between dramatic and non-dramatic
texts, to pamphlet literature and to classical
sources. Open to all students. Not offered in
1987-88.

223 (1) Shakespeare Part I: The Elizabethan
Period

Plays written between 1591 and 1604, for ex-
ample: Richard II, Henry IV, A Midsummer
Night's Dream, Twelfth Night, Julius Caesar,
Hamlet, Troilus and Cressida. Prerequisite:
101.

Mr. Cans, Mr. Ferry

224 (2) Shakespeare Part 11: The Jacobean
Period

Plays written between 1605 and 1611, for ex-
ample: Othello, King Lear, Macbeth,

English 129

Antony and Cleopatra, The Winter's Tale, The

Tempest. Prerequisite: 101.

Mr. Gold, Ms. Levine, Mrs. Sabin

111 (2) MUton

An intensive study of his poetry (particularly

Paradise Lost) and prose. Special attention

paid to religious, political, and biographical

contexts. Open to all students.

Mr. Rosenwald

234 (2) Restoration and Eighteenth-Century
Literature

Survey of major authors in the period
1660-1800. Focus on class consciousness and
conflict in a period when the social standing
and function of literature undergoes vast
changes. Writers likely to be studied include
Bunyan, Congreve, Defoe, Swift, Pope, John-
son, Blake, Jane Austen. Open to all students.
Mr. Reinert

241 (1) Romantic Poetry

Study of a selection of poems, and some prose,
by the chief Romantic poets: Blake, Words-
worth, Coleridge, Byron, Shelley and Keats.
Open to all students.
Mr. Gold, Mr. Ferry

245 (2) Victorian Literature

Poetry, fiction, and social criticism by major
Victorian writers, including Mill, Carlyle,
Dickens, Tennyson, Browning, Ruskin, and
Arnold. Open to all students.
Ms. Retmer

251 (1) (2) Modern Poetry
Twentieth-century poetry and poets, em-
phasizing the sources and achievements of the
modernist revolution. Such major figures as
Yeats, Eliot, Pound, Stevens, Frost, Williams
and Lowell will be studied. Open to all
students.

Mr. Bidart, Mr. Williams

261 (2) The Beginnings of American
Literature

A study of how American literature and the
idea of America came into being, looking at
literary texts in their social, historical, and

intellectual contexts. Major authors: Edwards,
Franklin, Irving, Cooper, Poe, Emerson. Open
to all students.
Mr. Rosenwald

262 (1) The American Renaissance

A study of the first great flowering of Ameri-
can literature, paying close attention to the
central texts in themselves and in their rela-
tions with one another. Major authors: Emer-
son, Thoreau, Hawthorne, Melville,
Whitman, Dickinson, Stowe. Open to all
students.
Mr. Rosenwald

266 (1) Early Modern American Literature

Representative selections by major American
writers, primarily novelists, from the Civil War
to World Wir IF Authors to be studied will
be chosen from a rich and diverse group that
includes James, Twain, Henry Adams, Whar-
ton, Dreiser, Stevens, Frost, Hemingway, Fitz-
gerald, Faulkner, and others. Open to all
students.
Mr. Cain, Mr. Reinert, Mr. Wdliams

267 (2) Late Modern and Contemporary
American Literature

American poetry and prose from World War

II to the present. Among the writers likely to
be studied are Mailer, Baldwin, Pynchon,
Styron, Lowell, Bellow, Bishop, Nabokov,
Ellison, Alice Walker, and others. Open to all
students.

Ms. Sides, Mr. Wdliams, Mr. Poll to

271 (1) The History of the English Novel I

The beginnings of the English novel in the
18th century: Defoe, Richardson, Fielding,
Sterne, Jane Austen. Open to all students.

Ms. Sides

III (1) (2) The History of the English
Novel II

The 19th-century English novel. Writers like-
ly to be studied are Mary Shelley, Charlotte
Bronte, Emily Bronte, Charles Dickens,
George Eliot, Elizabeth Gaskell, Thomas
Hardy, Henry James. Open to all students.
Mr. Peltason, Ms. Webb, Mrs. Sabin

130 English

273 (1) (2) The History of the English
Novel III

First Semester: Modern English Novel at
Home and Abroad. Focus on the tradition of
the English novel and how it has been assim-
ilated, subverted, or rejected by Anglophone
writers in Africa, Australia, Canada, the
Caribbean and India. Readings to include
novels by Achebe, Forster, Gordimer, Greene,
Munro, Naipaul, Rhys, Rushdie, Stead,
Waugh, and critical essays by these authors
and others. Especially recommended for stu-
dents who have taken 271 and/or 272.
Ms. Sides

Second Semester: The ZOth-Century English
Novel. Writers likely to be studied include
Joseph Conrad, James Joyce, D.H. Lawrence,
E.M. Forster, Virginia Woolf, Evelyn ^X4lugh,
Jean Rhys, Doris Lessing, Samuel Beckett.
Open to all students.
Ms. Webb

283 (2)* English Drama I

Theories of the origins of drama; medieval
guild, miracle, and morality plays; Tudor in-
terludes. Earlier Elizabethan drama, concen-
trating on Marlowe and Jonson. Open to all
students. Not offered in 1987-88.

284 (1)* English Drama II

Jacobean drama: Webster, Tourneur, Marston,
Chapman, Beaumont and Fletcher, Massinger.
Restoration drama, notably Congreve.
Eighteenth-century drama, notably Sheridan.
.A brief look at such modern playwrights as
Wilde and Shaw. Open to all students. Not
offered m 1987-88.

301 (2) Advanced Writing/The Short Story

Techniques of short story writing together
with practice in critical evaluation of student
work. Open by permission of the instructor
to students who have taken one Grade U writ-
ing course.
Mr. Strong

302 (2) Advanced Writing/ Poetry
Intensive practice in the writing of poetry.
Prerequisite: 202 or by permission of the in-
structor.

Mr. Bidart

313 (2)* Advanced Studies in Chaucer
Investigation of a special topic in Chaucer, this
year Chaucer's women in The Parliament of
Fowls, The U'gend of Good Women, selected
Canterbury Tales, and Trotlus and Crtseide.
Prerequisite: 211 or 213 or by permission of
the instructor to other students with experi-
ence in reading Middle English.
Ms. Lynch

320 (1) Literary Cross-Currents
Topic for 1987-88: Personal and Political Cat-
egories of Experience in Modern Fiction.
Study of the tension between political and pri-
vate vision as a feature of selected modern fic-
tion and also as a feature of the Anglo-
American reader's experience of those texts.
Writers will include Chekhov, Kafka, Joyce,
and Lu Xun, with an emphasis on short fic-
tion, but with some readings in non-fictional
prose and criticism. Non-English texts to be
read in translation. Open to juniors and
seniors who have taken two literature courses
in the department, at least one of which must
be Grade II, and by permission of the instruc-
tor to other qualified students.
Mrs. Sabin

325 (2) Advanced Studies in the
Renaissance

Topic for 1987-88: Renaissance Theater and
Renaissance Spectacle. Intensive study of plays
by major Renaissance dramatists as well as
other more spectacular forms of "theater" dur-
ing the Renaissance: witch trials, public ex-
orcisms, triumphs, court masques, executions.
Prerequisite: same as for 320.

Ms. Levine

1)11 (1) Seventeenth-Century Literature
Major themes and structures in the poetry and
prose of Bacon, Jonson, Donne, Herbert,
Browne, Bunyan, Marvell. Prerequisite: same
as for 320.
Mr. Polito

331 (2)* The Age of Satire

A study of satire as social response and as liter-
ary phenomenon, exemplified in the work of
such writers as Dryden, Congreve, Gay, Swift,
and Pope. Prerequisite: same as for 320. Not
offered in 1987-88.

English 131

333 (2)* From Neoclassic to Romantic

A study of the revolution in literary theory and
practice that took place in England during the
last quarter of the 18th and the first quarter
of the 19th century. Authors to be studied
likely to include: Sir Joshua Reynolds, Samuel
Johnson, Edmund Burke, William Blake, Jane
Austen, William Wordsworth, Samuel Taylor
Coleridge. Prerequisite: same as for 320.
Ms. Sides

341 (2) Advanced Studies in the Romantic
Period

Topic for 1987-88: Romantic Transforma-
tions. A study of relationships between key
Romantic poems by Wordsworth, Coleridge,
Shelley, and Keats, and important earlier
poems and passages, from Shakespeare,
Milton, Thomas Gray, William Collins, James
Thomson. Study also of these key Romantic
texts in relation to certain later poems, by such
poets as Gerard Manley Hopkins, Thomas
Hardy, Robert Frost, T.S. Eliot, Elizabeth
Bishop. Prerequisite: same as for 320.
Mr. Ferry

345 (2) Victorian and Modern Literature
A survey of late Victorian and early Modern
texts, emphasizing the continuities between
19th- and 20th-century literature: the moder-
nity of Victorian literature and the Victorian
origins of modern literature. Selections from
Arnold, Hopkins, Pater, Wilde, early Yeats,
early Eliot, and others. Prerequisite: same as
for 320.
Mr. Peltason

349 (2) Seminar. Approaches to
Independent Study in Literature

Topic for 1987-88: Literature in Industrial
America. A selection of diverse works from
around 1900, read with attention to the histor-
ical and social conditions in which literature
gets written and to which it responds. Possi-
ble authors: Henry James, Mark Twain, Sarah
Orne Jewett, Jack London, Henry Adams,
Edith Wharton, Gertrude Stein, Thorstein
Veblen, Booker T. Washington.
A seminar organized to develop the skills
necessary for sustained independent study in
literature: the finding and using of pertinent

secondary material (critical, historical, bio-
graphical); the development of larger from
smaller projects; the presentation of work in
progress. Recommended especially for juniors;
open to others by permission of the instructor.

Mr. Rosenwald

350 (1) (2) Research or Individual Study
1 or 2

Open to qualified students by permission of
the instructor and the chair of the department.
Two or more Grade II or Grade III units in
the department are ordinarily a prerequisite.

351 (1) Advanced Studies in Modern Poetry
Topic for 1987-88: English and American
Poetry in the Year 1914. The study of a
moment in literary history, through the con-
sideration of works published in a given year.
Beginnings of Modernism in early work by
Ezra Pound, T.S. Eliot, Wallace Stevens,
William Carlos Williams, Marianne Moore
and in middle-period work by W.B. Yeats. Re-
lations to Modernism of work by Thomas
Hardy, Robert Frost, Edwin Arlington Robin-
son, and Edward Thomas. Some emphasis on
literary controversies through the reading and
discussion of reviews, letters and manifestoes.
Some attention to parallels in other arts dur-
ing this year. Prerequisite: same as for 320.
Mr. Ferry

360 (1) (2) Senior Thesis Research 1 or 2
By permission of the department. See p. 67,
Departmental Honors.

363 (1) Advanced Studies in American
Literature

Topic for 1987-88: The Killers Inside Them:
American Serie Noire. A study of the noir tra-
dition in literature and film, a tradition that
fills a significant gap in the continuity of mod-
ern American culture, a link between popu-
lar art and the avant garde. Among the writers
and directors to be investigated: Raymond
Chandler, Dashiell Hammett, James M. Cain,
Horace McCoy, Jim Thompson, David
Goodis, Fritz Lang, Robert Siodmak, Billy
Wilder, Charles Vidor, Edgar Ulmer, Edward

132 English

Dmytryk, Jules Dassin, Jacques Tourneur,
Alfred Hitchcock, Orson Welles, and Stanley
Kubrick. Prerequisite: iaiiie as for 320.
Mr. Poll to

370(1) (2) Senior Thesis

Prerequisite: 360.

372 (2) Advanced Studies in the Novel

Topic for 1987-88: Joyce and Beckett. Close
reading of Joyce's Ulysses and Beckett's tril-
ogy (Molloy, Malone Dies and The Vnnaui-
able). Prerequisite: same as for 320.
Mr. Ciaris

381 (2) Linguistics, Philology and English
Literature

Not offered in 1987-88.

382 (1) Criticism

Major late 19th- and 2()th-century critics and
theoretical issues. Emphasis on definitions and
discussions of the reading process, the rela-
tions between criticism and history, interpreta-
tive "authority," the role of the critic and
intellectual in the modern world, and the de-
velopment of "English" as an academic dis-
cipline. Figures to be examined include
Arnold, Eliot, Pound, Leavis, the New Crit-
ics, Fish, Hirsch, Derrida, Foucault, and fem-
inist theorists. Prerequisite: saitie as for 320.
Mr. Cain

383 (1) Women In Literature, Culture, and
Society

Topic for 1987-88: Female Family Romances.
Relations within the family as represented in
19th- and 20th-century novels by women, in-
vestigated from literary, psychological, and
feminist perspectives. Prerequisite: same as for
320.
Ms. Reinier

386 (1) Seminar

Topic for 1987-88: Henry James. James'
fiction in all its phases, with special attention
to the changes of narrative method during his
career. Prerequisite: same as for 320.
Mr. Gar is

387 (2) Seminar

Topic for 1987-88: Visions of Paradise. Vi-
sions of a better world in poetry and prose
from the Pearl poet through Spenser and
Milton to Henry James and Wallace Stevens.
Some reference to examples from the history
of painting: e.g. Hicronymous Bosch's "Gar-
den of Earthly Delight." Discussions and lec-
tures to concern the social and critical function
of a vision of paradise and the manner in
which a vision of paradise excites attention
to the nature and substance of literature and
art. Prerequisite: same as for 320.
Mr. Gold

Cross-Listed Courses

Black Studies 150 b (1)**

Black Autobiography. For descnfitiou and
prerequisite see Black Studies 150.

Black Studies 201 (1)=*

The Afro-American Literary Tradition. For

description and prerequisite see Black Studies
201.

Black Studies 212 (2)**

Black Women Writers. For description and
prerequisite see Black Studies 212.

Black Studies 310 (2)='-'--

Seminar: Black Literature. For description and
prerequisite see Black Studies 310. Not offered
in 1987-88.

Extradepartmental 231 (2)

Classic American Sound Film. For description

and prerequisite see Extradepartmental 231.

Extradepartmental 314 (2)
Pragmatic Faith. For description and prereq-
uisite see Extradepartmental 314.

Medieval/Renaissance Studies 247 (2)

Arthurian Legends. For description and
prerequisite see Medieval Renaissance Studies

247.

English 133

Directions for Election

Grade I literature courses are open to all stu-
dents and presume no previous college ex-
perience in literary study. They provide good
introductions to such study because of their
subject matter or focus on training in the skills
of critical reading and writing. Grade II
courses, also open to all students, presume
some competence in those skills. They treat
major writers and historical periods, and pro-
vide training in making comparisons and con-
nections between different works, writers, and
ideas. Grade III courses encourage both stu-
dents and teachers to pursue their special in-
terests. They presume a greater overall
competence, together with some previous ex-
perience in the study of major writers, peri-
ods, and ideas in English or American
literature. They are open to all those who have
taken two literature courses in the department,
at least one of which must be Grade II, and
by permission of the instructor or chair to
other qualified students. For admission to
seminars and for independent work (350), stu-
dents of at least B+ standing in the work of
the department will have first consideration.
Students are encouraged to consult with the
instructors of courses they are interested in.
Students should consult the more complete
descriptions of all courses, composed by their
instructors, posted on bulletin boards in
Founders Hall, and available from the depart-
ment secretary.

The English Department does not grant credit
towards the major for AP courses taken in high
school. First year students contemplating fur-
ther study in English are encouraged to con-
sult the Department Chair or the advisor for
first year students in relation to their course
selection. Students majoring in English should
discuss their programs with their major ad-
visors, and should consult with them about
any changes they wish to make in the course
of their junior and senior years.
The English major consists of a minimum of
eight courses, six of which must be in litera-
ture. At least four of the latter courses must
be above Grade I and at least two at the Cirade
III level. Neither Writing 125 nor English 200
may be counted toward the major. For all stu-
dents beginning their concentration in or after
1987-88, at least six of the courses for the

major must be taken at Wellesley, including
the two required Grade III level courses. In-
dependent work (350, 360 or 370) does not
fulfill the minimum requirement of two Grade
III level courses for the major.
All students majoring in English must take
Critical Interpretation (101), at least one course
in Shakespeare (preferably at the Grade II lev-
el), and two courses focused on literature writ-
ten before 1900, of which at least one must
focus on writing before 1800. Students who
have had work equivalent to 101 at the col-
lege level may apply to the chair for exemp-
tion from the Critical Interpretation
requirement.

The department offers a choice of three pro-
grams for Honors. Under Program I the
honors candidate does two units of indepen-
dent research or 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 ad-
ditional course credit. A candidate electing
Program II takes a written examination in a
field defined by several of her related courses
(e.g., the Renaissance, drama, criticism). One
electing Program III presents a dossier of es-
says written for several courses with a state-
ment of connections between them and critical
questions raised by them.
Special attention is called to the range of
courses in writing offered by the College. Writ-
ing 125 is open to all students who want to
improve their skills in writing expository es-
says. Writing 125X is open, with the permis-
sion of the instructor, to students who would
benefit from a continuation of Writing 125 or
from an individual tutorial. English 200 is a
new course made possible through an en-
dowed fund given by Luther I. Replogle in
memory of his wife, Elizabeth Mcllvaine
Replogle. It is a workshop designed especially
for juniors and seniors who want training in
expository writing on a level above that of
Writing 125, and it satisfies the writing re-
quirement for transfer and Continuing Edu-
cation students. Courses in the writing of
poetry and fiction (Grades II and III) are
planned as workshops with small group meet-
ings and frequent individual conferences. In
addition, qualified students may apply for one
or two units of Independent Study (350) in
writing. Grade II and Grade III courses in

134 English

writing and 350 writing projects as well, may
at the discretion of the instructor be offered
credit/noncredit/credit-with-distinction.
Knowledge of English and American history,
of the course of European thought, of thea-
tre studies, and of at least one foreign litera-
ture at an advanced level is of great value to
the student of English.
Students expecting to do graduate work in
English should ordinarily plan to acquire a
reading knowledge of two foreign languages.

First Year Cluster
Program

Director: Congleton

The First Year Cluster Program, begun in
1984, offers first year students a new format
in which to study traditional materials of the
liberal arts curriculum. One purpose of the
new format is to help students develop more
readily and fully a sense of the relationship
between the materials and methods of several
different disciplines. The new format is also
intended to increase opportunities for shar-
ing study with other students and with faculty
and to enhance skills in the writing and
presenting of papers. Six faculty members
from different departments teach the Cluster
courses, and student enrollment is limited to
a maximum of 90 first year students.
The topic of the First Year Cluster changes
each year. It is described fully in a Cluster
brochure available from the Board of Admis-
sion or the Committee on Curriculum and In-
struction. The 1987-88 Cluster is entided
"Roots of the Present: The Emergence of Juda-
ism, Christianity and Islam in the Mediterra-
nean World." This Cluster will focus on the
origins and development of Rabbinic Judaism,
Christianity and Islam in the Mediterranean
world of A.D. 150-750. It will trace the
processes by which the fragile but unequalled
unity of the ancient world was shattered to
give rise to three new empires (Western Eu-
rope, Byzantium and the Islamic Empire), in
which Jews, Christians and Muslims were to
co-exist. Studying these processes will deep-
en our understanding of our own conflict-
ridden world in which the three religions still
play a major part.

Students electing the Cluster begin their ac-
quaintance with the Cluster topic through six
representative objects sent to them in the sum-
mer, one from the field of each of the six Clus-
ter faculty for that year. The six objects for
the 1987-88 Cluster are:
A set of volcanic rocks called "porphyries"
from various geologic periods and settings.
Porphyry sometimes was used for imperial
sculpture and buildings.

First Year Cluster Program 135

A booklet containing the closing lines of sev-
eral of the plays of the Greek tragedian
Euripides: "Many are the forms of divinity;
the gods bring many things to pass unexpect-
edly. And what we thought would happen did
not come to pass, but the god found a means
to bring about what we did not imagine. That
is how this action went."
A pop-up book of the Romans, including the
city of Rome, the Forum, a Roman house, the
army of Rome, the Colosseum, and Ostia, the
port of Rome.

"The Bikini Girls," a floor mosaic from a
luxurious 4th century A.D. villa, the Piazza
Armerina in Sicily.

A poster of a synagogue floor mosaic at
Beth Alpha in Roman Palestine of the 6th cen-
tury A.D.

A copy of an English version of the Koran,
the holy book of the Islamic faith.
The special format of the First Year Cluster
is also described in the Cluster brochure.
Briefly, the Cluster Program makes up half of
each semester's work for each participating
first year student, two courses out of the nor-
mal four each semester, a total of four Clus-
ter courses for the year. Two of her four
Cluster courses are chosen by the student from
the six "Specialty Courses" of the program,
one offered by each of the six Cluster faculty.
These Specialty Courses meet distribution re-
quirements in the area of the instructor of each
course. The other two courses taken in the
Cluster Program are XWRIT 125 and XSEM
100. Each of these two courses is taught in
sections of no more than 15 students, each
section led by one of the six Cluster faculty.
XWRIT 125 meets the College writing re-
quirement.

XWRIT 125 (1) Cluster Writing

Special sections of the regular College writ-
ing course, Writing 125. The Cluster sections
of Writing 125 meet the College writing
requirement while taking their materials
from the subject matter of the Cluster. Re-
quired of all Cluster members. Maxunum en-
rollment 15.
The Cluster Faculty

XSEM 100 (2) Cluster Seminar
A seminar meeting in the second semester to
draw together the work of the Cluster. Begin-
ning after the Specialty Courses have ended,
the XSEM meetings are organized around
presentation by each seminar member of the
findings of her two Specialty Course papers
and presentation by sub-groups of the semi-
nar of reports on their findings concerning
the particular topic of that XSEM. Required
of all Cluster members. Maximum enroll-
ment IS.
The Cluster Faculty

Cluster Specialty Courses for

1987-88

XART 100 Art of the Mediterranean

The years 300-700 mark an important cross-
roads in the history of art. This period wit-
nessed the continuing vitality of classical art
even as this art was being absorbed and trans-
formed by the new cultures emerging in the
Mediterranean world. We will study this phe-
nomenon using a selection of major monu-
ments including the Parthenon in Athens, the
Synagogue of Dura Europas in Syria, the
Christian catacombs in Rome, and the Dome
of the Rock m Jerusalem. Although differences
in style, taste, and devotional practices may
at first seem the most readily apparent, we will
seek to understand the underlying unity of the
art from the world of the Mediterranean.
Ms. Pastan

XCLASSCIV 100 Rituals and Power in the
Cities of the Roman Empire

This course will examine the relationship
between religious rituals and politics in the
cities of the Roman Empire. We will study
founders and foundation legends, city plan-
ning, architecture, and social structure in re-
lation to religious and political beliefs. The
roles of priests, priestesses and politicians in
the creation of civic identity will be explored.
Among the cities to be studied w ill be Athens,
Rome, Jerusalem, and Baghdad.
Mr. Rogers

136 First Year Cluster Program

XGEOL 100 The Mediterranean and
Its Mountains

The eruption of Vesuvius in A.D. 79 stands
out as one well known episode in the long
and often dramatic physical evolution of the
Mediterranean world. Earth mo\ements and
sea level fluctuations since Classical Antiquity
have submerged Ist-century houses in south-
west Turkey while simultaneously leaving
Rome's ancient seaport miles from the shore.
Several million years earlier, the entire sea
dried up to form a vast salt flat now blanketed
bv deep marine sediments. Following the earth
scientist's dictum "the present is the key to the
past" we will study how the processes respon-
sible for such geologically recent phenomena
have acted over hundreds of millions of years
to form both the Mediterranean ocean basin
and the mountains around it. We will also
consider how climate has modified these struc-
tures in places like the glaciated Alps and the
deserts of North Africa.
Ms. Thompson

XHIST 100 Islamic Society in Historical
Perspective

This course will introduce students to the rich
mosaic of Islamic society in the four centuries
following the rise of Islam. After a study of
the social and political background to the rise
of Islam and a survey of Islam's basic concepts,
the course will pursue topics from three differ-
ent strands of history: (i) the political history
of the Islamic states; (ii) the history of ideas
(literature, philosophy, law, medicine); and
(iii) social history (how people of different
social strata and ecological niches made a
living, the social roles of women).
Ms. Kapteijns

XMYTH 100 Myth and Legend
This course will study the structure, style, and
content of the stories that described major re-
ligious and cultural ideas for ancient pagans
and Christians in the late antique world. We
will read the documents used by these religious
groups to persuade others to adopt their prac-
tices. Texts discussed will include the llud,
hymns, Apuleius' Golden Ass, the Gospel
accordng to Luke, Acts of the Apostles, and
early Christian martyrologies.

Ms. Lefkouitz

XREL 100 Reconstructing the Past:
Palestine in Late Antiquity

This course will study the Jewish, Christian,
and pagan communities of Palestine in their
diverse forms in the context of the major reli-
gious, political, social, and economic trends
of the hellenistic age and of late antiquity. We
will explore the origins and development of
rabbinic Judaism and Christianity, their rela-
tionship with each other, and the Roman en-
vironment of which both were part. Special
attention to problems of historical reconstruc-
tion as reflected in archaeological sources in-
cluding coins, inscriptions, papyri, synagogue,
church and funerary art, and such literary
sources as the writings of the Rabbis, Church
Fathers and Roman historians.
Ms. Nathanson

Directions for Election

The First Year Cluster Program is open for
election by entering first year students at the
same time that they choose the rest of their
program. The materials sent to entering first
year students by the Registrar's Office in the
spring will contain a special registration card
for students who wish to elect the Cluster Pro-
gram. This special registration card will have
spaces not only for electing the Cluster Pro-
gram but also for electing courses outside the
Cluster to complete the student's first year pro-
gram. All first year student registration materi-
als will be due no later than June 10, and
Cluster enrollment will be limited to 90 on
the basis of the date registrations are received
in the Office of the Registrar. Each student
who registers for the Cluster will be asked to
send in also the regular registration card with
an alternative program to be followed in case
the Cluster has filled before her registration
materials are received.

Students who become members of the Clus-
ter will be asked to make a choice of Specialty
Courses within the Cluster after they have had
a chance to look at the Cluster materials sent
to them in the summer. Cluster members will
then choose two of the Specialty Courses listed
above, one from XGEOL, XHIST, or XMYTH
and one from XART, XCLASSCIV, or XREL.
Students will be asked in the summer to list
the three courses of each of these two groups

First Year Cluster Program 137

in order of preference, and these preferences
will be followed as far as is compatible with
keeping the Specialty Courses equal in size.
In addition to her two Specialty Courses, each
Cluster student takes two other units within
the Cluster: XWRIT 125 in the first semester
and XSEM 100 in the second semester. After
the Specialty Course assignments have been
determined, students will be assigned to a sec-
tion of XWRIT 125 in such a way as to as-
sure that each section contains students from
each of the Specialty Courses other than that
of the faculty member leading that section. An
XSEM section is chosen by the student in the
spring after the topics of the different XSEM
sections have been decided by the Cluster
faculty on the basis of the interests of the Clus-
ter members at that point.

Cluster courses are graded according to the
regular College grading system described on
p. 59, except that it is a Cluster requirement
that XWRIT 125 and XSEM 100 be elected
on a credit/noncredit basis.

French

INTERDEPARTMENTAL MAJOR:

French Studies

Professor: Galand, Stamholian ■''^ ,
Mistacco-^\ Gillain-^-, Lydgate

Associate Professor: Gritnaud-^,
Respaut(Chair), Levitt

Assistant Professor: Abetti, Raffy-^, Lane'',
Abbate, Lagarde, Cinquin, Baier^,
Tranvouez, Huckle^, Roy^

Instructor: Egron-Sparrow^ , Russo

All courses (except 220 and 349) are con-
ducted in French. Oral expression, composi-
tion, and, in certain courses, creative writing
are 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 are encouraged to spend
the junior year in France on the Wellesley-in-
Aix program or another approved program.
See p. 65.

101-102 (1-2) Beginning French 2
Intensive training in French, with special em-
phasis on culture, communication, and self-
expression. A multi-media course, based on
the video series French in Action. Weekly
audiovisual presentations introduce new cul-
tural and linguistic material. Regular video
and audio assignments in the language labora-
tory. Three periods. No credit will be given
for the course unless both semesters are com-
pleted satisfactorily. Open only to students
who do not present French for admission.
Mr. Lydgate and the Staff

111 (1) Elementary Intermediate French

Intensive oral training and practice in listen-
ing comprehension and writing. Thorough
grammar review. Vocabulary building. Three
periods. Open to students by permission of the
department only. To receive credit for Ul and
to fulfill the language requirement, students
completing the course must proceed to 122.

Ms. Levitt

138 French

121-122 (1-2) Intermediate French 2
First semester: Particular stress on grammar
review, listening comprehension, vocabulary
building, and development of oral skills. Sec-
ond semester: Choice of different sections em-
phasizing either the reading of modern texts
with discussion and written work or further
development of conversational skills through
regular laboratory work using primarily non-
literary materials. Three periods. Nu credit
will be given for course unless both semesters
are completed satisfactorily. Prerequisite: 102.
Ms. U'l'itt and the Staff

141-142 (1-2) The Language and Culture
of Modern France 2

Discussion of selected modern literary and cul-
tural texts. Grammar review. Study of vocabu-
lary and pronunciation. Frequent written and
oral practice. Three periods. No credit will be
given lor course unless both semesters are
completed satisfactorily. Prerequisite: 122.
Ms. Baier, Ms. Mistacco and the Staff

201 (1) 202 (2) French Literature and
Culture Through the Centuries 1 or 2

First semester: From the Middle Ages through
Classicism. Second semester: From the En-
lightenment through Existentialism. Class dis-
cussion of selected masterpieces, short papers,
outside reading, slides. Either semester may
be taken independently. Prerequisite: 142, or
by permission of the instructor, 122.
Ms. Russo, Mr. Abbate

205 (1) French Society Today

Contemporary problems and attitudes. Class
discussion of representative texts, periodicals,
and newspapers. Oral reports, short papers,
outside reading. Prerequisite: same as for 201.
Ms. Cinquin

206 (1) (2) Intermediate Spoken French
Practice in conversation, using a variety of
materials including films, videotapes, period-
icals, songs, radio sketches, and interviews.
Regular use of the language laboratory. En-
rollment limited to 15. Not open to first year
students. Prerequisite: same as for 201.
Mr. Abbate, Ms. Egron-Sparrow,

Mr. Abetti, Ms. Russo

212 (2)* Studies in the Middle Ages and
Renaissance

Prerequisite: one unit of 201, 202, 205, or
206; or, by permission oj the instructor, 142.
Not offered in 1987-88.

213 (2) French Drama in the Twentieth
Century

An investigation of the major trends in mod-
ern French theatre: the reinterpretation of
myths, the influence of existentialism, and the
theatre of the absurd. Special attention will
be given to the nature of dramatic conflict and
to the relationship between text and perfor-
mance. Prerequisite: same as for 212.
Mr. Stambolian

214 (1) The French Novel in the Nineteenth
Century

Intensive study of narrative techniques and the
representation of reality in major works by
Balzac, Stendhal, Flaubert, Zola. Prerequisite:
same as for 212.

Ms. Tranvouez

215 (1) Baudelaire and Symbolist Poets

The nature of the poetic experience studied
in the works of Baudelaire, Verlaine,
Rimbaud, Mallarme, and Laforgue. Prereq-
uisite: same as for 212.
Mr. Galand

219 (1) Love/Death

In major novels of different periods, this
course will investigate the connection between
fiction and our fundamental preoccupation
with the issues of love and death. Texts rang-
ing from medieval to 20th century will be
studied, with an eye toward understanding
how the themes of love and death are related
to structure, narration, and the dynamics of
reading. Prerequisite: one Grade II unit of
French literature, or by permission of the in-
structor.
Ms. Respaut

110 (2) Proust and the Modern French
Novel (in English)

Psychology and aesthetics in works by
Flaubert, Gide, Sartre, Beckett, Duras, and
Robbe-Grillet, with emphasis on Proust's

French 139

Remembrance of Things Past. Lectures,
papers, and class discussion in English. Stu-
dents may read the texts in French or in Eng-
lish translation. Open to all students except
those who have taken two or more Grade II
courses in French literature.
Mr. Stambolian

222 (1) (2) Studies in Language I
Comprehensive review of French grammar, en-
richment of vocabulary, and introduction to
French techniques of composition and the or-
ganization of ideas. Limited enrollment. Not
open to students who have taken Hi. Prereq-
uisite: 142, or or by permission of the in-
structor.

Mr. Galand, Mr. Lagarde, Ms. Russo

223 (2) Studies in Language II

Techniques of expression in French essay writ-
ing, including practice in composition,
vocabulary consolidation and review of
selected grammar problems. Skills in literary
analysis and appreciation will be developed
through close study of short stories, poems
and plays. Not open to students who have
taken 222. Prerequisite: same as for 222.
Mr. Lydgate

226 (1) (2) Advanced Spoken French
Practice in oral expression to improve fluen-
cy and pronunciation with special attention
to idiomatic vocabulary and phonetics. In ad-
dition to recordings, videotapes, and period-
icals, classics of the French cinema will be
studied for their linguistic interest. Regular use
of the language laboratory. Enrollment linnted
to 15. Not open to first year students. Not
recommended for students who have studied
in France. Prerequisite: one Grade II unit ex-
cept 206, or by permission of the instructor.
Ms. Gillain, Ms. Respaut

240 (1) French Cinema

A survey of French cinema from its invention
(Lumiere, Melies) to the New Wave (Resnais,
Godard, Truffaut) with emphasis on the clas-
sical narrative film of the '3()s and '4()s (Vigo,
Carne, Renoir, Cocteau, Bresson). Prerequi-
site: one Grade II unit or by permissum of the
instructor. Not offered in 1987-88.
Ms. GtlLnn

249 (2) Selected Topics

Topic 1: The French Detective Novel. Study
of the detective novel as a popular literary
genre in France. Examination of the craft of
detective fiction with an emphasis on the
structural and narrative techniques used to
generate suspense, promote pleasure, and elicit
reader response and participation. Works by:
Lerou.x, Bernanos, Simenon, Boileau-
Narcejac, Japrisot, Monteilhet. Supplement-
ed by two French detective films.
Mr. Abbate

Topic 2: The Comic Spirit. A study of the var-
ious forms of the comic spirit in French liter-
ature. The humor of plot, character and
milieu, and the different types of humor, such
as comedy, satire and irony will be examined.
Some consideration will be given to modern
theories of what makes us laugh. Readings
from different periods and genres, including
Rabelais, Moliere, La Fontaine, La Bruyere,
Voltaire, Marivaux and Jarry. Prerequisite: one
Grade II unit except 220, or by permission of
the instructor.

Mr. Lagarde

250 (2) The French Press

A reading of current newspaper and magazine
articles in French. Analysis of cartoons, comic
strips and advertisements. Ideological, socio-
logical and stylistic differences will be stressed.
Systematic comparison with the American
Press. Intensive practice in conversation and
composition. Oral and written reports. En-
rollment limited to 15. Prerequisite: same as
for 249.

Ms. Cinquin

301 (1) The French Classical Theatre

The crisis of passion and its resolution in the
French classical theater. The representation of
passions such as love, rivalry, or ambition in
the tragedies and comedies of Corneille, Ra-
cine and Moliere. Prerequisite: 201 and 202
or their equivalents, or one unit of 212, 213,
214, 215, or 219.
Mr. Lagarde

140 French

303 (1)'' Advanced Studies in the
Seventeenth and Eighteenth Centuries

Topic for I^^S7-<SS: A study ot Roussc.ui's
thought in the context of his embattled per-
sonal and intellectual relationship w ith other
important 18th-century thinkers: Diderot,
Voltaire and the materialists. Discussion ot
major concepts and issues which divided the
philosophers: interpretations of the concepts
of nature, man, freedom, justice, equality and
progress; literary and pragmatic approaches
to the problem of political and social reform.
Prereqiiisite: same as for 301.
Mr. Abetti

304 (2)"' The French Novel in the
Eighteenth Century

Sentiment, desire, power: the affirmation of
self and its impact on the evolution of narra-
tive forms in masterpieces of 18th-century fic-
tion. Special attention will be given to the
ideological assumptions underlying the por-
trayal of women and to the correlation be-
tween female protagonists and narrative
structures. Works by Prevost, Mme Riccoboni,
Rousseau, Diderot, Laclos, Sade. Prerequisite:
same as for 301. Not offered in 1987-88.
Ms. Mistacco

305 (2)* Advanced Studies in the
Nineteenth Century

Topic for 1987-88: From Novel to Autobiog-
raphy: Self-knowledge and Self-representation
in 19th-century Literary Works. This course
will focus on autobiography as a literary genre.
Its links with neighboring textual forms
(biography, diary, autobiographical novel) will
be explored. The problems of narration within
autobiographical texts will be emphasized.
Works by Balzac, Stendhal, Chateaubriand,
Musset, Fromentin and Sand will be studied.
Prerequisite: same as for 301.

Ms. Traiu'ouez

306 (1) Literature and Ideology in the
Twentieth Century

Ideological purpose and literary form in se-
lected wx)rks of Gide, Breton, Malraux, Sartre,
Camus, and Robbe-Grillet. Prerequisite: same
as for 301.
Mr. G a laud

307 (2)* French Poetry in the Twentieth
Century

The nature and function of poetic creation in
the works of Valery, Apollinaire, Breton, Saint-
John Perse, Char, and Ponge. Representative
texts b\ poets .issociated with OULIPO and
Tel Quel will also be included. Prerequisite:
same as (or 301. Not offered in 1987-88.
Mr. Galaud

308 (1) Advanced Studies in Language I

The techniques and art of translation as
studied through readings and an analysis of
the major linguistic and cultural differences
between French and English. Weekly transla-
tions from both languages. Prerequisite or
corequisite: one Grade III unit of French and
222 or 223, or their equivalents. Not o(>en
to students who have taken 309.
Mr Abetti

309 (2) Advanced Studies in Language II

Translation into French from novels, essays
and poetry. Study of French style through
analysis of selected texts. Prerequisite: same
as for 308. Not open to students who have
taken 308.
Mr Galand

312 (2)'' Advanced Studies in the Middle
Ages and Renaissance

Topic for 1987-88: Social and Intellectual
Contexts of the Renaissance in France.
Humanism vs. traditional theology. Popular
vs. official culture. Oral tradition and the revo-
lution of printing. Tolerance vs. religious
fanaticism. Study of major writers and the im-
portant literary beginnings their works reflect:
Rabelais and the birth of the novel; Montaigne
and the origins of autobiography; love poetry
reoriented with Ronsard; a tradition of
women's writing established by Louise Labe
and Marguerite de Navarre. Frequent refer-
ence to concurrent developments in music and
the plastic arts. Prerequisite: same as for 301.

Mr Lydgate

318 (2)''' Transgression and the Reader

Recent experiments in fiction: textual play
vs. expression, communication, representa-
tion; transgression and transformation of

French 141

conventions of reading in noiweanx romans,
avant-garde fiction, and ecriture feminine.
Some discussion of film. Emphasis on the
works and theoretical writings of Sarraute,
Butor, Beckett, Duras, Roche, Simon,
Ricardou, and Robbe-Grillet. Prerequisite:
same as for 301. Not offered in 1987-88.
Ms. Mistacco

319 (2) Women, Language and Literary
Expression

Topic for 1987-88: The Feminme in 19th-
century Texts. A feminist perspective on
women in 19th-century fiction and non-
fictional prose. Works by Balzac, Barbey
D'Aurevilly, Michelet, Sand, Stendhal, and
Zola. Prerequisite: same as for 301.

Ms. Respaut

321 (1) (2) Seminar

Topic for first semester: Francois Truffaut. An
in depth review of Truffaut's overall contri-
bution to cinema. Will include readings from
his articles as a film critic, a study of in-
fluences on his directorial work (Renoir,
Hitchcock, Lubitsch) and a close analysis of
twelve of his films using a variety of critical
approaches: biographical, historical, formal,
and psychoanalytical.
Ms. Gillain

Topic for second semester: Duras. A study of
Marguerite Duras' literary and film produc-
tion centering on her poetics of the Other and
her practice of ecriture feminine. Figures of
alterity ranging from social outcasts, mad-
women, and criminals to that incarnation par
excellence of otherness, woman, will be ex-
amined in connection with Duras' subversion
of sexual, familial, social, literary and
cinematic conventions. Analysis of represen-
tative novels, films, short stories and plays.
Readings from interviews, autobiographical
texts, and articles. Prerequisite: Same as for
301 or by permission of the instructor.
Ms. Mistacco

330 (1) Intellectual Revolutions

Prerequisite: same as for 301. Not offered in
1987-88.

349 (2)'^^ Studies in Culture and Criticism

Not offered m 1987-88.

350 (1) (2) Research or Individual Study
1 or 2

Prerequisite: same as for 240, or 300, or by
permission of the instructor.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,

Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Directions for Election

Course 101-102 is counted toward the degree
but not toward the major. Students who be-
gin with 101-102 in college and who plan to
major in French should consult the chair of
the department during the second semester of
their first year. Course 141-142 may not be
elected by students who have taken both
101-102 and 121-122. A student may not count
toward the major 220, both 121-122 and
141-142, both 206 and 226. Course 349 may
be counted toward the major but not toward
the minimum major.

Students who achieve a final grade of A or A-
in 121 or 141 may, on the recommendation of
their instructor, accelerate their study of
French in the following manner: from 121 to
142, from 141 to a lower Grade II course. Stu-
dents achieving a final grade of A or A- in
102 may, upon the recommendation of their
instructor, accelerate to 141. Students who ac-
celerate from French 141 to a lower grade II
course will receive one unit of credit from
French 141, and will have satisfied Wellesley's
foreign language requirement with the success-
ful completion of one semester of Grade II
work.

Majors are required to complete the follow-
ing courses or their equivalents: either 222 or
223, and either 308 or 309. In some cases 226
may also be required. Majors should consult
their advisors regularly to arrange a program
of study with these objectives: (a) oral and
written linguistic competence; (b) acquisition
of basic techniques of reading and interpret-
ing texts; (c) a general understanding of the
history of French literature; (d) focus on some
special area of study (such as a genre, a period,
an author, a movement, criticism, poetics,
contemporary French culture).

142 French

Students interested in an interdepartmental
major in French Studies should consult the
listing of courses under that heading in the
Catalog; those courses, plus Religion 104 and
105, are also recommended for departmental
majors in French.

Students who plan to do graduate work in
French are advised to begin or to pursue the
study of a second modern language and the
study of Latin; those who plan to do gradu-
ate work in comparative literature are advised
to continue the study of one or more other
modern literatures and to acquire proficiency
in at least one classical language.
Students interested in obtaining certification
to teach French in the Commonwealth of Mas-
sachusetts should consult the director of the
Interdepartmental Major in French Studies
and the Chair of the Department of Edu-
cation.

French Studies

AN INTERDEPARTMENTAL MAJOR

The major in French Studies offers students
the opportunity to achieve oral and written
linguistic competence, a good knowledge of
France through study of its history, literature,
arts and thought, and an understanding of
contemporary French society.
Students will have the further advantage of
working closely with two advisors, one from
French and one from another area of study,
to devise and focus their programs. Programs
are subject to the approval of the director.
Requirements: For the major, at least four
units in French above the Grade I level are re-
quired. Of these, at least one shall be at the
Grade 111 level, and at least one chosen from
among the following: French 222, 223, 308,
309. All courses above French 102 may be
counted toward the major in French Studies,
except that French 121-122 and 141-142 may
not both be counted, and only one course in
each of the following pairs of related courses
may be counted: French 206 and 226, French
222 and 223, French 308 and 309.
For the major in French Studies, two or more
courses shall be elected from the following:

Art 202 (1)

Art and Architecture from the Catacombs to

Charlemagne

Art 203 (2)

Cathedrals and Castles of the Fligh Middle

Ages

Art 219 (2)

Painting and Sculpture of the Nineteenth

Century

Art 226 (2)

History of Photography

Art 312 (2)

Seminar. Problems in Nineteenth-C^entury Art

Black Studies 310 (2)**

Seminar. Black Literature. Not offered in
1987-88.

Extradepartmental 225 (2)

The Muses and the King: Art, History, and

Music in the Age of Louis XIV

Extradepartmental 334 (2)**

Seminar. The Autobiographical Impulse in

Writing and Photography. Not offered in

1987-88.

History 235 (1)*

The Formation of European Culture: Middle

Ages and Renaissance

History 236''

The Emergence of Modern European Culture:

the Seventeenth and Eighteenth Centuries.

Not offered in 1987-88.

History 242

France in the Splendid Century. Not offered
in 1987-88. See Extradepartmental 225 (2).

History 243 (1)

The Enlightenment, the French Revolution,

and Napoleon

History 244 (2)

History of Modern France, 1815 - Present

History 330 (2)

Seminar. Medieval Kings, Tyrants and Rebels

History 334(1)

Seminar. (Cosmos and Psyche: Visions of Nat-
ural Order in the Middle Ages

Language Studies 237 (2)
History and Structure of the Romance Lan-
guages. Not offered in 1987-88.

Music 251 (1)*

Music in the Middle Ages

Music 252 (2)*

Music in the Renaissance. Not offered in

1987-88.

French Studies 143

At the discretion of the director, after consul-
tation with the course instructor, research or
individual study (350) may be approved, as
may such other courses as: Art 216. Later Eu-
ropean and Oriental Art; Art 225. Modern
Art; Art 228, 19th- and 20th-century Ar-
chitecture; History 237, Modern European
Culture: the 19th and 20th Centuries; Music
209, the Classical Era; Philosophy 200,
Modern Sources of Contemporary Philoso-
phy; Philosophy 223, Phenomenology and Ex-
istentialism; Political Science 205, Politics of
Western Europe; Political Science 222, Com-
parative Foreign Policies.
Students interested in obtaining certification
to teach French in the Commonwealth of Mas-
sachusetts should consult the Director of the
Interdepartmental Major in French Studies
and the Chair of the Department of Edu-
cation.

Geology

Professor: Andrews (Chair)

Associate Professor: Besancon, Thompson^'

Laboratory histructor: Pearce

100 (1) Oceanography

An introduction to ocean science with an em-
phasis on marine geology. Topics include
ocean currents and sediments, ocean basin tec-
tonics and evolution, coral reefs, deep-sea life,
and marine resources. No laboratory. Open
to all students.
Mr. Andrews

102 (1) (2) Introduction to Geology
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 tec-
tonics theories. Laboratory and field trips in-
clude study of minerals, rocks, topographic
and geologic maps. Open to all students.
The Staff

200 (2) Historical Geology

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 environ-
ments. Laboratory and field trips. Prerequi-
site: 102 or by permission of the instructor.
Mr. Andrews

IQl (1) Mineralogy

Introduction to crystallography; systematic
study of the rock-forming minerals. Empha-
sis on geochemical relationships including
bonding, solid solution series, and mineral
structure. Introduction to optical mineralogy.
Laboratory. Prerequisite: 102 and one unit of
chemistry or by permission of the instructor.

Mr. Besancon

206 (1) Structural Geology
Introduction to geometry and origin of rock
structure ranging from microtextures and
fabrics to large-scale folding and faulting.
Emphasis on processes of rock deformation

144 Geology

in terms of theoretical prediction .uid experi-
mental findings. Laboratory and field trips.
Prerequisih': 102 or hy pi'r»itssi()n of the in-
structor. Not offered in 1987-88. Offered in
1988-89.

Ms. Thompson

207 (2)* Earth Resources

An introduction to the formation and loca-
tion of geological resources. Water and
petroleum movements pro\ ide a basis for un-
derstanding their origin, location, and produc-
tion. The theory of groundwater hydrology is
extended to the similar action of petroleum
and natural gas. No laboratory. Prerequisite:
102 or by permission of the instructor. Not
offered in 1987-88. Offered in 1988-89.
Mr. Besancon

304 (2)* Stratigraphy and Sedimentation
Study of the formation, composition, and
correlation of stratified rocks. Emphasis on
sedimentary environments, transportation of
sedimentary particles, sediment diagenesis,
and sedimentary petrography. Laboratory and
field trips. Prerequisite: 202. Offered in
1987-88. Not offered in 1988-89. '

The Staff

305 (1)* Invertebrate Paleontology

The morphology and evolution of the major
fossil invertebrate phyla with discussion of
such general topics as functional morphology,
origin of species and higher taxa, ontogeny
and phylogeny, and animal size and shape
relationships. Laboratory. Prerequisite: 200 or
b\ permission of the instructor. Not offered
in 1987-88. Offered in 1988-89.
Mr. Andrews

the interpretation of ancient tectonic
provmces. Prerequisite: 102 and 206. Not
offered in 1987-88. Offered in 1988-89.
Ms. I Ijompson

309 (2) Petrology

Study of the origin and occurrence of igneous
and metamorphic rocks with particular refer-
ence to modern geochemical investigations.
Examination and description of hand speci-
mens and thin sections using the petrographic
microscope. Laboratory. Prerequisite: 202.
Mr. Besancon

310 (2)* Geometries

Statistical analysis of geologic data utilizing
univariate, bivariate, and multivariate tech-
niques. Development and application of
FORTRAN computer programs for the solu-
tion of geologic problems. Laboratory in-
cludes field mapping and scientific
photography. Prerequisite: 102 and one Grade
II unit, or by permission of the instructor.
Offered in 1987-88. Not offered in 1988-89.
Mr. Andrews

349 (1)" Seminar. Catastrophes and
Extinctions

An examination of mass extinctions in the his-
tory of life. Topics covered will include: evo-
lution and the fossil record, uniformitarianism
and catastrophic events, dinosaurs and their
extinction, periodicity of mass extinctions,
and an evaluation of the possible causes of ex-
tinctions, including sea-level changes, volcan-
ism and meteorite impacts. Prerequisite: 102
or by permission o) the instructor. Offered in
1987-88. Not offered in 1988-89.
Mr. Andrews

308 (2) =• Plate Tectonics

An examination of the geological, paleonto-
logical, and geophysical arguments underlying
the plate tectonic theory of global dynamics.
Topics to include: historic controversy over
continental drift, evidence from the ocean
basins leading to the concept of sea floor
spreading, geophysical evidence for plate
boundaries and plate motions, tectonic
provinces associated with presently active plate
boundaries, applications of plate theory in

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370 (1) (2) Senior Thesis

Prerequisite: 360.

Geology 145

Cross-Listed Courses

German

Extradepartmental 112 (2)* ****
Evolution: Change Through Time. For
description and prerequisite see Extradepart-
mental 112.

Directions for Election

In addition to eight units in geology, normally
to include 200, 206, 304, and 309, the mini-
mum major requires four units from other
laboratory sciences, mathematics, or computer
science. All four units may not be taken in the
same department. A student plannmg gradu-
ate work should note that most graduate geol-
ogy departments normally require two units
each of chemistry, physics, and mathematics.
Biology often may be substituted if the stu-
dent is interested in paleontology.
The department recommends that students
majoring in geology take a geology field
course, either 12.051 and 12.052 offered in al-
ternate years by MIT or a summer geology
field course offered by another college.

INTERDEPARTMENTAL MAJOR:

German Studies

Professor: Goth (Chair-), Ward-^- (Chair ^)

Associate Professor: Hansen ■'^

Assistant Professor: Kruse, Rettig^, Luby^'

Director of Wellesley-in-Konstanz-Program:
Ursula Dreher

Because the language of instruction above the
100 level is almost exclusively German, the
student has constant practice in hearing,
speaking, and writing the language.

The department reserves the right to place a
new student in the course for which she seems
best prepared regardless of background and
number of units she offers for admission.
Upon recommendation of the instructor and
approval of the Chair of the Department, stu-
dents may proceed from 101 or 102 to 105;
or from 104 to 203 at mid-year.

Qualified students are encouraged to spend
the junior year in Germany on the Wellesley-
in-Konstanz program or an approved non-
Wellesley program.

100 (1-2) Beginning German 2

An introduction to contemporary German.
Extensive practice in all four skills: listening,
speaking, reading and writing. Regular
laboratory assignments with emphasis on oral
expression. General introduction to contem-
porary culture in German-speaking countries.
Four periods. No credit will be given for
course unless both semesters are completed
satisfactorily.
Mr. Kruse, Ms. Rettig

101 (1) Intensive Review German 2
Intended especially for students who have
studied German previously but need to refresh
their knowledge. Also, recommended for stu-
dents whose preparation does not qualify
them for 102. Thorough grammar review.
Vocabulary building. Texts from the inter-
mediate level. Five periods. All students must
take a placement exam. To receive credit and

146 German

to iu\(\\\ the language requirement, students
must proceed to 103, or with special permis-
sion, 105. Three units ol credit are given after
completion of 101-103 or 101-105. Not offered
1987-88.
The SLiff

102-103 (1-2) Intermediate German 2
Review of grammar and practice in all lan-
guage skills with special emphasis on idio-
matic usage. First semester: thorough grammar
review, practice in classroom and language
laboratory, reading in contemporary culture.
Second semester: extensive composition prac-
tice. Three periods. To receive credit and to
fulfill the language requirement, students must
take both semesters of work. Prerequisite: one
to two admission units and placement exam
or 100.
Ms. Goth (102), Mr. Kruse (103)

104-105 (1-2) Studies in Language and
Literature 2

Intermediate language study with emphasis on
idiomatic usage, vocabulary building, and ex-
pository writing. First semester: grammar re-
view, written and oral practice based on
literary readings. Second semester: further
training in analysis of fiction, poetry, and
drama with emphasis on the continued de-
velopment of language skills. Texts read are
more difficult than those in 102-103. Three
periods. To receive credit and to fulfill the lan-
guage requirement, students must take both
semesters of work. Prerequisite: two to three
admission units and placement exam, or per-
mission of the department. Permission will be
based on a high grade in 100. One may not
enter 104-105 after completing 102-103.
Ms. Ward (104), Ms. Rettig (105)

201 (1) Advanced Grammar and Writing
Skills

The course, conducted primarily in German,
emphasizes written expression. Grammar
review w ill focus selectively on topics chosen
by the group. Writing assignments will relate
to cultural issues of modern Germany and call
on skills that progress in sophistication from
summarizing ideas or reporting experience
(including the conventions of letter-writing),
to composing logically argued essays. Vo-
cabulary-building exercises and translation

passages will be incliKled. Does not count as
prerequisite for Cirade 11 literature course. Re-
quired for the major in (ierman Language and
Literature unless a student is exempted by the
department from this course by virtue of her
language proficiency. Prerequisite: 102-103, or
104-105, or placement examination.

Ms. Rettig

101 (1) 203 (2) Introduction to German
Literature 1 or 2

Historical survey of selected literary master-
pieces as well as introduction to interpretative
methods. First semester: from the Middle Ages
to the Enlightenment. Texts include selections
from the Nibelungenlied and Parzival, from
Johannes von Tepl, Luther, and the Baroque
poets. Second semester: selections from the
Storm and Stress and Classicism to late 19th
century. Texts by Goethe, Schiller, the Roman-
tics and the Realists. Both semesters are re-
quired for the majors in German Language
and Literature and in German Studies. Each
semester may be taken independently. Three
periods. Prerequisite: three or more adniission
units and placement exam, or two units of
intermediate-level German, or by permission
of the department.
Ms. Goth

205 (1) Studies in Romanticism: Literature
and Society

The impact of Romantic thought on literary
and social forms: Discovery of the uncon-
scious, fantasy, androgyny, "Geselligkeit." A
wide range of genres and authors will be stud-
ied in order to trace the development of the
German Romantic movement from the late
18th through the mid-19th century. Writers in-
clude Friedrich Schlegel, Brentano, Novalis,
Achim and Bettina von Arnim, Caroline
Schlegel-Schelling, Rahel Varnhagen, E.T.A.
Hoffmann, Eichendorff. Prerequisite: 202,
203 or permission oj the instructor. Not of-
fered 1987-88.
Ms. Ward

210 (2) The German Comedy from 1800 to
the Present

A survey of modern comedy with special at-
tention to the role of politics and anti-politics
on the stage. The course will explore social
and aesthetic concerns as well as dramatic

German 147

theory. Texts include dramas by Kleist,
Raimund, Biichner, Hofmannsthal, Brecht,
Frisch and Diirrenmatt. Prerequisite: one
Grade U unit, 202 or 203, or permission of
the instructor.
Ms. Goth

220 (1) Berlin in the Twenties

The capital city of Berlin during the Weimar
Republic as the center of German cultural ac-
tivity in the 1920's. Topics include: political
and social change within the economic dis-
location caused by World War I; Berlin's urban
milieu as the backdrop for avantgarde culture;
the rise of National Socialism. Texts and issues
from various media: autobiography, literature,
theatre, cabaret, film, art and architecture.
Prerequisite: two Grade II units, 202-203 or
201-203, or permission of the instructor. Es-
pecially recommended for German Studies
majors.
Ms. Ward

228 (2) Literature since 1945: Women and
Women Authors in the Two Germanics
(in English)

Discussion of the changing role of women in
the Federal Republic of Germany and the Ger-
man Democratic Republic through an analy-
sis of works by representative women writers.
The image of women in literature considered
within a political/historical context. Attention
will also be given to recent trends in literary
criticism, including feminist and Marxist ap-
proaches. Open to all students. Not offered
in 1987-88.
Ms. Ward

229 (2) The Folktale: Studies in the
Marchen (in English)

The folktale of the western world, its mythic,
psychological, and fabulous aspects; and its
function as a mirror of the self and of the
world. A study of its form and various schools
of interpretation. Texts from the folktale tra-
ditions of England, France, Italy, Russia, with
special emphasis on the folktale of the
Brothers Grimm. All texts read in English.
Open to all students. Not offered 1987-88.

Ms. Goth

239 (2) The German Cinema (in English)
A survey of German cinema from its Golden
Age in the 1920's to the new wave films of
Fassbinder, Herzog, Wenders, Margarete von
Trotta. Viirious critical approaches to the study
of film (thematic, structural, psychological)
will be considered and evaluated. Open to all
students.

Ms. Rettig

304 (1) Goethe

Texts from all phases of Goethe's literary
career will be studied in their socio-historical
context. Readings will include: poetry, dra-
matic works including Faust, and narrative
works. Prerequisite: 202-203 or permission of
the instructor.
Mr. Kritse

305 (1) Readings in Eighteenth-Century
Literature

The problems and issues of the German En-
lightenment and the Storm and Stress will be
studied in their historical context. Texts by
Lessing, Mendelssohn, Herder, Lenz, Wagner,
Kant, Goethe and Schiller will be read. Pre-
requisite: two Grade II units or by permission
of the instructor. Not offered 1987-88.
Ms. Goth

349 (2) Seminar. The German Novel in the
Eighties

The course will examine the most recent
works of four major postwar German
novelists: Heinrich Boll's Frauen vor Flujiland-
schaft (1985), Siegfried Lenz's Exerzierplatz
(1985), Gunter Grass's Die Rattin (1986) and
Martin Walser's Brandung (1985). A careful
reading of these texts will provide insight into
the diversity of the genre in contemporary Ger-
man literature. Intensive study of the novels'
historical context will illuminate the social,
political, ecological and moral issues of Ger-
many in the eighties. Prerequisite: one Grade
III unit or by permission of the instructor.

Mr. Kruse

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

148 German

360 (1) (2) Senior Thesis Research 1 or 2

By permission o( rhc department. See p. 67,
Departmental Honors.

370 (1) (2) Senior Thesis

Pren'c]ttisitt': 360.

Directions for Election

German 100 is coimted toward the degree but
not toward the major. Intermediate level
courses (101, 102-103, 104-105) are considered
as Grade I courses and are not ordinarily
counted toward the major. Students who be-
gin with 100 and who wish to major in Ger-
man Language and Literature should consult
the Chair of the Department to obtain per-
mission to omit the intermediate level and take
202-203. Students who begin with intermedi-
ate-level work and wish to major may be en-
couraged at mid-year to advance from 101 or
102 to 105 and from 104 to 203. Students in-
tending to major in the department are re-
quired to take 202-203, 304 or 305 offered
in alternate years, 201 or its equivalent, and
at least one seminar. It is strongly recom-
mended that the major include a distribution
by approach; that is, at least one period, one
genre and one single-author course, and that
there be three Grade III units. Courses in art,
music, philosophy, English, literature courses
in other foreign language departments, and
History 245 and History 325 are recom-
mended.

German Studies

AN IN n RDhPARIMKN lAl. MAJOR
Director: Chair oj the German Department

The major in German Studies is designed to
provide the student with knowledge and un-
derstanding of the culture of the two Germa-
nics, Austria and Switzerland by acquiring
proficiency in the German language and
through the study of the literature, history,
philosophy, music and art of these countries.
German Studies is an interdisciplinary major
of at least 8 units that offers students an al-
ternative to the major in German Language
and Literature. A student may choose her pro-
gram from various courses devoted to some
aspect of German culture offered by several
departments. The course in German literature
in English translation (course number and
topic may vary) is recommended. To ensure
competence in spoken and written German,
a minimum of 4 units above the Grade I level
must be taken in the German Department. Of
these, only German 202 and 203 are required.
A 350 may not be substituted for one of these
4 units.

Students will choose major advisors, one from
German and one from another department.
Programs must be approved by the Chair of
the German Department.
For the major in German Studies, two or more
courses shall be elected from the following:

History 237 (I)*

Modern European Culture: The Nineteenth

and Twentieth Centuries

History 245 (1)

Germany in the Twentieth Century

History 325 (2)

The Romantic Era m Germany

History 341 (1)

Seminar. The Nature and Meanings of
History

History 358 (1)

Seminar. Origins of the World Wars

Music 209 (I)'-
The Classical Era

German Studies 149

Seminars in Music may be counted toward the
German Studies major as long as the topic is
relevant and appropriate. For example:

Music 317 (1)*

Seminar. The Baroque Era

Philosophy 203 (1)
Philosophy of Art

Philosophy 221

History of Modern Philosophy in the Nine-
teenth Century. Not offered in 1987-88.

Philosophy 223

Phenomenology and Existentialism. Not of-
fered m 1987-88.

PhUosophy 302*

Kant. Not offered in 1987-88.

The following Political Science courses may
be counted toward the major in German
Studies if the student does a research project
on a topic related to a German speaking
country:

Political Science 242 (1)
Contemporary Political Theory

Political Science 342 (1)
Marxist Political Theory

Religion 340 (2)''-
Seminar. The Holocaust

Greek and Latin

Professor: Lefkowitz, Geffcken, Marvin
Associate Professor: Starr (Chair)
Assistant Professor: Rogers, Garrison
Instructor: Ditmars

Courses on the original languages are con-
ducted in English and encourage close analy-
sis of the ancient texts, with emphasis on their
literary and historical values.

The departments reserve the right to place a
new student in the course for which she seems
best prepared regardless of the number of units
she has offered for admission.
Qualified students are encouraged to spend
a semester, usually in the junior year, at the
Intercollegiate Center for Classical Studies in
Rome. See p. 154, Directions for Election.

Greek

102 (1) Beginning Greek

An introduction to Ancient Greek, stressing

rapid reading and Greek as an example of a

highly inflected Indo-European language.

Four periods. Open to students who do not

present Greek for admission.

Ms. Ditmars

103 (2) Intermediate Greek
Further development of Greek reading and
language skills. Three periods. Prerequisite:
102 or equivalent.

Ms. Marvin

201 (1) Plato

Apology, Crito, and selections from the
Phaedo. Socrates in Plato and in other ancient
sources, his position in the development of
Greek thought. The dialogue form, the histor-
ical context. Selected readings in translation
from Plato, Xenophon, the comic poets, and
other ancient authors. Three periods. Prereq-
uisite: 102 and 103, or two admission units
in Greek, or by permission of the instructor.
Ms. Garrison

150 Greek and Latin

205 (2) Homer's Iliad

Study of selected books in Greek with empha-
sis on the oral style of early epic; reading t)t
the rest of the poem in translation; the ar-
chaeological background of the period. Three
periods. Prerequisite: 201.
Ms. Miirrin

345 (1) Greek Drama

Drama as expression of man's conflict with
forces beyond his control; the use of mythol-
ogy to describe the conflict between human
institutions and the natural world; innovations
in language, metaphor, and metre. Reading of
one drama in Greek, others in English. Prereq-
uisite: 20.S.
Ms. Ditmars

349 (2) Seminar*

Prerequisite: 205. Not offered m 1987-88.
The Staff

350 (1) (2) Research or Individual Study
1 or 2

Open to seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Classical Civilization 100 (1)
English Grammar and Vocabulary: the Clas-
sical Heritage. For description and prerequi-
site see Classical Civilization 100.

Classical Civilization 101 (2)*'''

Classical Literature: An Introduction. For
description and prerequisite see Classical
Civilization 101.

Classical Civilization 104 (1)''*

Classical Mythology. For description and
prerequisite see Classical Civilization 104.

Classical Civilization 215 (2)* ***

Ciendcr and Society in Antiquity. For descrip-
tion ami prerequisite see Classical Civilization
21S.

Classical Civilization 216 (2)'^ ***
Literature and Society in the Age of the Em-
peror Augustus. For description and prereq-
uisite see Classical Civilization 216.

Classical Civilization 243 (1)* ***

Roman Law. For description and prerequisite

see Classical Civilization 243.

Classical Civilization 244 (1)* ***

Sport and Ancient Society. For description and
prerequisite see Classical Civilization 244. Not
offered in 1987-88.

Classical Civilization 246 (2)* '■'■"*
Ancient Medicine. For description and prereq-
uisite see Classical Civilization 246. Not of-
fered in 1987-88.

Classical Civilization 252 (2)* '•■'■■■■
Roman Women. For description and prereq-
uisite see Classical Civilization 252. Not of-
fered in 1987-88.

Classical Civilization 310 (2)'''

Greek Drama in Translation. For description
and prerequisite see Classical Civilization 310.

Classical Civilization 326 (2)* '■' '
The Ancient City. For description and prereq-
uisite see Classical Civilization 326. Not of-
fered in 1987-88.

History 150c

The Fall of the Roman Empire: Suicide, Mur-
der, or Rebirth? For description and prereq-
uisite see History 150 c. Not offered in
1987-88.

History 229 (2)*

Alexander the Great: Psychopath or Philoso-
pher King? For description and prerequisite
see History 229.

Greek 151

History 230 (1)*

Greek History from the Bronze Age to the
Death of Philip li of Macedon. For descrip-
tion and prerequisite see History 230.

History 231 (2)*

History of Rome. For description and prereq-
uisite see History 231. Not offered in 1987-88.

Religion 298

New Testament Greek. For description and
prerequisite see Religion 298. Not offered in
1987-88.

Latin

100 (1) Beginning Latin

Fundamentals of the Latin language. Readings
from classical and medieval texts. Study of
Latin derivatives in English; grammatical
structure in Latin and English. Development
of Latin reading skills. Four periods. Open to
students who do not present Latin for admis-
sion, or by permission of the instructor.
Ms. Garrison

101 (2) Intermediate Latin
Development of reading skills through close
reading of classical authors. Three periods.
Prerequisite: 100.

Ms. Ditmars

102 (1) Intensive Review

Survey of grammar and syntax; reading from
classical Latin authors. Four periods. Prereq-
uisite: two admission units in Ixitin or h\ per-
mission of the instructor.
Miss Geffcken

107 (2) Introduction to Republican
Literature

The literature and society of the late Roman
Republic through selected readings from prose
and poetry. Three periods. Prerequisite: 101,
102, or the equivalent, or by permission of the
instructor.

Ms. Garrison

200 (1) Introduction to Vergil's Aeneid

Study of the poem with selections from Books
1-VI in Latin. Three periods. Prerequisite: 101,
or 102, or 107 or three admission units in
Latin not including Vergil, or exemption ex-
amination.

Miss Geffcken

201 (2) Latin Comedy

Study of selected plays of Plautus and Terence
in the light of ancient and modern theories
of the comic. Reading of two plays in Latin,
others in English. Three periods. Prerequisite:
200, or three admission units in Latin.
Miss Geffcken

207 (2)* Medieval Latin

The interaction of Christian values and clas-
sical modes of thought in literature from 374
to 1374 A.D. Selected readmgs from prose and
poetry. Three periods. Prerequisite: 200 or 201
or the equivalent, or permission of the instruc-
tor. Not offered in 1987-88.
Mr. Starr

221 (1) Catullus and Horace

The evolution of Latin poetic style during the
last years of the Republic and the Augustan
Age. Readings from the short poems of Catul-
lus and the Odes of Horace. Prerequisite: four
admission units in Latin or three including
Vergil or 200 or 201 or 207.
Miss Geffcken

222 (2) Ovid and Petronius

Narrative art in poetry and prose: Ovid's treat-
ment of human psychology in selections from
the Metamorphoses and from his other works,
Petronius' use of comic technique in the Satyri-
con. Prerequisite: same as for 221.
Mr. Starr

249/349 (1) Selected Topics

This course may be taken either as 249 or,
with additional assignments, 349. Topic for
1987-88: Augustus. How Augustus estab-
lished the Roman Empire after the fall of the
Republic. Topics include the concept of an
emperor; literary politics; how Augustus man-
aged the Senate and people of Rome; pro-
vincial administration; legislative programs

152 Latin

and inor.il reforms; the character of Augustus;
the problems posed by the sources. Texts in-
clude Augustus' autobiography; Suetonius'
Life of Augustus; selected poems; and inscrip-
tions and other documentary sources. Prereq-
uisite: 221 or 222 or 249 with different topic
or AP Latin score of 5 in the Latin Lyric ex-
amination or by permission of the instructor.
Mr. Starr

302 (2) Vergil's Aeneid

The artistic achievement of Vergil in the light
of earlier literature, especially Homer and
Ennius; Vergil's view of man and the destiny
of Rome. Prerequisite: 249 or by permission
of the instructor.

Ms. Ditmars

308 (2)* Cicero and the Late Republic

The events, life, and thought of the late
Republic in the works of Cicero. Prerequisite:
249 or b\ permission of the instructor. Not
offered in 1987-88.
Mr. Starr

309 (2)* Livy

Livy's vision of Rome, his use of sources,
historical judgment, and literary techniques.
Prerequisite: 249.
Miss Geffclien

316 (2)"" The Effects of Power and Authority
in the Empire

How Tacitus and Juvenal understood the
Roman Empire. Tacitus' career and its effect
on his approach to history; his literary tech-
niques. Juvenal's picture of the debasement of
Roman society and life. Prerequisite: 249. Not
offered in 1987-88.
Tl?e Staff

350 (1) (2) Research or Individual Study
1 or 2

Open to seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Classical Civilization 100 (1)

English Crammar and Vocabulary: the Clas-
sical Heritage. For description and prerequi-
site see (Uassical Cwilization 100.

Classical Civilization 101 (2)**
Classical Literature: An Introduction. For
description and prerequisite see Classical
Civilization 101.

Classical Civilization 104 (1) **

Classical Mythology. For description and
prerequisite sec Classical Civilization 104.

Classical CivUization 215 (2)* *"*

Gender and Society in Antiquity. For descrip-
tion and prerequisite see Classical Civilization
215.

Classical Civilization 216 (2)* "**

Literature and Society in the Age of the Em-
peror Augustus. For description and prereq-
uisite see Classical Civilization 216.

Classical Civilization 243 (1)* *"*

Roman Law. For description and prerequisite

see Classical Civilization 243.

Classical Civilization 244 (1)* ***

Sport and Ancient Society. For description and
prerequisite see Classical Civilization 244. Not
offered in 1987-88.

Classical Civilization 246 (2)* ■'■''■'■
Ancient Medicine. For description and prereq-
uisite see Classical Civilization 246. Not of-
fered in 1987-88.

Classical Civilization 252 (2)" '•"*
Roman Women. For description and prereq-
uisite see Classical Civilization 2.S2. Not of-
fered in 1987-88.

Classical Civilization 310 (2)* **

Greek Drama in Translation. For description
and prerequisite see Classical Civilization 310.

Greek and Latin 153

Classical Civilization 326 (2)* ""'"''
The Ancient City. For description and prereq-
uisite see Classical Civilization 326. Not of-
fered in 1987-88.

History 150c

The Fall of the Roman Empire: Suicide,
Murder, or Rebirth? For description and
prerequisite see History 150c. Not offered in
1987-88.

History 229 (2)«

Alexander the Great: Psychopath or Philoso-
pher King? For description and prerequisite
see History 229.

History 230 (1)*

Greek History from the Bronze Age to the
Death of Philip II of Macedon. For descrip-
tion and prerequisite see History 230.

History 231 {2)"

History of Rome. For description and prereq-
uisite see History 231. Not offered in 1987-88.

Directions for Election

To fulfill the distribution requirement in
Group A, students may elect any courses in
Greek or Latin except History 150, 229, 230,
231, 331; Classical Civilization 100, 215, 216,
243, 244, 246, 252, 326 (except for CLCV
100 these courses may be elected to fulfill the
requirement in Group B). The following may
not be counted toward the major in Greek or
Latin: Classical Civilization 100, 101, 104,
203, 215, 216, 243, 244, 246, 252, 310, 326;
History 150, 229, 230, 231.
All students majoring in Greek must complete
four units of Grade III work.
All students majoring in Latin are required to
complete 302 and at least two other units of
Grade III work.

Latin students who offer an AP Latin score
of 5 in the Latin Lyric examination should
normally elect 249; an AP score of 5 or 4 in
the Vergil examination usually leads to 221 but
a student with a score of 4 in AP Latin Lyric
examination should consult the Chair regard-
ing placement.

Students majoring in Greek or Latin are ad-
vised to elect some work in the other language.
It should be noted that work in both Greek
and Latin is essential for graduate studies in
the classics.

Courses in ancient history, ancient art, ancient
philosophy, and classical mythology are
recommended as valuable related work. Stu-
dents interested in a major in Classical and
Near Eastern Archaeology are referred to
p. 115 where the program is described.
Students who wish to major in Classical
Civilization can plan with the department an
appropriate sequence of courses, which should
include work in such areas as art, history, phi-
losophy, and literature. Such a program should
always contain at least four units of work in
the original language. For details on the Clas-
sical Civilization major, see p. 113.
The departments offer a choice of two plans
for the Honors Program. Plan A (Honors Re-
search, see 360 and 370 above, carrying two
to four units of credit) provides the candidate
with opportunity for research on a special top-
ic and the writing of a long paper or several
shorter papers. Plan B provides an opportu-
nity for the candidate to show through exami-
nations 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 read-
ing beyond course requirements. Plan B car-
ries no course credit, but where appropriate,
students may elect a unit of 350 to prepare
a special author or project which would be
included in the Honors examinations.
Honors candidates who are Classical Civili-
zation majors should elect Plan B.
The College is a member of the Intercollegiate
Center for Classical Studies in Rome, a pro-
gram for American undergraduates in classi-
cal languages, ancient history and topography,
archaeology, and art history. Majors, especial-
ly those interested in Roman studies, are urged
to plan their programs so as to include a se-
mester at the Center in the junior year.

154 Greek and Latin

History

Protessor: Jom's [Chair), Robinson, Prcycr,
Cox, Cohen '^^ Auerhach

Associate Professor: Tuniarkin, Knudsen,
Park

Assistant Professor: Gouda, Kapteijns,
Birf"-, Rogers

Instructor: IxxRue^

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

A survey of the major ideas and institutions
that have shaped Western civilization from the
fall of Rome to the age of Renaissance and
Reformation. Emphasis on the processes of
social, political, and cultural change in the his-
tory of Western Europe. Introduction to the
techniques of historical analysis and the in-
terpretation of historical evidence through ex-
tensive use of original sources. Open to all
students.

Mr. Cox, Ms. Park

101 (1) (2) Modern European History

An introduction to European history from
1600 to the present, designed to aid the stu-
dent in formulating historical judgments
about the significance of representative in-
stitutions, the scientific revolution, the
Enlightenment, the French Revolution, indus-
trialization, imperialism, world wars,
totalitarianism. Open to all students.
Ms. Gouda, Mr. LaRue, Ms. Tuniarkin,
Mr. Knudsen

102 (1) The American Experience

An introduction to the social, cultural, polit-
ical, and economic forces that have shaped
American history, including colonization, slav-
ery, immigration, civil conflict, industrializa-
tion, and international relations. Open to all
students.

Ms. Jones

103 Introduction to Non-Western History

An introduction to world history focusing on
major trends and developments outside Eu-
rope. Discussion of the delineation of world
cultures in ancient, medieval and modern
times. Emphasis on comparative themes in

each period, from the Middle East and Africa
to India, China and the Far East. Concludes
with discussion of Afro-Asian responses to
European colonialism, including such major
topics as nationalism, socialism and non-
alignment. Open to all students. Not offered
in 1987-88.

Ms. Kapteijns

104 (1) Introduction to Japan

A survey of japan from prehistory to the pres-
ent. Topics include: Japan's classical society;
the rise of the samurai; the Tokugawa Peace;
Japan's response to the West and emergence
as a modern economic and military power; the
costs of modernization; Japan's abortive at-
tempt at empire; the postwar recovery and
Japan's emergence as an economic super-
power. Open to all students.
Mr. Birt

150 (1) (2) Colloquia

Open by permission to a limited number of
first year student and sophomore applicants.

b. China in Outside Perspective

Can another people's historical or cultural ex-
perience be understood in its own terms by
an outsider? Or does the outsider's outside-
ness place definite limits upon cross-cultural
understanding.'' Many Westerners who went
to China in the 20th century stayed for long
periods, became deeply engaged in the revolu-
tionary changes that were taking place, and
then wrote accounts (often highly personal)
of their experiences. What we can learn from
these accounts about China — and what the ac-
counts tell us about the outsiders themselves
(many of them Americans) — will be the cen-
tral problem explored in this course. Readings
will be drawn from autobiography, fiction,
personal memoirs, and journalism. Not of-
fered 1987-88.
Mr. Cohen

c. The Fall of the Roman Empire:
Suicide, Murder or Rebirth?

Since the 18th century Western historians have
treated the disasters of the 5th century A.D.
as the end of the World of Antiquity and the
beginning of the Middle Ages. Did the Roman
Empire fall due to the 'pressure of its own
weight' (Edward (iibbon), was it 'murdered'

History 155

by barbarians (A.H.M. Jones), or transformed
into the 'World of Late Antiquity' (Peter
Brown)? What role did Christianity play in
this process and what were the effects of this
suicide, murder, or rebirth on later European
and Islamic History? Not offered in 1987-88.
Mr. Rogers

223* From Closed World to Infinite
Universe

A history of science and medicine in Europe
between 1100 and 1700. The course will trace
the revival of classical ideas on nature in the
12th century, their flowering and transforma-
tion in the high Middle Ages, and the emer-
gence of new explanatory systems during the
Scientific Revolution. Authors to be read
include Adelard of Bath, Nicole Oresme,
Leonardo da Vinci, Paracelsus, Copernicus,
Galileo, Descartes, and Newton. Alternates
with 235. Open to qualified first year college
students (see Directions for Election) and to
all other students without prerequisite. Not
offered in 1987-88.
Ms. Park

229 (2)* Alexander the Great: Psychopath
or Philosopher King?

Alexander the Great murdered his best friend,
married a Bactrian princess, and dressed like
Dionysus. He also conquered the known
world by the age of 33, fused the eastern and
western populations of his empire, and be-
came a god. Was Alexander a drunken bi-
sexual murderer or an ascetic philosopher
king? This course will examine the personal-
ity, career, and achievements of the greatest
conqueror in Western history against the back-
ground of the Hellenistic World. Open to all
students.
Mr. Rogers

230 (1)* Greek History from the Bronze Age
to the Death of Philip 11 of Macedon

A survey tracing the origins, development, and
geographical spread of Greek Culture from the
Bronze Age to the death of Philip II of
Macedon. Greek Colonization, the Persian
Wars, the Athenian democracy, and the rise
of Macedon will be examined in relation to
the social, economic, and religious history of
the Greek polis. Open to all students.
Mr. Rogers

231 (2)* History of Rome

An introduction focusing on Rome's cultural
development from its origins as a small city
state in the 8th century B.C. to its rule over
a vast empire extending from Scotland to Iraq.
Topics for discussion will include the Etrus-
can influence on the formation of early Rome,
the causes of Roman expansion throughout
the Mediterranean during the Republic, and
the Hellenization of Roman society. Also, the
urbanization and Romanization of Western
Europe, the spread of mystery religions, the
persecution and expansion of Christianity,
and the economy and society of the Empire
will be examined. Open to all students. Not
offered in 1987-88. Offered in 1988-89.

Mr. Rogers

232 (2) The Medieval World, 1000 to 1300

An introduction to the history and culture of
Europe during the High Middle Ages, for stu-
dents interested in art, literature and philoso-
phy as well as history. The attempt to create
a Christian commonwealth will be examined,
together with its effects upon feudal monarchy,
knights and chivalry, peasants, townsmen and
students. Life in castles, in manors, in villages
and towns will be seen in relation to politi-
cal, religious and social ideas as expressed in
contemporary sources, including art and liter-
ature. Prerequisite: same as for 223.
Mr. Cox

233 (1)* Renaissance Italy

Italian history and culture from the age of
Petrarch and Boccaccio to the age of Michel-
angelo and Machiavelli. The new urban civili-
zation of late medieval Italy as a background
to the developments in art, literature, and phi-
losophy of the Renaissance. Topics to be dis-
cussed include the commercial revolution, the
impact of the Black Death, republicanism and
the growth of civic humanism, patronage and
art, the rise of the court, theories of princely
power, and Counter-Reformation culture.
Alernates with 234. Prerequisite: same as for
223. Not offered in 1987-88. Offered in
1988-89.
Ms. Park

156 History

234 (2)* Heresy, Humanism, and Reform:
Renaissance and Reformation in Northern
Europe

An exploration ot the crisis of hue medieval
culture: the challenge to traditional patterns
of authority and the emergence of a new
social, intellectual and religious order. Topics
include humanism and the critique of schol-
asticism, printing and the spread of literacy,
sexuality and the transformation of the fam-
ily, religious experience and the shaping of
personal identity, peasant revolts and popu-
lar culture, religious persecution and the great
Witch Craze. Alternates with 233. Prerequi-
site: same as for 223.
Ms. Park

235 (1)* The Formation of European
Culture: Middle Ages and Renaissance

A survey of Western thought from Abelard in
the 12th century to Francis Bacon in the 16th.
The transformation of classical ideas in the
courts, monasteries, and universities of medi-
eval Christendom and their re-emergence in
the new secular world of Renaissance Europe.
Reading largely from primary sources, includ-
ing Abelard, Bonaventure, Aquinas, Ockham,
Petrarch, Erasmus, and Montaigne. Alternates
with 223. Prerequisite: same as for 223.
Ms. Park

236 * The Emergence of Modern
European Culture: The Seventeenth and
Eighteenth Centuries

A comparative survey of Enlightenment cul-
ture in England, France, and the Germanics.
Topics to be considered include skepticism, the
scientific revolution, classicism in art, the for-
mation of liberal society, the differing social
structure of intellectual life. The approach is
synthetic, stressing the links between philos-
ophy, political theory, art, and their histori-
cal context. Among the authors: Locke,
Hume, Voltaire, Diderot, Rousseau, Lessing,
Kant, Goethe. Prerequisite: same as for 223.
Not offered in 1987-88. Offered in 1988-89.
Mr. Knudsen

from idealism to existentialism in philosophy,
from romanticism to modernism in art and
literature. As with 236, emphasis is placed on
the social and historical context of cultural
life. Among the authors: Wordsworth, Hegel,
Marx, Mill, Nietzsche, Freud, Merleau-Ponty.
Prerequisite: same as Jor 223.

Mr. Knudsen

238 (1) English History: 1066 and All That

From the coming of the Anglo-Saxons through
the coming of Henry Tudor. This survey will
study some of the traditional heroes and vil-
lains, such as Alfred the Great, William the
Conqueror, Richard the Third; church and
churchmen, such as Bede, Becket, and
Beaufort; developments into and away from
feudal monarchy; aspects of sociopolitical his-
tory, including baronial and peasant uprisings;
and selected cultural achievements. Prerequi-
site: same as for 223.
Mrs. Robinson

239 (2) English History: Henry VIII and
Elizabeth I

The first part of the course will focus on
Henry VIll: the court and chivalry; connubial
bliss and the church; T. Cromwell and the
Commonwealth; the children. Part II will
focus on Elizabeth: the Commons, courtiers,
and courting; confrontations, domestic and
foreign; colonial adventures; culture. Discus-
sion of several films. Prerequisite: same as for
223.
Mrs. Robinson

240 (1) English History: Victorians and
Edwardians

The 19th and early 20th centuries, emphasiz-
ing the interplay of individuals and groups
confronted with historically unprecedented
changes in their material and intellectual
world. Exploration of the transformation of
a basically agrarian, hierarchical, traditional
society into an industrial, class-divided, secu-
lar world power. Prerequisite: same as for 223.
Mrs. Robinson

237 (1)* Modern European Culture:
The Nineteenth and Twentieth Centuries

A survey of European culture from the French
Revolution to the post-World War II period.

241 (1) Women in European History
A survey of women in European history from
the Enlightenment to the present, focusing on
such issues as women's legal, economic and

History 157

affective position within the family, mother-
hood, religiosity, artistic expression, trends in
female labor force participation, education,
and the emerging feminist struggle for politi-
cal rights or "equality of regard." Throughout
careful attention will be devoted to the dif-
ference and/or commonalities in the lives of
particular groups of women owing to their
location in the class structure as well as their
national origins. Open to all students.
Ms. Gouda

242 France in the Splendid Century

French history and culture, 1600-1715. Louis
XIV and the palace-city of Versailles, both as
a technique of government and as an expres-
sion of political theology and aesthetic ideas,
will be studied against the background of re-
ligious wars and rebellion during the first half
of the century. The art, architecture, literature
and drama of the "Classical Age" will com-
plete this picture of the France that became
the wonder and the terror of its time. Prereq-
uisite: same as for 223. Not offered in
1987-88. See Extradepartmental 225 (2).
Mr. Cox

243 (1) The Enlightenment, the French
Revolution, and Napoleon

The history and culture of France, 1715-1815.
Monarchical splendor, lordly pleasures, the
new urban culture, and the pursuit of happi-
ness and reform, as seen in art, architecture
and letters during the Age of Voltaire and
Rousseau. Analysis of the causes and events
of the Revolution, the effort to create a Repub-
lic of Virtue, the rise of Napoleon and the cre-
ation of the Napoleonic Empire. Napoleon
himself will be studied as one of the more fas-
cinating and enigmatic phenomena in mod-
ern European history. Prerequisite: same as for
223.
Mr. Cox

244 (2) History of Modern France,
1815-Present

Starting with the restoration of the monarchy
this course will explore the interaction between
the revolutionary tradition and reactionary
factions in French politics, the eruption of
revolution in 1830 and 1848, the Commune
in 1870 and the emergence of a politicized

labor movement and its connections to inter-
national Marxism. In the 20th century atten-
tion will be devoted to the fate of France
during World War I, the United Front and
political alignments during World War II. In
the postwar era, we will discuss the Algerian
crisis, and the student protests of the 1960s.
Prerequisite: same as for 223.
Ms. Gouda

245 (1) Germany in the Twentieth Century

An examination of German politics, society,
and culture from World War I to the present.
The course concentrates on the greater Ger-
man language area — including the contem-
porary Federal, German Democratic, and
Austrian republics — and explores the German
response to pressures felt throughout Western
Europe. Prerequisite: same as for 223.
Mr. Knudsen

246 (1) Medieval and Imperial Russia

A study of the social, political, economic, and
cultural development of Russia from the
medieval period to the mid-19th century. Par-
ticular consideration is given to the rise of ab-
solutism, the enserfment of the peasantry, and
the impact upon Russia of successive foreign
cultures — Byzantium, the Mongol Empire,
and the West. Open to sophomores, juniors
and seniors.
Ms. Tumarkin

247 (2) Modern Russia and the
Soviet Union

One hundred years of reform, revolution, and
reaction. Late Imperial Russia, the Revolution
of 1917, and the creation of a Soviet state
under Lenin and Stalin. Special emphasis is
placed on the Russian Revolution and on con-
tinuity and change under Soviet rule. Prereq-
uisite: same as for 246.
Ms. Tumarkin

248 (1) Europe in the Twentieth Century

An interpretative study of modern Europe em-
phasizing social change and the development
of new modes of thought and expression.
Topics include: communism, fascism, nation-
alism; Freud; changing artistic and intellec-
tual perceptions; the mass media. Prerequisite:
same as for 246.
Ms. Tumarkin

158 History

250 The First Frontier

The adaptation of the Enghsh, Europeans,
and Africans to the ahen environment of
North America in the 17th century. Analysis
of the formation of colonial settlements, prob-
lems of survival and leadership, relations with
Indian cultures, the creation of new societies
in the New World. Prerequisite: same as for
246. Not offered in 1987-88.
Mrs. Preyer

251 The Age of the American Revolution

The transformation of society, culture, and
politics in the creation of the new nation,
1750-1820. The American Enlightenment; the
struggle for independence; the making of the
Constitution; the establishment of national
identity. Prerequisite: same as for 246. Not
offered in 1987-88.
Mrs. Preyer

252 The United States in the Nineteenth
Century

An introduction to the century of the Indus-
trial Revolution; westward expansion; matu-
ration of the southern slave economy; civil
war; and the first organized efforts of Afro-
Americans, women, and workers to achieve
full political and economic rights. Prerequi-
site: same as for 246. Not offered in 1987-88.
Ms. Jones

253 (1) The United States in the Twentieth
Century

Selected 20th-century issues and problems,
with emphasis on the responses of Americans
and their institutions to social change. Topics
include: the emergence of an urban industrial
society; the tension between traditional values,
liberal reform and radical protest; issues of
war and peace; the welfare state and the limits
of government power. Prerequisite: same as for
246.
Mr. Auerbach

255 (1-2) Intellectual History of the United
States

The ideas associated with the development of
American culture as they are embodied in
political thought, religion, the arts, philoso-
phy and social institutions from the colonial

period to the present time. First semester to
Civil War, second semester to the present.
Either semester may be elected independently.
Prerequisite: same as for 246.
Mrs. Preyer

257 (2) Women in American History

A survey of women in American history, from
the colonial period to the present, focusing on
the family, education, patterns of paid and un-
paid labor, creative women, images of women
in the popular media, women's rights, and
feminism. Special emphasis on class, ethnic,
racial, and religious differences among Ameri-
can women, as well as their common experi-
ences. Open to all students.
Ms. Jones

258 (2) Freedom and Dissent in American
History

An exploration of ideas of freedom and pat-
terns of political and religious dissent since
the founding of the nation. Special attention
to the expanding and contracting constitu-
tional boundaries of free expression. Among
the issues to be examined: wartime censorship;
political extremism; civil disobedience; in-
dividual rights and state power. Prerequisite:
same as for 246.
Mr. Auerbach

263 (2) South Africa in Historical
Perspective

The increasing racial violence in South Afri-
ca and the political system of Apartheid that
is a major cause of this violence must be
understood in the context of the region's po-
litical, social, and economic history. This
course will therefore take a long-term perspec-
tive on the history of South Africa, which cul-
minated in the development of Apartheid in
the period after World War II. Open to all
students.

Ms. Kapteijns

264 (1) The History of Precolonial Africa

The rich and complex history of precolonial
Africa is characterized by the development of
increasingly complex societies — from gather-
ing and hunting groups and stateless societies
to city-states and kingdoms. This course will

History 159

trace the history of these societies and in-
troduce students to the wide variety of source
materials available to the African historian.
Important themes will include the spread of
Islam in Africa, the rise of towns and a mid-
dle class, the massive enslavement of African
people, and the changing social relationships
between old and young, men and women, no-
bles and commoners, and free-born and slaves
in precolonial Africa. Open to all students.
Not offered in 1987-88. Offered in 1988-89.

Ms. Kapteijns

265 (2) History of Modern Africa
Many of Africa's current characteristics are the
heritage of its colonial experience, which
varied from one area to the other. This course
will deal with the different types of colonies —
from those settled by European planters to the
"Cinderella's" or minimally exploited ones —
and will trace African responses to colonial
rule up to the achievement of political inde-
pendence. While the course will include an
outline of the political history of the post-
colonial period, the emphasis will be on an
analysis of the roots of poverty, the food cri-
sis, civil war and secessionism, the problem
of tyranny, and East-West rivalry. Open to all
students. Not offered in 1987-88. Offered m
1988-89.

Ms. Kapteijns

271 (1) Modern Japan

Japanese history in the 19th and 2()th centu-
ries. Topics to be covered include: internal de-
velopments during the Tokugawa era; the
crisis created by the arrival of the West; the
Meiji Restoration of 1868; factors contribut-
ing to Japan's rapid economic growth in the
19th century and the development of ultra-
nationalism and militarism in the 20th; cul-
tural and intellectual trends; World War II and
the postwar recovery; problems faced by Japan
in the future. Open to all students.
Mr Birt

275 (2) Late Imperial Chinese History

After a brief survey of earlier developments
in Chinese history, the course will focus on
the period from late Ming (ca. 1600) to the
eve of the revolution of 1911. Emphasis will
be placed on both internal and external

sources of change: the growing commerciali-
zation of Chinese society, unprecedented
population expansion, the doubling of the size
of the Chinese empire in the 18th century, in-
digenous intellectual and cultural develop-
ments, the political-economic-intellectual
impact of the West and the progressive break-
down of Chinese society and polity in the 19th
century. Open to all students. Not offered in
1987-88.
Mr. Cohen

276 (2) China in Revolution

An introduction to the revolutionary changes
that have swept China in the 20th century.
Among topics to be covered: the revolution of
1911 and its meaning; warlordism and the
militarization of Chinese politics; May Fourth
cultural, intellectual, and literary currents;
Chiang Kai-shek and the Kuomintang; Mao
Zedong and the early history of the Com-
munist movement; social and economic
changes; World War II; the Communist tri-
umph in 1949 and major developments of the
last 30 years; future problems. Open to all
students.

Mr Cohen

281 (2) A History of the Third World: 1400
to the Present

A study of Third Wt)rld History with an em-
phasis on the persistent influence of local cul-
tures on social and economic developments.
Analyses through time of specific Third World
societies and their internal cultural, social and
economic patterns. Comparison of divergent
local responses to parallel domination. Case
studies are taken from the Americas, the Ear
East, the Middle East and Africa. Open to all
students.
Mr LaRue

284 (1) The Middle East in Modern History

This course will deal with a variety of themes
in the political, socioeconomic, and intellec-
tual history of the modern Middle East. It will
analyze the rise of the modern nation-states
in the period following World War I and trace
the background of the area's major current po-
litical conflicts: the Arab-Israeli conflict,
the Iran-Iraq war, the struggle for Lebanon,
the Russian occupation of Afghanistan. On

160 History

the level of socioeconomic change, the anal-
ysis will focus on the transformation of soci-
ety as a result of the oil-boom and efforts at
economic development and include topics
such as the influx of migrant labor, the "sep-
arate development" of Saudi women, and the
transformation of nomadic and village socie-
tv. Themes in the history of ideas will include
the rise of Jewish and Arab nationalism, Is-
lamic fundamentalism, and the feminist move-
ment in the Middle East. Novels, short stories
and poetry will be among the sources used for
this course. Open to all students.
Ms. Kapteijns

286 Islamic Society in Historical Perspective

This course will introduce students to the rich
mosaic of Islamic society from the time of the
Prophet to the First World War. Through the
study of a wide variety of "building blocks"
of Islamic society— from nomadic camp to
metropole, from extended family to state
bureaucracy, and from Islamic courts of law
to Sufi brotherhoods — students will gain in-
sight into some major themes of the political,
religious, and socioeconomic history of the Is-
lamic world in this time period. Open to all
students. Not offered in 1987-88.

Ms. Kapteijns

309 Social History of the United States,
1600 to 1850

The evolution of American society from a few
scattered colonial settlements along the East
Coast to an industrializing, culturally and
racially diverse nation that spanned the con-
tinent. Students will apply theories and
models of social organization to selected topics
covering the period from 1600 to 1850, includ-
ing New England community life, the emer-
gence of Afro-American culture, beginning of
the Industrial Revolution, and political tur-
moil that preceded the Civil War. Open to
juniors and seniors who have taken two units
of history or by permission of the instructor.
Not offered in 1987-88.
Ms. Jones

310 Social History of the United States,
1850-1985

The development of American society in terms
of changing family organization, socio-
economic class structure, patterns of work and

leisure time activities, industrialization, urban-
ization, ethnic groups, and social and geo-
graphical mobilin : 1850 to 1980. Prerequisite:
same as for 309. Not offered in 1987-88.

Ms. Jones

314 (2) America in the Progressive Era

American society between 1890-1920, focus-
ing on the impact of urban industrial growth
and movements for social reform. Emphasis
on problems that persist in American public
life: political corruption, corporate wealth,
presidential power, immigration, private prop-
erty and public responsibilit)'. Open to juniors
and seniors, and by permission of the instruc-
tor to especially qualified sophomores.
Mr. Auerbach

315 America in the 1960s

This course will examine one of the more tur-
bulent decades in recent American history.
The "New Frontier," the "Great Society" and
the early Nixon years will be explored along
with the varied manifestations of political and
social unrest. Civil Rights, the crisis in the
nation s cities, the evolution of America's in-
volvement in Vietnam and the impact of the
war at home will be stressed. Open to juniors
and seniors. Not offered in 1987-88.

321 (1) Post-War Japan

This course will trace Japan's rise from the
ashes of defeat in World War II to its current
prominence as an economic superpower. The
challenge of recovery has affected every facet
of Japanese society. We will examine how that
challenge has influenced and been influenced
by Japan's postwar social, political, and in-
tellectual personality. We will also examine
Japan's efforts to lead the way to a new "In-
formation Society." Prerequisite: same as for
314.
Mr. Birt

323 (2) Imperialism and Its Effects
This course deals with the causes and effects
of the expansion of Europe and the United
States into Asia, Latin America, the Middle
East, and Africa since the early 19th century.
Classical theories about the motivations for
imperialism and colonialism, new explana-
tions of dependency. Case studies in the

History 161

nature of the economic and political relation-
ships between Western powers and Third
World countries and on the impact of foreign
domination upon subject peoples. Prerequi-
site: same as for 314. Not open to students
who have taken 342.
Mr. LaRue

325 (2) The Romantic Era in Germany
German culture and society from the
Napoleonic Wars to the revolutions of 1848.
The course will focus on three of the major
locations of German cultural life — Berlin,
Vienna, and Weimar— and explore changes in
art, literature, music, philosophy, and politics.
We will study the social dimensions of culture
as well, looking at the role of Jews and women
in the salon culture of Berlin, the court at
Weimar, the aristocratic patrons of Viennese
culture, and the radical student movement at
the universities. Among the figures and groups
to be studied: in literature, Kleist, Rahel
V^rnhagen, Goethe, E.T.A. Hoffmann and
Heine; in music, Beethoven; in architecture,
Schinkel; in art, Caspar David Friedrich; and
in politics, Hegel and the young Hegelians
(Feuerbach and Marx). Prerequisite: same as
for 314.
Mr. Knudsen

330 (2) Seminar. Medieval Kings, Tyrants
and Rebels

A study of the feudal classes of Western
Europe during the High Middle Ages and the
role which they played in defining western
notions of political, religious and personal
freedom. Ideas of kingship and tyranny, con-
cepts of nobility, women and feudalism, kin-
ship and vassalage will be examined by
making use of medieval sources wherever pos-
sible: chronicles, biographies, correspondence,
political treatises, epic and romantic literature.
Examples will be drawn primarily from the
history of England and France between the
11th and 14th centuries, but material on Ger-
many, Italy and Spain will also be included.
Open by permission of the instructor to
juniors, seniors, and to especially qualified
sophomores.
Mr. Cox

333 Seminar. Renaissance Florence

The Florentine Renaissance was a period of
social upheaval, political constriction, eco-
nomic depression, and religious uncertainty.
In what ways did the social, political, and eco-
nomic crises serve as the background and
impetus to the intellectual and artistic flower-
ing? We will approach this question by ex-
amining the structure of Florentine society,
and in particular the life and mentality of the
patrician families whose patronage and pro-
tection fueled the "golden age" of Florentine
culture. Prerequisite: same as for 330. Not of-
fered in 1987-88.
Ms. Park

334 (1) Seminar. Cosmos and Psyche:
Visions of Natural Order in the Middle
Ages

A study of ideas of natural order in medieval
philosophy and literature. The course will
focus on three great poerhs and their philo-
sophical background: Bernard Silvester's
Cosmographia, the Romance of the Rose, and
Dante's Paradiso. Through them we will trace
the shift from neoplatonic to Aristotelian per-
spectives that takes place between the 12th and
the 14th centuries. We will explore such major
issues as the creation and development of the
idea of nature, theories of language and
knowledge, and the relationship between the
universe and the human mind. Prerequisite:
same as for 330.

Ms. Park, Ms. Jacoff

335 (2) Seminar. Jefferson

Analysis of the life, philosophy and public
career of Thomas Jefferson in the context of
the 18th-century Enlightenment in Europe and
America. Prerequisite: same as for 330.
Mrs. Preyer

336 (1) Seminar. Hidden Bonds of
Womanhood: Black and White Women
in the South, 1930-1980

The history of southern women, as shaped by
their everyday experiences related to work,
education, and family life, and by the social
and economic upheavals precipitated by the
Great Depression, World War II, the Civil
Rights Revolution, and the emerging women's

162 History

movement, with special attention to the divi-
sive forces of racial prejudice and class con-
flict. Students will examine autobiographies,
historical monographs, novels, and the recent
documentary film series chronicling the Civil
Rights movement, "Eyes on the Prize." Prereq-
ittsitc: ia}}ie as for 330.
Ms. Jones

337 (2) Seminar. The American Promised
Land

Intensive analysis of selected texts, drawn from
various disciplines and historical eras, which
attempt to define the uniqueness of the Ameri-
can promise. Topic for 1987-88: Religion and
the State. Religious freedom in American his-
tory, with emphasis on freedom of conscience,
the free exercise of religion, and the "wall of
separation." Particular attention to groups and
individuals (Mormons, Jehovah's Witnesses,
Orthodox Jews) who have resisted the secu-
lar consensus. Prerequisite: same as for 330.
Mr. Aiierbach

338 Seminar. The United States and Israel

Explorations in the history of an uneasy rela-
tionship between two nations and especially
its Jewish peoples, from World War I to the
present. Among issues to be considered are
the Zionist justification for a Jewish state, and
the impact of the Balfour Declaration, Nazi-
ism, the Holocaust, the birth of Israel, and the
Arab-Israel conflict on American policy. The
relations of American Jews to issues of Jew-
ish statehood will be carefully scrutinized.
Prerequisite: same as for 330. Not offered in
1987-88.
Mr. Aiierbach

339 (1) Seminar. American Jewish History

The development of American Jewish life and
institutions, especially since the era of mass
immigration from Eastern Europe. Particular
attention to the pressures, pleasures, and perils
of acculturation. Historical and literary evi-
dence will guide explorations into the social,
psychological, and political implications of
Jewish minority status in the United States.
Prerequisite: same as for 330.
Mr. Auerbach

340 Seminar. American Legal History

Selected topics relating to the development of
American law and legal institutions during the
18th and 19th centuries. Emphasis on several
group research projects by the class. Prereq-
uisite: same as for 330. Not offered in
1987-88.
Mrs. Preyer

341 (1) Seminar. The Nature and Meanings
of History

Introduction to modern historical writing with
an emphasis on the tendencies and counter-
tendencies in the 20th-century European tra-
dition. Particular concern with patterns of
historical explanation as adopted by practic-
ing historians: individual and collective biog-
raphy, demography and family reconstruction,
psycho-history, Marxism. Prerequisite: same
as for 330.

Mr. Knudsen

345 Seminar. China's Current Reforms in
Historical Perspective

In the years since Mao Zedong's death in
1976, China has initiated wide-ranging re-
forms in the economic, political, legal, educa-
tional, and cultural spheres. One way of
analyzing these reforms — their causes and ob-
jectives, the problems they have encountered,
their likelihood of success — is by comparing
them with earlier patterns of Chinese reform-
ism. After initial examination of the post-Mao
reforms, the seminar will study major reform
efforts of the 19th century, the reforms im-
mediately preceding and succeeding the 1911
Revolution, and the reforms attempted under
the Kuomintang in the 1930s. Distribution of
seminar time between the post-Mao reforms
and earlier Chinese reform efforts will depend
on the interests of the class. Open to juniors
and seniors who have taken 275, 276, or
Political Science 208, or by permission of the
instructor. Not offered in 1987-88.
Mr. Cohen

346 (2) Seminar. China and America:
The Evolution of a Troubled Relationship
Despite the long-standing myth of a "special
relationship" between China and the U.S., it
is arguable that from the 19th century to the
present what has been most special about this

History 163

relationship is the degree to which it has been
marked by misunderstanding and conflict.
This theme will be explored through such
topics as: the treatment of Chinese in Califor-
nia and U.S. exclusion legislation, the rheto-
ric and reality of the Open Door, American
intellectual and cultural influence on China
in the 1920s and 1930s, China and the U.S.
as allies during World War II, American in-
tervention in the Chinese civil war, McCar-
thyism and the re-emergence of anti-Chinese
feeling in the 1950s, the Nixon opening and
the renewal of diplomatic relations, current
and future problems in Sino-American rela-
tions. Open by permission of the instructor
to juniors and seniors with background in
either Chinese or American history.
Mr. Cohen

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

351 (2) Seminar. Rebels in Victorian
England

Contrary to common assumptions about the
Victorians, many individuals and groups
vigorously combatted the status quo in the
1860s-1890s. Seminar members will choose
topics to explore, such as: the women's strug-
gle for emancipation; the Irish fight against
their oppressors; the working men's movement
for political and trades union rights; the quest
for freedom of belief and unbelief; the drive
to educate the masses; the challenge to laissez
faire theory and practice. Prerequisite: same
as for 330.
Mrs. Robinson

352 (2) Seminar. Technology and
Socioeconomic Change in European
History, 1700 to the Present

The rise of industrial capitalism between 1750
and 1900 wrought profound changes in the
social and economic conditions of most
Northern European societies. From worlds
based mostly on agriculture and cottage in-
dustry for subsistence, they were transformed
into a social order increasingly dominated by
factory production and wage labor. Techno-
logical innovation was a crucial variable in

this process of change. New agricultural tech-
niques altered and improved agricultural out-
put and gave rise to clearer definitions of
private property. Technological innovations in
manufacture revolutionized the production of
textiles, the mining industry, and transporta-
tion. The combined social impact of the im-
plementation of new technology on the lives
of workers was profound, and the growing
technological sophistication of the industrial
production process molded the rebelliousness
and strike behavior of labor organizations.
The role of science and technology in the
emergence of industrial capitalism was a cen-
tral one. We will address such questions as the
relationship between market demand and
technological innovation, the connections be-
tween factors such as risk aversion, economies
of scale, and the actual implementation of new
techniques in manufacture. Prerequisite: same
as for 330.

Ms. Gouda

356 Seminar. War and Peace and the
Russians

For the Soviet Union the Second World War
was a harrowing ordeal whose memory is still
invoked by Soviet leaders and Western observ-
ers to explain current political behavior. This
seminar will explore in depth this formative
period of Soviet history, and will include the
following topics: the Nazi-Soviet pact; the
siege of Leningrad; the Western alliance; U.S.
and British perceptions of the U.S.S.R. dur-
ing the war; wartime propaganda and culture.
Open by permission of the instructor to
juniors and seniors who have taken 247. Not
offered in 1987-88.
Ms. Tumarkin

357 Seminar. Germany in the Twenties

Introduction to the Weimar Republic from its
revolutionary beginnings in 1918 until the
Depression and the Nazi takeover. Course will
study the politics, society and culture of the
1920s using memoirs, plays, films, novels and
pamphlets. Prerequisite: same as for 330. Not
offered in 1987-88.
Mr. Knudsen

358 (1) Seminar. Origins of the World Wars

A comparative study of the literature and the
historians' debates about the coming of war

164 History

in 1914 and again in 1939. The alleged un-
derlying origins, some of the precipitating
crises, and the roles of the various powers will
be examined. Special attention will he given
to the equi\()cal position of CJreat Britain in
both the pre-World War 1 and pre-World War
11 \ears. Pn'n'qiiisitc: SlUhl' as Jor 330.
Mrs. Robinson

359 (2) Seminar. Soviet Union after
World War II

How did the U.S.S.R. achieve the status of a
great power and at what cost? This seminar
will explore such topics as: the politics of de-
Stalinization; Khrushchev and Brezhnev as
leaders; Soviet relations with China, the West
and the Third World; Solzhenitsyn, Sakharov
and other dissident writers; hooliganism, al-
coholism, religious revivals. Open by pernus-
sion of the instructor to juniors and seniors
who have taken 247.

Ms. Tumarkiti

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

371 Seminar. Slavery in Africa

This course will deal with an important social
institution of precolonial and early colonial
Africa, that of slavery. It will focus on differ-
ent types of slavery and serfdom in a variety
of historical contexts and will relate this par-
ticular form of inequality to other social ine-
qualities based on class, gender, and ethnicity.
Since slavery in Africa has been at the heart
of a vigorous intellectual debate among func-
tionalist, neomarxist, and feminist scholars,
students will also learn about some recent
trends in African historiography. Prerequisite:
same as for 330. Not offered in 1987-88.
Ms. Kapteijns

Cross-Listed Courses

Black Studies 105(1) "'"'

Introduction to the Black Experience. For

description and prerequisite see Black Studies
105.

Black Studies 150d (2) **»'
1919: The Year of the New Negro. For descrip-
tion and prerequisite see Black Studies 150.
Not offered m 1987-88.

Black Studies 200 (2) ***'

Africans in Antiquity. For description and
prerequisite see Black Studies 200. Not offered
in 1987-88.

Black Studies 206 (2)***'

Introduction to Afro-American History,
15()()-Present. For description and prerequi-
site see HLhk Studies 206.

Black Studies 216 (!)***>

History of the West Indies. For description and
prerequisite see Black Studies 216.

Black Studies 319 (2) •=**'
Pan-Africanism. For description and prereq-
uisite see Black Studies 319. Not offered in
1987-88.

Black Studies 340 (l)«=-«i

Seminar. Black History. For description and
prerequisite see Black Studies 340.

Classical Civilization 326 (2)''' ***
The Ancient City. For description and prereq-
uisite see Classical Civilization 326. Not of-
fered in 1987-88.

Education 212 (1)"*" I

History of American Education. For descrip-
tion and prerequisite see Education 212.

Education 214 (2)~"' * ' -
Youth, Education and Student Activism in
Twentieth-Century America. For description
and prerequisite see Education 214.

Education 312 (1)*=^=- '

Seminar. History of Child Rearing and the
Family. For description and prerequisite see
Education 312.

History 165

Extradepartmental 225 (2)

The Muses and the King: Art, History, and
Music in the Age of Louis XIV. For descrip-
tion and prerequisite see Extradepartmental
225.

Religion 203=^"

The Ancient Near East. For description and
prerequisite see Religion 203. Not offered in
1987-88.

Religion 218 (1)'^

Religion in America. For description and

prerequisite see Religion 218.

Religion 255'''

Japanese Religion and Culture. For descrip-
tion and prerequisite see Religion 255. Not
offered m 1987-88.

Religion 340 (2)='

Seminar. The Holocaust. For description

and prerequisite see Religion 340.

Religion 341*

Seminar. Zionism. For description and prereq-
uisite see Religion 341. Not offered in 1987-88.

Spanish 260 (2)"

History of Latin America. For description and

prerequisite see Spanish 260. Not offered m

1987-88.

Spanish 261 (1)''

History of Spain. For description and prereq-
uisite see Spanish 261.

Women's Studies 316 (2)

Seminar. History and Politics of Sexuality in
the United States. For description and prereq-
uisite see Women's Studies 316.

Women's Studies 320 (1)
Women and Health. For description and
prerequisite see Women's Studies 320. Not of-
fered in 1987-88.

Directions for Election

The History Department allows majors great
latitude in designing a program of study, but
it is important for a program to have both
breadth and depth. The Department offerings
fall into three general areas: (1) the pre-modern
West (ancient Greece and Rome, Europe be-
fore 1600, medieval and imperial Russia); (2)
the modern West (Europe since 1600, mod-
ern Russia, the United States); and (3) the non-
West (China, Japan, Africa, and the Middle
East). Majors may elect courses freely, but to
ensure breadth of historical perspective, the
Department strongly recommends that stu-
dents elect at least one unit of course work
from each of these areas. To encourage depth
of historical understanding, we urge majors
to focus eventually upon a special field of
study, such as (1) a particular geographical
area, country, or culture; (2) a specific time
period; (3) a particular historical approach,
e.g., intellectual and cultural history, social
and economic history; (4) a specific histori-
cal theme, e.g., the history of women, revo-
lutions, colonialism. Finally we require majors
to include at least one seminar in their
programs.

Most Grade II courses in the Department are
open to first year college students, but only
such students with a strong secondary school
background in European history should elect
Grade II courses in European history as be-
ginning courses. Otherwise, students think-
ing of majoring in history should elect 100,
101, or both.

166 History

Italian

INTERDEPARTMENTAIMAJOR:

Italian Culture

Professor: Jucoff (Chcur)
Assistant Professor: Mattii, Viano^
Instructor: Manat
Lecturer: DiMartino

All courses, unless otherwise listed, are con-
ducted in Italian. In all courses given in Italian,
except seminars, some work may be required
in the language laboratory.

Qualified students are encouraged to spend
the junior year in Italy. See p. 65.
Attention is called to the major in Italian
Culture. See Directions for Election.

100 (1-2) Elementary Italian
Development of basic language skills for the
purpose of acquiring contemporary spoken
Italian and a reading knowledge useful in the
study of other disciplines. A general view of
Italian civilization. Three periods. No credit
will be given for course unless both semesters
are completed satisfactorily.

The Staff

202 (1) Intermediate Italian I

Review of grammar and syntax; development
of vocabulary. There will be short written
compositions and emphasis on the spoken lan-
guage with conversations on a variety of
topics. The topics will be suggested by the
reading of a significant modern novel or
selected short stories. The novel or stories will
be supplemented by pertinent articles which
clarify their themes in historical and social
terms. Three periods. Prerequisite: 100 or by
permission of the instructor.
The Staff

203 (2) Intermediate Italian II

Development and refinement of language
skills, with equal emphasis on written and oral
practice. A variety of fictional and non-
fictional texts will be read. The readings will
be the basis for class discussion of cultural,
historical and literary issues. In this fourth

semester ot Itali.iii, there will be great em-
phasis on critical and analytical reading skills.
Three periods. Prerequisite: 202 or by permis-
sion of the instructor. Majors are encouraged
to take both 203 and 205.

The Staff

205 (2) Intermediate Spoken Italian

The course develops oral skills by consider-
ing the major communicative functions for
which language is used. C^ourse activities in-
clude work in pairs and in groups, communi-
cation games, role playing and simulation
exercises. Students will use both audio and
video programs which will form the basis of
class discussions. Three periods. Prerequisite:
202 or by permission of the instructor. Majors
are encouraged to take both 203 and 205.
Ms. DiMartino

206 (1) Introduction to Modern Italian
Literature

Topic for 1987-88: Images of women in Ital-
ian Literature of the 19th and 20th Centuries.
The course will examine the representation in
fiction of women in relation to socio-political
and cultural changes. Prerequisite: 203 or by
permission of the instructor.

Ms. Mattii

207 (2)* Studies in Italian Renaissance
Literature

An introduction to Medieval and Renaissance
Italian literamre through consideration of major
authors such as Dante, Petrarch, Boccaccio,
Machiavelli, and Castiglione. The course will
explore the changing significance of the role
of human love, the relationship between in-
tellectual and civic life, and the role of litera-
ture itself. Prerequisite: 206 or by permission
of the instructor. Not offered in 1987-88.
Ms. Mattii

208 (2)* Italy: A Cultural Perspective
(In English)

An examination of the beliefs, customs,
values, social practices, and myths which con-
stitute modern Italian culture. An understand-
ing of the present cultural configuration within
its historical perspective will be achieved

Italian 167

through analyses of literary and sociological
texts as well as audio-visual materials. Open
to all students. Not offered in 1987-88.
Mr. Via no

209 (2)* Studies in Italian Literature
Topic for 1987-88. The Italian Short Story.
The history of an art form relevant to the de-
velopment of the Italian literary tradition.
Writmgs by Boccaccio, Bandello, Verga,
Pirandello, Moravia, Calvino and Anna Banti.
Prerequisite: 206 or by permission of the in-
structor.
Mr. Manai

211 (1-2) Dante (in English)

An introduction to Dante and his culture. This
course presumes no special background and
attempts to create a context in which Dante's
poetry can be carefully explored. It concen-
trates on the Divine Comedy and Dante's use
of his literary and philosophical sources. The
centrality and encyclopedic nature of the
Comedy make it a paradigmatic work for stu-
dents of the Middle Ages. Since Dante has
profoundly influenced several writers of the
19th and 20th centuries, students will find that
knowledge of the Comedy illuminates mod-
ern literature as well. Students majoring in
Italian will receive credit toward the major by
doing the reading and selected writing in Ital-
ian. Open to all students who have not taken
Cluster XUT 100 in 1985-86.

Ms. Jacoff

212 (2)* Literature of the Italian
Renaissance (In English)

An opportunity to read certain key texts of the
Italian Renaissance in depth: Boccacio's
Decameron, selected Petrarch letters and
poems, Cellini's Autobiography, Castiglione's
The Courtier and Machiavelli's Prince and
Discourses. The focus will be on stylistic and
thematic issues and on the problems of in-
terpretation raised by these texts. Not offered
in 1987-88.

Ms. Jacoff

244 (2)* Italian Cinema as an Art Form
(in English)

Besides investigating the contribution of post-
war Italian cinema to the development of

cinematic art, the course will explore issues
that pertain to contemporary western culture:
Realism vs. Modernism, Ideology and the im-
age. If readings and papers are done in Ital-
ian, the course will count toward the major
in Italian. Open to all students. Not offered
in 1987-88.
M r. Via no

308 (1) The Contemporary Novel

The development of an art form in relation
to the literary and intellectual history of mod-
ern Italy. Representative theoretical and fic-
tional texts will illustrate the diversity of
stylistic and thematic concerns of a variety of
writers and movements. The focus will be on
novels by Moravia, Vittorini, Pavese, Gadda
and Calvino. Prerequisite: 209 or by permis-
sion of instructor.

Ms. Mattit

349 (2) Seminar.

Topic for 1987-88. Literature and History. The
unending conflict between man and history
as represented in the works by Foscolo,
Manzoni, Verga, Pirandello, Tomasi di Lam-
pedusa and Elsa Morante. Open by permis-
sion of the instructor.

Ms. Mattii

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to students who have
completed two units in literature in the
department.

360 (1) (2) Senior Thesis Research 1 or 2
By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Course

History 334(1)

Seminar. Cosmos and Psyche: Visions of
Natural Order in the Middle Ages. For
description iind prerequisite see History 334.

168 Italian

Directions for Election

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

The ItaUan major offers students the oppor-
tunity to acquire fluency in the language and
know ledge of the literature and culture of Italy.
Students are urged to begin Italian in their first
year. Italian 100 counts toward the degree, hut
not the major. Students majoring in Italian are
required to take eight units above the 100 level,
two of \\ hich must be at Grade III level. Stu-
dents should consult with the chair about the
sequence of courses they will take. C^ourses
given in translation count toward the major
when all the written work is done in Italian.
Qualified students are encouraged to spend
their junior year abroad on an approved
program. Courses in other languages and liter-
atures, art and history are strongly recom-
mended to supplement work in the major.

Italian Culture

AN INTERDEPARTMENTAL MAJOR

Director: Jdaj/f

The major in Italian Culture offers students
the opportunity to acquire fluency in the lan-
guage and to deepen their knowledge of Italy
through the study of its literature, art, history,
music and thought. The program for each stu-
dent will be planned individually with the
director. At least four units in Italian above
the Grade I level, one of which must be at
Grade III level, must be included in the pro-
gram; in addition, the student will take at least
four units above the Grade I level in related
departments, one of which must be at Grade
III level. Courses given in translation will
count toward the major.
The following courses are available for majors
in Italian Culture:

Art 220 (1)

Painting and Sculpture of the Later Sixteenth

and Seventeenth Centuries in Southern

Europe.

Art 229 (1)

Renaissance and Baroque Architecture

Art 250 (1)*

From Giotto to the Art of the Courts: Italy

and France, 1300-1420. Nut offered in

1987-88.

Art 251 (1)

Italian Renaissance Art

Art 254 (1)

Urban Form: Medieval Renaissance and

Baroque. Not offered in 1987-88.

Art .?04 (2)

Problems in Italian Sculpture. Not offered in

1987-88.

Art 330 (1)*

Seminar. Renaissance .Art in Venice and in

Northern Italy

Art 333 (2)

Seminar. The High Baroque m Rome

History 223*

From Closed World to Intmite Universe. Not

offered in 1987-88.

History 233 (1)*

Renaissance Italy. Not offered in 1987-88. Of-
fered in 1988-89.

History 333

Seminar. Renaissance Florence. Not ofjered in
1987-88.

History 334 (1)

Seminar. Cosmos and Psyche Visions of Nat-
ural Order in the Middle Ages

Italian 202 (1)
Intermediate Italian I

Italian 203 (2)
Intermediate Italian II

Italian 205 (2)
Intermediate Spoken Italian

Italian 206 (1)

Introduction to Modern Italian literature

Italian 207 {2)"

Studies in Italian Renaissance Literature. Not

offered in 1987-88.

Italian 208 (2)*

Italy: A CAiltural Perspective (In English !. Not

offered m 1987-88.

Italian 209 (2)*

Studies in Italian Literature

Italian Culture 169

Italian 211 (1-2)
Dante (in English)

Italian 244 (2)*

Italian Cinema as an Art Form (In English).

Not offered in 1987-88.

Italian 308 (1)

The Contemporary Novel

Italian 349 (2)

Seminar. Literature and History

Language Studies 237 (2)
History and Structure of the Romance Lan-
guages. Not offered in 1987-88.

Music 252 (2)'^

Music in the Renaissance. Not offered in

1987-88.

Music 307 (2)*
The Opera

Japanese

Assistant Professor: Morley

107(1-2)** Beginning Japanese
Introduction to the modern standard Japanese
language. Emphasis on developing proficiency
in listening, speaking, reading and writing,
using basic expressions and sentence patterns.
The second-semester course presupposes the
completion of the first semester, or its equiva-
lent with the permission of the instructor. Four
periods with a fifth period to be arranged.
Open to all students.
Ms. Morley

111 (1) Introduction to Japanese Civilization

An interdisciplinary and topical introduction
to the salient features and issues in Japanese
civilization from the 7th century to the pres-
ent. Topics include: indebtedness to China and
to the West, the role of feudalism in modern-
ization, development of uniquely Japanese cul-
tural norms and social structure, emergence
of Japan as a threat to and promise for the
rest of the world. Approached from history,
literature, art, religion, sociology, economics,
and political science. Team-taught with lec-
turers. Open to all students. Not offered in
1987-88.
Mr. Kodera, Ms. Morley

207 (1-2) ** Intermediate Japanese
Continuation of Japanese 107. The first
semester will emphasize further development
of listening and speaking skills with more
complex language structures as well as profi-
ciency in reading and writing. The second
semester will emphasize reading and writing
skills. 207 presupposes the satisfactory com-
pletion of 107 or the permission of the instruc-
tor. Four periods with a fifth period to be
arranged. Prerequisite: 107 (1-2) or by permis-
sion of the instructor.

Ms. Morley

209 (2) Japan Through Literature and Film

A study of the great works of Japanese litera-
ture in translation from the 10th century to
the present, including the Tale of Genji, the
Noh plays, the puppet plays of Chikamatu,
as well as contemporary fiction. The course

170 Japanese

\\ ill examine the person.il liileinnias confront-
ing individuals in each period of history
through hterary works and selected films with
a view towards understanding the role of the
individual in modern Japan.

Ms. Mar ley

307 (1-2) Advanced Japanese

Development and refinement of language
skills with the aim of achieving fluency in
verbal expression and mastery of reading and
writing skills. Language laboratory attendance
is required. Meets three days a week. Pre-
rcquisitc: 207 or the pcrDiission of the in-
structor.

The Staff

Cross-Listed Courses

History 104 (1)

Introduction to Japan. For description and
prerequisite see History 104.

History 271 (1)

Modern Japan. For description and prereq-
uisite see History 271.

History 321 (1)

Post-war Japan. For description and prereq-
uisite see History 321.

Religion 108 (1) (2)

Introduction to Asian Religions. For descrip-
tion and prerequisite see Religion 108.

Religion 255*

Japanese Religion and Culture. For descrip-
tion and prerequisite see Religion 2SS. Not
offered in 1987-88.

Jewish Studies

AN IN IFROEPARTMENTAL MAJOR
Director: Xatlhinson

The major in Jewish Studies is designed to
acquaint students with the many facets of
Jewish civilization, from antiquity to the pres-
ent and in diverse geographic regions, through
an interdisciplinary study of Jewish religion,
history, philosophy, art, literature, social and
political institutions and cultural patterns.
For a major in Jewish Studies, students must
take Religion 140 and show proficiency in He-
brew (equivalent to at least two semesters at
the second-year level). In certain cases, where
students whose area of concentration neces-
sitate another language (such as Arabic,
French, Spanish, Yiddish), that language may
be substituted for Hebrew in consultation with
the student's major advisor. In addition, stu-
dents are expected to concentrate in some area
or aspect of Jewish studies (such as religion,
history or Hebrew language and literature) by
taking four courses above the Grade I level,
including at least two at the Grade III level.
Students are encouraged to apply to par-
ticipate in "Wellesley-in-Israel," a January
seminar in Jerusalem which focuses on ar-
chaeology in Israel, and which is held in
cooperation with the Hebrew University of
Jerusalem.

Majors devise their own programs in consul-
tation with their faculty advisor, either the
Director of the Jewish Studies Program or an
appropriate faculty member from the student's
area of concentration.

In addition to Wellesley courses, students are
encouraged to take courses at Brandeis
University in the NEJS Program that may be
applicable to the Jewish Studies major. These
courses must be approved, in advance, by the
corresponding department at Wellesley. See
the Director of Jewish Studies for further
details.

Jewish Studies 171

The following courses are available in Jewish
Studies; for related courses, consult the Direc-
tor of the Program.

History 338

Seminar. The United States and Israel. Not of-
fered in 1987-88.

History 339 (1)

Seminar. American Jewish History

Philosophy 212 (2)

Modern Jewish Philosophy

PhUosophy 219 (2)

Personal Identity in Medieval Philosophy

Political Science 326 (2)

International Politics in the Middle East

Religion 104 (1) (2)

Introduction to the Hebrew Bible/Old

Testament

Religion 105 (1) (2)

Introduction to the New Testament

Religion 140 (1)

Introduction to Judaism

Religion 199 (1-2)
Elementary Hebrew 2

Religion 203 *

The Ancient Near East. Not offered in
1987-88.

Religion 204 *

Five Books of Moses (Torah/ Pentateuch). Not

offered m 1987-88.

Religion 205 *

Prophecy in Israel. Not offered in 1987-88.

Religion 206 *

Prayer, Wisdom, and Love in the Hebrew

Bible/Old Testament. Not offered in 1987-88.

Religion 241 *

Judaism and Modernity. Not offered in
1987-88.

Religion 242 *

Rabbis, Romans and Archaeology. Not of-
fered in 1987-88.

Religion 243 ■

Women in Judaism. Not offered in 1987-88.

Religion 299 (1-2)
Intermediate Hebrew 2

Religion 304 *

Seminar. Abraham in History and Tradition.

Not offered in 1987-88.

Religion 305 (1)*

Seminar. Job and the Problem of Suffering

Religion 339 *

Judaism, Christianity, and Modernit)-. Not of-
fered in 1987-88.

Religion 340 (2) *
Seminar. The Holocaust

Religion 341 *

Seminar. Zionism. Not offered in 1987-88.

Spanish 206 (1) *

Christians, Jews and Moors: The Spirit of

Spain in its Literature

172 Jewish Studies

Language Studies

AN IN I ERDEPARTMEN TAL MAJOR

Director: l^'ritt

The major in Language Studies offers students
who are interested in the field of linguistics
the opportunitA for interdisciplinary study of
questions relating to the structure, history,
philosophy, sociology and psychology of
language.

A major in Language Studies has a number
of core requirements. Students must take a
minimum of three language studies courses:
Language Studies 114 (Introduction to Lin-
guistics), and either Language Studies 237
(History and Structure of the Romance Lan-
guages) or Language Studies 238 (Linguistic
Analysis of Social and Literary Expression) or
Language Studies 244 (Language Form and
Meaning) and Language Studies 312 (Bi-
lingualism: An Exploration of Language,
Mind and Culture) or Language Studies 322
(Child Language Acquisition). In addition,
majors must elect a concentration of at least
four courses above Grade I in a single area,
including at least two units at Grade III that
are approved by the Language Studies Direc-
tor. Concentrations may be in one department
or may be constructed across deparmients. In
either case, the major must demonstrate in-
tellectual coherence. Students majoring in
Language Studies are strongly urged to elect
basic method and theory courses in their field
of concentration and to show proficiency in
a foreign language at the intermediate level or
above.

Students are urged to consult the MIT cata-
logue for additional offerings for the major.

114 (1) Introduction to Linguistics
Designed to familiarize the student w ith some
of the essential concepts of language descrip-
tion. Suitable problem sets in English and in
other languages will provide opportunities to
study the basic systems of language organi-
zation. Changes in linguistic methodology
over the last century will also be discussed.
Open to all students.
Ms. Levitt

237 (2) History and Structure of the
Romance Languages

Open to students of French, Italian, Spanish
and Latin, this course deals w ith the develop-
ment of the modern Romance languages from
Vulgar Latin. Primary emphasis will be placed
on examining this development from a linguis-
tic point of view, stressing general principles
of historical change. Some reading and com-
parison of early texts in each of the languages
will also be included. Prerequisite: 114 or per-
>nission of the instructor. Not offered in
1987-88.
Ms. Levitt

238 (2) Sociolinguistics

An interdisciplinary course designed for stu-
dents in the humanities and social sciences
based on the application of linguistics to the
analysis of language in its written and spoken
forms. Emphasis on the way levels of social
expression are conveyed by variations in the
structural and semantic organization of lan-
guage. Includes extensive study of women's
language. Prerequisite: 114 or permission of
the instructor. Not offered in 1987-88.
Ms. Levitt

244 (2) Language Form and Meaning

A study of formal approaches to the descrip-
tion of the syntax (form) and semantics
(meaning) of language, beginning with trans-
formational grammar and extending to cur-
rent research. Topics will include some
linguistic pragmatics (basic speech act theory,
discourse structure). This course provides the
relevant theoretical background for both lan-
guage studies majors and students interested
m artificial intelligence. Prerequisite: Language
Studies 114.
Ms. Herskovits

312 (2) Bilingualism: An Exploration of
Language, Mind and Culture

The study of bilingualism provides an oppor-
tunity to explore the relationship of language
to mind and culture. The bilingual individu-
al will be the focus for questions concerning
language and mind. The detection of 'foreign'
accent, the relationship of words to concepts.

Language Studies 173

the organization of the mental lexicon, lan-
guage specialization of the brain, and the
effects of early bilingualism on cognitive func-
tioning will be among the subjects considered.
The bilingual nation will be the focus for ques-
tions dealing with language and culture.
Topics will include a look at the societal con-
ventions governing use of one language over
another, a study of the effects of extended
bilingualism on language development and
change, and an assessment of the political and
educational impact of a government's estab-
lishing official bilingualism. Prerequisite: an
appropriate Grade U course in language
studies, psychology, anthropology or philos-
ophy or permission of the instructor.

Ms. Levitt

ill (1) Child Language Acquisition
Language acquisition in young children. This
seminar will examine research on children's
developing linguistic abilities and will evalu-
ate current theories of language learning.
Topics will include infant speech perception
and production and the development of pho-
nology, morphology, the lexicon, syntax and
semantics in the young child. Data from
studies of children learning languages other
than English will also be considered. Open
to juniors and seniors who have taken Lan-
guage Studies 114 and Psychology 216, or by
permission of the instructor.
Ms. Levitt

The following courses are available in Lan-
guage Studies:

Computer Science 232 (2)
Artificial Intelligence

Computer Science 349 (1)
Topics in Computer Science

Education 308 (1-2)

Seminar on Foreign Language Methodology

English 381 (2)

Linguistics, Philology, and English Literature

Not offered in 1987-88

French 222 (1) (2)
Studies in Language I

French 308 (1)

Advanced Studies in Language I

French 309 (2)

Advanced Studies in Language II

Philosophy 207 (1)
Philosophy of Language

Philosophy 215 (2)
Philosophy of Mind

PhUosophy 216 (1) (2)
Logic

Psychology 216 (2)

Psychology of Language

Psychology 330 (1)
Seminar. Cognitive Science

Russian 301 (1)
Advanced Russian

Russian 302 (2)

Advanced Study of Modern Russian

174 Language Studies

Mathematics

Professor: \\";7to.v, Shitclhit, Shultz (Chdir)

Associate Professor: Sonhig, Wjng'',
Hirschhorn, Magid

Assistant Professor: Brosius'', Blomstroni^,
Goerss, Lei'enberg, Morton, Parker, de
Rezende, Scjttone, Moiinint'', Hunter^'

Most courses meet for t\\o periods weekly with
a third period approximately every other week.

100 (1) (2) Introduction to Mathematical
Thought

Topics chosen from areas such as strategies,
computers, infinite sets, knots, coloring prob-
lems, number theory, geometry, group theory.
Neither 100 nor 102 may be counted toward
the major; both may be elected. Not open to
students who have taken 115, 150, or the
equivalent.
The Staff

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

Introduction to topics such as probability and
statistics, matrices and vectors, linear pro-
gramming, game theory; applications in the
biological and social sciences. Neither 100 nor

102 may be counted toward the major; both
may be elected. Open to all students.

The Staff

103 (1) Precalculus

This course is open to students who lack the
necessary preparation for 115 and provides a
review of algebra, trigonometry and loga-
rithms necessary for work in calculus.
Methods of problem solving; an emphasis on
development of analytic and algebraic skills.
103 does not count toward the Group C dis-
tribution requirement. Open l/y permission of
the department.
The Staff

115(1) (2) Calculus I

Introduction to differential and integral cal-
culus for functions of one variable. Differ-
entiation and integration of algebraic and
transcendental functions. Applications to curve

sketching, extremal problems, velocities, re-
lated rates, areas, linear approximation, and
differential equations. Of)en to all students
who have not taken an equivalent course.

The Staff

116(1) (2) Calculus II

Theoretical basis of limits and continuity,
Mean Value Theorem, inverse trigonometric
functions, further integration techniques.
L'Hopital's rule, improper integrals. Applica-
tions to volumes. Infinite sequences and series
of numbers, power series, Taylor series.
Prerequisite: 115 or the equivalent.

The Staff

120 (1) Calculus IIA

A variant of 116 for students who have a thor-
ough knowledge of the techniques of differen-
tiation and integration, and familiarity with
inverse trigonometric functions and the log
and exponential functions. Includes a rigor-
ous theoretical treatment of improper in-
tegrals, CHopital's rule, limits of sequences,
Taylor's theorem, and power series. Finishes
with a new look at the foundations of calcu-
lus, with careful treatment of limits, continuity
and Riemann sums. Open by permission of
the department to students who have com-
pleted a year of high school calculus. A place-
ment test on techniques oj integration and
differentiation will be required of everyone en-
rolled in the course. (Students who have
studied Taylor series should elect 205.) Not
open to students who have completed 115, 116
or the equivalent.
The Staff

150* Colloquium: Discovery Course in
Mathematics and Its Applications

Mathematical reasoning and its applications.
A discussion group in which students discover
mathematical structure in several fields, in-
cluding some not often recognized as mathe-
matical in nature. Topics chosen from:
network analysis, mathematics in music and
art, graphing and interpretation of data, ex-
ponential growth, computer programming.
Especially appropriate for students with an in-
terest in fields requiring quantitative reason-
ing but who might otherwise avoid these fields
because of the mathematics involved. Two

Mathematics 175

70-minute meetings and another 1-2 hour
meeting weekly. Mandatory credit/noncredit.
May not be counted toward the major. Prereq-
uisite: reasonable knowledge of high school
level mathematics. For directions for apply-
ing see p. 75. Open by permission to a limit-
ed number of first year students. Not open to
those who have taken 100 or calculus. Not
offered in 1987-88.

205 (1) (2) Intermediate Calculus
Vectors, matrices, and determinants. Curves,
functions of several variables, partial and
directional derivatives, gradients, vector-valued
functions of a vector variable, Jacobian
matrix. First- and second-order differential
equations. Prerequisite: 116, 120, or the
equivalent.
The Staff

206(1) (2) Linear Algebra

Sets, functions, and relations. Algebra of com-
plex numbers. Vector spaces, subspaces, linear
independence, bases, dimension, inner
products. Linear transformations, matrix
representations, range and null spaces, in-
verses, eigenvalues. Applications to differen-
tial equations and Markov processes.
Emphasis on proving theorems. Prerequisite:
205.
The Staff

209 (1) (2) Methods of Advanced Calculus

Inverse and implicit function theorems. Multi-
variable integral calculus (multiple integrals,
line and surface integrals. Green's Theorem,
Gauss' Theorem, Stokes' Theorem, numeri-
cal methods). Introduction to complex-
variable theory. Prerequisite: 205.
Mr. l^venberg, Mr. Hirschhorn

210 (1) (2) Differential Equations

First order equations, higher order linear
equations, systems of linear and nonlinear
equations. Existence and uniqueness the-
orems. Power series, Laplace transform, and
numerical methods of solution. Applications
to problems from various fields. Prerequisite:
205.
The Staff

217 (!)'•■ Topics in Mathematics and
Economics

Applications of calculus and linear algebra to
economic analysis. Topics selected from: linear
and general optimization, input-output analy-
sis, marginal analysis, analysis of market equi-
librium and stability. Additionally listed in the
Economics Department. Prerequisite: Eco-
nomics 201 or 202 and Mathematics 205, or
by permission of the instructor. Not offered
in 1987-88.
Mr. Shuchat

220 (2) Probability and Elementary
Statistics

Topics selected from the theory of sets, dis-
crete probability for both single and multi-
variate random variables, probability density
for a single continuous random variable, ex-
pectations, mean, standard deviation, and
sampling from a normal population. Prereq-
uisite: 116, 120, or the equivalent.
Mr. Shuchat

225 (1) Combinatorics and Graph Theory
An introduction to combinatorial mathe-
matics and graph theory. Students will learn
discrete mathematics problem solving as well
as techniques of proof, including induction.
Prerequisite: 116, 120, or the equivalent.

Mr. Shultz

249 (2) Topics in the History of Geometry
This course will focus on the changes in
methods and concepts that occurred in geom-
etry in the 18th and 19th centuries in response
to the unsolved problems of Greek mathe-
matics. We will touch on axiom systems,
independence of axioms, and some of the
philosophical issues surrounding the discov-
ery of non-Euclidean geometry. We will give
rigorous developments, as well as concrete
models, for each type of geometry, and study
how Klein unified the theory using the idea
of the transformation groups. The course will
develop all concepts as they are needed.
Students will be expected to prove theorems.
Prerequisite: 205, or perniission of the in-
structor.
Mr. Morton

176 Mathematics

250 (1)* Topics in Applied Mathematics

Topic tor 1986-87: Operations research and
systems analysis. Optimization theory and its
application to decision making in private and
public sector management. Topics include lin-
ear, nonlinear, and dynamic programming,
and network flow modeling. Applications
selected From mathematical models of produc-
tion, inventory, scheduling, investment, har-
vesting, transportation, and distribution.
Prerequisite: 206. Not offered in 1987-88.
Mr. Shuchat

302 (1) (2) Elements of Analysis 1

Metric spaces; compact, complete, and con-
nected spaces; continuous functions; differen-
tiation, integration, interchange of limit
operations as time permits. Prerequisite: 206.
Mr. Magid, Mr. Hirschhoni

303 (2) Elements of Analysis II

Topics such as measure theory, Lebesgue in-
tegration, Fourier series, and calculus on
manifolds. Prerequisite: 302.
Mr. Levenberg

305 (1) (2) Modern Algebraic Theory I
Introduction to groups, rings, integral do-
mains, and fields. Prerequisite: 206.

Mr. Wilcox, Mr. Morton

306 (1) Modern Algebraic Theory II
Topics chosen from the theory of abstract vec-
tor spaces, Galois theory, field theory. Prereq-
uisite: 305. Note change of semester.

Ms. Parker

307 (2)"- Topology

Introduction to point set, algebraic, and
differential topology. Topological spaces, con-
tinuity, connectedness, compactness, product
spaces, separation axioms, homotop\, the fun-
damental group, manifolds. Prerequisite: 302.
Not offered in 1987-88.
The Staff

309 (2)* Foundations of Mathematics

An introduction to the logical foundations of
modern mathematics, including set theory,
cardinal and ordinal arithmetic, and the
axiom of choice. Prerequisite: 302 or 305.
Mr. CJoerss

310 (1) Functions of a Complex Variable

Analytic functions. Complex integration the-
ory including the Cauchy-Goursat Theorem;
Taylor and Laurent series; Maximum Modu-
lus Principle; residue theory and singularities;
mapping properties of analytic functions. Ad-
ditional topics such as conformal mapping
and Riemann surfaces, as time permits.
Prerequisite: 209 and 302. Note change of se-
mester.
Ms. Son tag

318 (2)* Topics in Applied Mathematics

Not offered in 1987-88.

349 (2)* Discrete Dynamical Systems

Study of time evolution of systems for discrete
time intervals. Applies techniques of analysis,
including difference equations. This subject
has many surprising and beautiful results;
there are applications to problems in biology,
economics, and numerical analysis. Topics
will include: Chaos, Sarkovskii's Theorem,
Morse-Smale diffeomorphisms. Prerequisite:
302.
Mr. Magid

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See Direc-
tions for Election and p. 67, Departmental
Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Mathematics 177

Placement in Courses and
Exemption Examinations

The Mathematics Department reviews elec-
tions of calculus students and places them in
103, 115, 116, 120, or 205 according to their
previous courses and examination results. Stu-
dents may not enroll in a course equivalent
to one for which they have received high
school or college credit. A special examina-
tion is not necessary for placement in an ad-
vanced course. Also see the descriptions for
these courses.

Students may receive course credit towards
graduation through the CEEB Advanced
Placement Tests in Mathematics. Students
with scores of 4 or 5 on the AB Examination
or 3 on the EC Examination receive one unit
of credit and are eligible for 116. Those
entering with scores of 4 or 5 on the EC
Examination receive two units and are eligi-
ble for 205.

Students who are well prepared in calculus
may receive partial exemption from the group
C distribution requirement without course
credit by taking exemption examinations.
Exemption examinations are offered only for
115 and 116.

Students expecting to do graduate work in
mathematics should elect 302, 303, 305, and
at least three other Grade III courses, possi-
bly including a graduate course at MIT. They
are also advised to acquire a reading knowl-
edge of one or more of the following lan-
guages: French, German, or Russian.
Students are encouraged to elect MIT courses
which are not offered by the Wellesley Col-
lege mathematics department.
The department offers the following options
for earning honors in the major field: (1) com-
pletion of 302, 303, 305, and three other
Grade III courses, and two written compre-
hensive examinations; (2) two semesters of
thesis work (360 and 370); or (3) participa-
tion in a two-semester seminar and a written
examination on the seminar topics. An oral
examination is required in all honors
programs.

Directions for Election

Students majoring in mathematics must com-
plete 115 and 116 (or the equivalent) and at
least seven units of Grade II and III courses,
including 205, 206, 209, 302, 305, and one
other 300 level course.
The mathematics minor is recommended for
students whose primary interests lie elsewhere
but who wish to take a substantial amount
of mathematics beyond calculus. Two options
are offered: Option 1 consists of 206, 302 or
305, and two other 200 or 300 level courses;
Option 2 consists of 206, 209, and three other
200 or 300 level courses. A student who plans
to add the mathematics minor to a major in
another field should consult a faculty advi-
sor in mathematics.

Students expecting to major in mathematics
should complete 206 before the junior year.
In order to take 310, a student must first com-
plete 209 as well as 302.

178 Mathematics

Medieval/Renaissance
Studies

AN IN IKRDEPARTMENTAL MAJOR
Directors: Cox, Fergusson

The major in Medieval/Renaissance Studies
enables students to explore the infinite rich-
ness and variety of Western civilization from
later Greco-Roman times to the Age of the
Renaissance and Reformation, as reflected in
art, history, music, literature, and language.
To ensure that breadth of knowledge is not
achieved at the expense of depth, however,
majors are required to elect at least four units
of work above the Grade I level from the offer-
ings in one department. (See the list of avail-
able courses.) Each year a seminar is offered
in w hich more than one member of the faculty
participate and which is especially designed
to accommodate the needs and interests of the
majors. The Majors Seminar for 1987-88 is
History 334, Cosmos and Psyche. A minimum
major consists of eight courses, of which at
least two must be at the Grade III level.
Numerous opportunities for study abroad
exist for those w ho wish to broaden their ex-
perience and supplement research skills
through direct contact with European and
Mediterranean culture. Majors who are con-
templating postgraduate academic or profes-
sional careers should consult faculty advisors,
who w ill assist them in planning a sequence
of courses that w ill provide them with a sound
background in the linguistic and critical tech-
niques essentia! to further work in their chosen
fields. Individual interests and needs can be
accommodated through independent study
projects carried out under the supervision of
one or more faculty members and designed
to supplement, or substitute for, advanced
seminar-level work.

247 (2) Arthurian Legends
A survey of legends connected with King
Arthur from the 6th century through the 15th
with some attention to the new interpretations
in the Renaissance, the 19th, and the 2()th cen-
turies. Special lectures by members of the
Medieval /Renaissance studies program. Open

to sofjhoinon's, juniors, iind seniors; lUui also
to first year students by permission o) the in-
structor.
Ms. Mc Alpine

Among other courses available tor majors and
prospective majors are:

Art 100 (1-2)
Introductory Course

Art 202 (1)
Medieval Art

Art 203 (2)

Cathedrals and Castles of the High Middle

Ages

Art 215 (1)

Introduction to the History of Art I

Art 247 (2)

Islamic Art and Culture

Art 250 (1)*

From Giotto to the Art of the Courts: Italy

and France, 1300-1420. Not offered m

1987-88.

Art 251 (1)

Italian Renaissance Art

Art 254 (1)

Urban Form: Medieval, Renaissance, and

Baroque. Not offered in 1987-88.

Art 304 (2)

Problems in Italian Sculpture. Not offered in

1987-88.

Art 311 (2)=

Northern European Painting and Printmaking

Art 330 (I)"-

Seminar. Renaissance Art in Venice and

Northern Italy

Art 332 (2)

The Thirteenth-Century King as Patron

English 112 (1) (2)
Introduction to Shakespeare

English 211 (2)*

Medieval Literature. Not ofjered in 1987-88.

English 213 (1)
Chaucer

English 222 (1)

Renaissance Literature. Not offered in

1987-88.

Medieval/Renaissance Studies 179

English 223 (1)

Shakespeare Part I: The Ehzabethan Period

English 224 (2)

Shakespeare Part II: The Jacobean Period

English 283 (2)=="

Enghsh Drama I. Not offered in 1987-88.

English 313 (2)*

Advanced Studies in Chaucer

English 325 (2)

Advanced Studies in the Renaissance

French 212 (2)*

Studies in the Middle Ages and Renaissance.

Not offered m 1987-88.

French 312 (2)=^

Advanced Studies in the Middle Ages and
Renaissance

German 202 (1)

Introduction to German Literature

History 100 (1) (2)

Medieval and Early Modern European

History

History 223 '•'

From Closed World to Infinite Universe. Not

offered in 1987-88.

History 229 (2) •

Alexander the Great: Psychopath or Philoso-
pher King?

History 230 (1)"'

Greek History from the Bronze Age to the

Death of Philip II of Macedon

History 231 (2)*

History of Rome. Not offered in 1987-88. Of-
fered in 1988-89.

History 232 (2)

The Medieval World, 1000 to 1300

History 233 (1)

Renaissance Italy. Not offered in 1987-88. Of-
fered in 1988-89.

History 234 (2)«

Heresy, Humanism, and Reform: Renaissance

and Reformation in Northern Europe

History 235 (1)*

The Formation of European Culture: Middle

Ages and Renaissance

History 238 (1)

English History: 1066 and All That

History 239 (2)

English History: Henry VIII and Elizabeth I

History 330 (2)

Seminar. Medieval Kings, Tyrants, and Rebels

History 333

Seminar. Renaissance Florence. Not offered in
1987-88.

History 334 (1)

Seminar. Cosmos and Psyche: Visions of Nat-
ural Order in the Middle Ages

Italian 207 (2)*

Studies in Italian Renaissance Literature. Not

offered in 1987-88.

Italian 211 (1-2)
Dante (in English)

Italian 212 (2)"

Literature of the Italian Renaissance (in Eng-
lish). Not offered in 1987-88.

Latin 207 (2)"-

Medieval Latin. Not offered in 1987-88.

Music 251 (1)*

Music in the Middle Ages

Music 252 (2)=^

Music in the Renaissance. Not offered in

1987-88.

Philosophy 219 (2)

Personal Identity in Medieval Philosophy

Political Science 240 (1)

Classical and Medieval Political Theory. Not

offered in 1987-88.

Religion 216'''

History of Christian Thought: 100-1400. Not
offered in 1987-88.

Religion 217*

History of Christian Thought: 1400-1800.

Not offered in 1987-88.

Religion 316 (1)'
Seminar. The Virgin Mary

Spanish 206 (1)==

(Christians, Jews, and Moors: The Spirit of

Spain in Its Literature

Spanish 302 (2)*

Cervantes. Not offered in 1987-88.

180 Medieval/Renaissance Studies

Music

Professor: Herrmann (Chair), Jander

Associate Professor: Zallman, Brady''

Assistant Professor: Fisk, Roens^

Instructor: Cumming, Maus

Chamber Music Society: Cirillo (Director),
Plaster (Assistant Director)

Instructor in Performing Music:

Piano: Fisk, Shapiro, Alderman, Barringer

(jazz piano). Urban (keyboard skills)

Voice: O'Donnell, Hewitt-Didham

Violin: Cirillo

Viola: Murdoch

Violoncello: Moerschel

Double Bass: Coleman

Flute: Krueger, Preble

Oboe: Gore

Clarinet: Vaverka

Bassoon: Plaster

French Horn: Gainsforth

Trumpet: Levine

Trombone: Sanders

Organ: Christie

Harp: Kemper

Guitar and Lute: Cullver-Jacobsen

(Collegium Music um)

Saxophone: Malone

Harpsichord and Continuo: Cleverdon

Viola da Gamba: Jeppesen

Recorder: Stillman (Collegium Musicum)

Collegium Musicum: Hartzell

99 (1-2) Performing Music Noncredit

One half-hour private lesson per week. Stu-
dents may register for 45-minute or hour les-
sons for an additional fee. For further
information, including fees, see Performing
Music: Private Instruction. See also Music
199, 299, and 344. A basic skills test is given
to students wishing to enroll in Music 99. For
those who do not pass this test, a corequisite
to Music 99 is Music 111.

The Staff

100 (1) (2) Style in Music

A survey of principal musical styles and forms
of Western music, with emphasis on the period
1700 (Bach and Handel) to the turn of the

last century (Moussorgsky, Debussy, and
Stravinsky). Not to be counted toward the
major. Two lectures and one section meeting.
Mr. Fisk, Ms. Cumming

105 (2)* World Music

A general introduction to non-western music.
Not to be counted toward the major in music.
Open to all students. Not offered in 1987-88.

106 (2)* Afro-American Music

Open to all students. Not offered in 1987-88.

Ill (1) (2) The Language of Music

Instruction in simple musical skills, such as
the reading and writing of notation, in a con-
text that encourages students to discover for
themselves the ideas underlying musical per-
ception, systems of notation, and the elements
of composition. Consideration of new ways
of hearing and thinking about music. Not to
be counted toward the major. Two section
meetings and one 60-minute class devoted to
lecture or laboratory. Open to all students.

Ms. Zallman, Mr. Jander

115 (1) (2) Musicianship
Cultivation of the ability to see and hear what
is in a musical score through practice in read-
ing, ear-training, and keyboard skills. Students
develop a working understanding of tonality
through writing melodies, and through read-
ing and experiencing tonal works. Normally
followed by 202. Two class meetings and one
60-minute laboratory. Open to all students
who have passed the basic skills test.
Mr. Maus, Mr. Roens

199 (1-2) Performing Music — Intermediate

One 45-minute lesson per week. A minimum
of six hours of practice per week is expected.
Music 199 may be repeated, ordinarily for a
maximum of four semesters. Not to be
counted toward the major in music. For fur-
ther information, including fees, see Perform-
ing Music: Private Instruction and Academic
Credit. See also Music 99, 299, and 344.

Music 181

Open, by audition for a limited number of
spaces, to students who are taking, have
taken, or have exempted Music 115. Success-
ful completion of an additional music course
is required before credit is given for a second
year of 199.

Audition requirements vary, depending on the
instrument. The piano requirements are
described here to give a general indication of
the expected standards for all instruments: all
major and minor scales and arpeggios, a Bach
two-part invention or movement from one of
the French Suites, a movement from a Classi-
cal sonata, and a composition from either the
Romantic or Modern period.
A student other than a pianist who wishes to
apply for Music 199 should request detailed
information concerning audition requirements
for her instrument (including voice) by writ-
ing to the Chair, Department of Music.
The Staff

200 (1-2) Design in Music 2

A survey beginning with Gregorian chant and
concluding with electronic music, with em-
phasis on live performance and on the inci-
sive analysis of scores. One unit of credit may
be given for the first semester. Three periods.
Prerequisite: 202.
Mr. J under

202 (2) Harmony I

A continuation of 115. Further development
of reading and listening skills. Concentrated
studies in diatonic chord progression, voice
leading practice, simple melody harmoniza-
tion, and figured bass symbols. Two class
meetings and one 60-minute laboratory.
Prerequisite: US.
Mr. Maus

204 (1)* Counterpoint I

Writing and analysis of 16th-century modal
counterpoint. A practical study based on the
vocal music of the period. Offered in alterna-
tion with 304. Open to students who have
taken, or exempted, 115.
Mr. Roens

205 (1)* Twentieth-Century Techniques
Studies in the language and style of the con-
cert music of our century through analysis of

smaller representative compositions of major
composers. Short exercises in composition will
be designed to familiarize students with the
concepts of musical coherence which inform
the works of these composers. Open to stu-
dents who have taken or exetnpted Music US.
Students who can read music fluently are also
invited with permission of the instructor. Not
offered in 1987-88.

208 (2)* The Baroque Era

Not to be counted toward the major in music.
Prerequisite: 100, 111, or US. Not offered in
1987-88.

209 (I)' The Classical Era

Topic for 1987-88: Beethoven and the Web of
Culture. Analysis of such works as the "Tem-
pest" Sonata, the "Pastoral" Symphony, the
Fourth Piano Concerto, the "Choral Fantasy,"
and the final piano sonata (op. Ill) and the
final string quartet (op. 135) with special focus
on Beethoven's subjective intentions, on the ac-
tual sources of his extra-musical ideas, and on
the influence of his poetic visions on his
musical forms. Not to be counted toward the
major in music. Prerequisite: 100, 111, or US.

Mr. J cinder

210 (2)'' The Romantic Era

Not to be counted toward the major. Prereq-
uisite: 100, m, or US. Not offered in 1987-88.

211 (2)'' Instrumental Music

Topic for 1987-88: Orchestral Genres. A
historical survey of instrumental music, espe-
cially orchestral genres, from the 18th to the
20th centuries, along with training in the
listening skills that will enhance an under-
standing of the music. Works to be studied will
include Bach's Brandenburg Concerto no. 5,
Beethoven's Symphony no. 4, and Stravinsky's
Rite of Spring, among others. Not to be
counted toward the major. Prerequisite: 100,
111, or US, or by permission of the instructor.
Mr. Maus

214 (2)== The Modern Era

Not to be counted toward the major. Prereq-
uisite: 100, 111, or US or by permission of the
instructor Not offered in 1987-88.

182 Music

215(2)* Vocal Forms

Not to he counted toward the iiKi|or. Prcrcq-
ttiitte: 100, HI, or US or by permisstoii of the
instructor. Not offered in 1987-88.

216 (1)* Wagner's Ring of the Nibelung

A course presenting the Ring as a Total Art
Work, the consummate musical statement ot
the Romantic temper. Studies in Wagner's
mythological and litcrar\ sources, the cultural
and historical context of the tetralogy, its psy-
chological and allegorical dimensions, and the
theatrical importance of the Bayreuth Festival.
The chief focus of the course will be listening
closely to the entire Ring cycle in English and
German, with appropriate accompanying
materials (films, slides, and readings). Not to
be counted toward the major. Prerequisite:
Music 100 or 111, or permission of tlye instruc-
tor. Not offered 1987-88.
Mr. Jander

222 (1)* Selected Topics
Not to be counted toward the major. Prereq-
uisite: Music 100, 111 or 115 or by permission
of the instructor. Not offered in 1987-88.

251 (!)'■■ Music in the Middle Ages

Music was central to the medieval educational
curriculum, to Christian liturgy, and to secu-
lar ceremony and recreation. We will consider
music as a liberal art, chant and liturgy, songs
of the troubadors and trou\eres, early polyph-
ony, the medieval motet, and the polyphonic
chanson, with reference to the history of mu-
sical style and to the role of music in society.
Prerequisite: 200 (1) or perniission of the in-
structor.
Ms. Cumniing

252 (2)* Music in the Renaissance

Sacred and secular music in Europe from the
new style of Dufay and Dunstable in the early
15th century to the height of the ars perfecta
of Palestrina, Lassus and Byrd and the secunda
practice! of the madrigals of Marenzio and
Gesualdo in the late 16th century. The course
will focus on the transformation and develop-
ment of genres and forms in vocal and in-
strumental music, with reference to cultural

context and to modern scholarship m Renais-
sance music. Prerequisite: 200 (1) or permis-
sion of tin' instructor. Not offered m 1987-88.

299 (1-2) Performing Music — Advanced

One hour prixate lesson per week. A minimum
of ten hours of practice per week is expected.
Music 299 ma) be repeated without limit. Not
to be counted toward the major in music. For
further information, including fees, see Per-
forming Music: Private Instruction and Aca-
demic Oedit. See also Music 99, 199, and
344.

Open by audition for a limited number of
spaces, to students who have taken or ex-
empted Music 115. One music course on the
Grade 11 level or above must be completed for
each unit of credit to be granted for Music
299. (A music course used to fulfill the re-
quirement for Music 199 may not be counted
for 299.)

A student auditioning for Music 299 is expect-
ed to demonstrate accomplishment distinctly
beyond that of the Music 199 student. Stu-
dents wishing to audition for 299 should re-
quest detailed audition requirements.
Prerequisite: 199.
Tfje Staff

302(1) Harmony II

The harmonization of melodies. Improvisa-
tion and elaboration of typical harmonic
phrases. A continuation of figured bass studies
with emphasis on keyboard realization. Fur-
ther study in the structure of classical tonali-
ty. Three class meetings and one 6()-minute
laboratory. Prerequisite: 202.
Ms. Zalfman

304 (2)* Counterpoint II
A study of tonal counterpoint through writ-
ten exercises based on examples from the
works of J. S. Bach. Additional study will be
devoted to developing an understanding of the
role of counterpoint in classical tonal compo-
sition. Offered in alternation with 204.
Prerequisite: 302. Not offered in 1987-88.

Music 183

306 (2) Tonal Analysis

The normal continuation of 302. A study of
the tonal forms of the 18th and 19th centu-
ries. Three class meetings and one 60-minute
laboratory. Prerequisite: 302.
Ms. Zallman

307 (2)* The Opera

A study of operatic forms, st\les, and tradi-
tions in the 18th and 19th centuries. In
1987-88 the principal, though not exclusive,
emphasis will be on works by Mozart and
Verdi, including Don Giovanni, Marriage of
Figaro, Magic Flute, Trovatore, Masked Ball,
Aida (or Otelio). Prerequisite: 200 or, with
permission of the instructor, two Grade II
units in the literature of music.
Mr. Herrmann

308 (2) Choral and Orchestral Conducting

A practical exposure to techniques for con-
ducting music from the Renaissance to the
present. Prerequisite: 200, 302, and 306
(which may be taken concurrently), or by per-
mission of the instructor. Not offered in
1987-88.

313 (1)* Twentieth-Century Analysis and
Composition

A study of compositional devices of 20th-
century music through the analysis of selected
short examples from the literature. Students
will attend Music 205 classes and will focus
on composing complete pieces as a substan-
tial part of their course assignments. Offered
in alternation with 314. Open to students who
have taken 115 or 204 and have taken or are
taking 200. Mot offered in 1987-88.

314 (2)* Tonal Composition

A study of tonal forms — the minuet, extended
song forms, and the sonata — through the
composition of such pieces within the style of
their traditional models. Offered in alterna-
tion with 313. Prerequisite: 302.
Mr. Roens

317 (1)* Seminar. The Baroque Era

Topic for 1987-88: Music of J.S. Bach. A semi-
nar devoted primarily to the works of J.S. Bach
with some comparison to works of his con-
temporaries and to works in the later classi-

cal style. The focus will be primarily on struc-
ture and style in major instrumental compo-
sitions, such as the Preludes and Fugues of the
Well-tempered Clavier and the four Orches-
tral Suites, with detailed analysis of individual
pieces and discussion of different analytical
approaches. Open to students who have taken
200 and have taken or are taking 302.

Mr. Maus

318 (2) The Classical Era

Prerequisite: 200 and 302, or by permission
of the instructor. Not offered in 1987-88.

319 (2)* Seminar. The Nineteenth Century

Open to students who have taken 200 and
302. Not offered in 1987-88.

320 (2)* Seminar. The Twentieth Century

Open to students who have taken 200.
.Ms. Zallman

323 (1) Seminar. Selected Topics.

Open to students who have taken 200 and
have taken or are taking 302. Not offered in
1987-88.

344 (1) (2) Performing Music— A Special
Program 1 or 2

Intensive study of interpretation and of ad-
vanced technical performance problems in the
literature. One hour lesson per week plus a
required performance workshop. One to four
units may be counted toward the degree
provided at least two units in the literature of
music other than Music 200 (1-2), a prereq-
uisite for 344, are completed. One of these
units must be Grade III work, the other either
Grade III or Grade II work which counts
toward the major. Music 344 should ordinar-
ily follow or be concurrent with such courses
in the literature of music; not more than one
unit of 344 may be elected in advance of elec-
tion of these courses. Only one unit of 344
may be elected per semester. Permission to
elect the first unit of 344 is granted only after
the student has successfully auditioned for the
department faculty upon the written recom-
mendation of the instructor in performing
music. This audition ordinarily takes place

184 Music

in the second semester of the sophomore or
junior year. Permission to elect subsequent
units is granted only to a student whose pro-
gress in 344 is judged excellent.
The Staff

350 (1) (2) Research or Individual Study
lor 2

Directed study in analysis, composition, or-
chestration, or the history of music. Open to
qualified juniors and seniors by permission.

360 Senior Thesis Research 1 or 2

By permission of the department. See Direc-
tions for Election and p. 67, Departmental
Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Technology Studies 202 (2)*

Structure in Music: Experiments in Computer
Modeling. For description and prerequisite see
Technology Studies 202. Not offered in
1987-88.

Directions for Election

The normal music major sequence is 115, 202,
200 (1-2), 302, and 306. Also required for the
major are four additional units of Grade II or
Grade III work in courses designed for the
music major. Two of these units must be in
music literature; at least one of the literature
units must be Grade III work. Students who
major in music are encouraged to explore their
special areas of interest; composition, litera-
ture, performance, or theory.
Students who plan to undertake graduate
study in music should be aware that a knowl-
edge of both German and French is essential
for work at that level, and a proficiency in Ital-
ian is highly desirable. Also of value are
studies in European history, literature, and art.
Music majors are especially urged to develop
their musicianship - through the acquisition
of basic keyboard skills, through private in-
struction in practical music, and through
involvement in the Music Department's vari-
ous performing organizations.

Group instruction in basic keyboard skills in-
cluding keyboard harmony, sight reading and
score reading is provided to all students en-
rolled in any music course (including Music
100 with the instructor's permission and if
space is available) and to Music 99 students
with the written recommendation of their stu-
dio instructor. Ensemble sight reading on a
more advanced level is also available for ad-
vanced pianists.

The department offers a choice of three pro-
grams for Honors, all entitled 370. Under Pro-
gram I (two to four units of credit) the honors
candidate performs independent research lead-
ing to a thesis and an oral examination. Under
Program II, honors in composition, one unit
is elected per semester in the senior year, these
units culminating in a composition of sub-
stance and an oral examination on the honors
work. Prerequisite for this program: 204, 306,
distinguished work in 313, and evidence of
independent work in 314; prerequisite or
corequisite: 320. Program III, honors in per-
formance, involves the election of one unit per
semester in the senior year culminating in a
recital, a lecture demonstration, and an essay
on some aspect of performance. Participation
in the Performance Workshops is mandatory
for students who are concentrating in this
area. Prerequisite for Program III: Music 344
(normally two units) in the junior year, and
evidence that year, through public perfor-
mance, of exceptional talent and accom-
plishment.

Performing Music

Instrument Collection

The music department owns 38 pianos (which
include 27 Steinway grands, one Mason and
Hamlin grand, and 5 Steinway uprights), a
Fisk practice organ, a harp, and a wide assort-
ment of modern orchestral instruments.
In addition, an unusually fine collection of
early instruments, largely reproductions, is
available for use by students. These include
a clavichord, virginal, two harpsichords, a
positive organ, fortepiano, and two Clementi
pianos; a lute, eight violas da gamba, and a
baroque violin; a sackbut, krummhorns,
shawms, recorders, a renaissance flute, two
baroque flutes, and a baroque oboe. A recent
addition to the collection is an 18th-century
Venetian viola made by Belosius.

Music 185

Of particular interest is the new Fisk organ
in Houghton Chapel, America's first 17th-
century German style organ. The chapel also
houses a large, three-manual Aeolian-Skinner
pipe organ, and Galen Stone Tower contains
a 30-bell carillon.

Performance Workshop

The performance workshop is directed by a
member of the performing music faculty and
gives students an opportunity to perform in
an informal situation before fellow students
and faculty, to discuss the music itself, and to
receive helpful comments. Required for 344
students and for 370 students in Program III,
the workshop is open to Wellesley students
who study performing music at Wellesley and
elsewhere, on the recommendation of their in-
structor.

Private Instruction

The music department offers private instruc-
tion in voice, piano, fortepiano, organ, harp-
sichord, harp, violin, viola, cello, double bass,
viola da gamba, flute (baroque and modern),
oboe, clarinet, bassoon, trumpet, French
horn, recorder, lute, classical guitar, saxo-
phone, and jazz piano.
Information concerning auditions and course
requirements for noncredit and credit study
is given above under listings for Music 99,
199, 299, and 344. Except for Music 344,
auditions and the basic skills and exemption
tests are ordinarily given at the start of the first
semester only.

There is no charge for performing music to
students enrolled in Music 344, nor to Music
199 or 299 students who are receiving finan-
cial assistance. All other Music 199 and 299
students are charged S472 for one lesson per
week throughout the year. Students who con-
tract for performing music instruction under
Music 99 are charged S472 for one half-hour
lesson per week throughout the year and may
register for 45-minute or hour lessons for an
additional fee. A fee of $35 per year is charged
to performing music students for the use of
a practice studio. The fee for the use of a prac-
tice studio for harpsichord and organ is $45.
Performing music fees are payable in advance
and are not refundable. Lessons in perform-
ing music begin in the first week of each se-
mester.

Arrangements for lessons are made at the
department office during the first week of the
semester. Students may begin their perform-
ing music study at the start of the second se-
mester only if space permits.

Academic Credit

Credit for performing music is granted only
for study at Wellesley College. As enrollment
in credit study is limited, the final decision for
acceptance is based on the student's audition.
A faculty jury determines whether or not a
student may continue with performing music
for credit, and at what level. One unit of credit
is granted for two semesters of study in Music
199 and 299. Two semesters of credit study
in performing music must be successfully
completed before credit can be counted toward
the degree. Of the 32 units for graduation a
maximum of four units of performing music
may be counted toward the degree. More than
one course in performing music for credit can
be taken simultaneously only by special per-
mission of the Department.
The Music Department's 199 and 299 offer-
ings are made possible by the Estate of Elsa
Graefe Whitney '18.

Performing Organizations

The following organizations are a vital exten-
sion of the academic program of the Wellesley
music department.

The Wellesley College Choir

The Wellesley College Choir, with approxi-
mately 80 members, gives concerts on and off
campus during the academic year, many of
them with men's choirs. Endowed funds pro-
vide for at least one joint concert each year
accompanied by a professional orchestra.

The Wellesley Madrigal Singers

The Madrigal Singers are a chamber chorus
of about 25 mixed voices. The organization
elects its own student director.

The Collegium Musicum

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

186 Music

Separate consort instruction is available in
viola da gamba, renaissance winds, and
recorder for both beginning and advanced
players for a nominal fee of S35 per semes-
ter. Members of such groups are encouraged
to take private instruction as well.

The Chamber Music Society

The Chamber Music Society, supervised by
a facult)' member and assistants, presents three
concerts each year, and a number of diverse,
informal programs.

The Wellesley College Chamber Orchestra

The Wellesley College Chamber Orchestra is
a student-directed organization consisting of
approximately 30 members. Its concerts in-
clude works from several periods for small
orchestra, with possibilities for solo per-
formance.

Jazz Workshop

Faculty directed sessions are scheduled
throughout the year giving students an oppor-
tunity to gain experience in ensemble playing
with each other and with professional guest
players.

The MIT Orchestra

Through the Wellesley-MIT Cross Registra-
tion program, students on the Wellesley cam-
pus are eligible to audition for membership
in the MIT Symphony Orchestra. Wellesley
members of the orchestra have often held solo
positions.

Philosophy

Professor: Chaplin, Congleton, Menkiti,
Putnam, Stadler'^-

Associate Professor: Flanagan''^, Winkler

(Chair)

Visiting Associate Professor: Elgin
Assistant Professor: Doran'^, Moody-Adams

101 (1) (2) Introduction to Philosophy:
Plato and Aristotle

An introduction to philosophy through the
works of Plato and Aristotle. The course will
explore a wide range of topics in metaphys-
ics, theory of knowledge, political philosophy,
and ethics. Particular emphasis will be placed
on the early and middle dialogues of Plato,
where Socrates is the central figure. Some con-
sideration will also be given to the Pre-
Socratics and the Sophists. Open to all
students.
Ms. Congleton, Mrs. Chaplin

106 (1) (2) Introduction to Moral
Philosophy

A study of the central issues in moral philos-
ophy from Plato to the present day. Topics in-
clude the nature of morality, conceptions of
justice, views of human nature and their bear-
ing on questions of value, competing tests of
right and wrong. Discussion of contemporary
moral problems. Readings in several major
figures in the history of moral philosophy.
Open to all students.
Ms. Moody-Adams, Mrs. Stadler, Ms. Elgin

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

A study of the work of Descartes, Hume, and
Kant. The course is intended to introduce stu-
dents to the most influential philosophers of
modern times. Key concepts, terms and argu-
ments used by philosophers from the 17th cen-
tury to the present day will be discussed. The
course also provides preparation for more ad-
vanced work both in contemporary philoso-
phy and in the history of modern philosophy.
Open to all students.
Mrs. Putnam, Ms. Moody-Adams,
Mr. Winkler, Ms. Congleton

Philosophy 187

202 (2)* Introduction to African Philosophy

Initiation into basic African philosophical
concepts and principles. The first part of the
course deals with a systematic interpretation
of such questions as the Bantu African philo-
sophical concept of Muntu and related beliefs,
as well as Bantu ontology, metaphysics, and
ethics. The second part centers on the rela-
tionship between philosophy and ideologies
and its implications in Black African social,
political, religious, and economic institutions.
The approach will be comparative. Open to
all students except first year students in their
first semester.
Mr. Menkiti

203(l)PhUosophyof Art

An examination of some major theories of art
and art criticism. Emphasis on the clarifi-
cation of such key concepts as style, mean-
ing, and truth, and on the nature of judgments
and arguments about artistic beauty and
excellence. Open to first year students who
have taken one unit in philosophy, and to
sophomores, juniors, and seniors without
prerequisite.
Mrs. Stadler

204 (2) Philosophy and Literature
This course examines the treatment of time,
deliberation, love, and freedom in some
selected works. Examined also will be the
treatment of individual and social ideals, self-
knowledge and self-identity, loyalty and com-
mitment to self and others, and the problem
of value revision. The course will end with
some general discussion of how literature
means — how to untangle the truth in fiction
and the fiction in truth. Prerequisite: same as
for 203.
Mr. Menkiti

207 (1) Philosophy of Language

What are the relations among thoughts, con-
cepts and language? Or among thoughts, con-
cepts and the world? Or between language and
the world "out there"? How does language dif-
fer from other communication systems? These
are some of the basic questions we will dis-
cuss as we examine various theories of mean-
ing and of reference as well as of truth.

Readings will be drawn from key figures who
wrought "the linguistic turn"— Wittgenstein,
Ryle, and Quine, along with contemporary
figures such as Kripke, Putnam, and Rorty.
Prerequisite: same as for 203.

Ms. Elgin

209 (2) Political Philosophy

A study of historically significant arguments
concerning the most rational or morally
desirable form of political society. Emphasis
on such topics as the relationship between the
individual and the community and between
ethics and politics, as well as on the bases of
political authority, the scope of political ob-
ligation, and the ends which political institu-
tions ought to pursue. Open to all students.
Ms. Moody-Adams

210 (1) Social Philosophy

An exploration of some key issues in social
philosophy which will focus on such topics
as the nature and value of community; the
grounds for social coercion and the moral
legitimacy of group rules; collective versus in-
dividual rationality; the responsibilities of per-
sons in their roles; and obligations between
generations. Open to sophomores, juniors,
and seniors without prerequisite.

Mr. Menkiti

212 (2) Modern Jewish Philosophy

Major emphasis on the works of Spinoza and
Martin Buber. Some time also devoted to
thinkers of the Jewish enlightenment and to
the philosophy of Franz Rosenzweig, a friend
and collaborator of Buber. Open to sopho-
mores, juniors and seniors without prereq-
uisite.
Mrs. Putnam

215 (2) Philosophy of Mind

Topics include the mind-body relation; free
will/determinism; knowledge of one's own
mind and other minds; reductionism; philo-
sophical implications of recent work in neu-
roscience, cognitive science, and artificial
intelligence. Open to sophomores, juniors,
and seniors.
Ms. Elgin

188 Philosophy

216 (1) (2) Logic

An introduction to the methods of s\ inhoHc
logic and their application to arguments in or-
dinary Enghsh. Discussion of validity, impli-
cation, consistency, proof, and of such topics
as the thesis of extensionality and the nature
of mathematical truth. Open to ijll students.
Mrs. Putruim, Mr. Winkler

217 (2) Philosophy of Science

A stud) of problems in the philosophy of the
natural and social sciences, such as the growth
of scientific knowledge, the reality of theo-
retical entities, space and time, purpose in
nature, and the explanation of human action.
Readings in both classical and contemporary
sources. Prerequisite: same as for 203. Not of-
fered in 1987-88.

219 (2) Personal Identity in Medieval
Philosophy

Philosophers of the 12th and 13th centuries
debated a question raised for them by Aristo-
tle: Are all human beings essentially the same,
differing only superficially as do members of
other species, or is there greater individuality
in humans? This issue was connected to
others, such as the place of humanity in the
total order of the universe and the way in
which human beings reason, perceive and
make choices. The course will investigate these
questions as they arise in the work of the Is-
lamic philosopher Averroes, the Jewish phi-
losopher Maimonides, and the Christian
philosopher Aquinas. Some consideration of
Aristotle as background. Open to all sopho-
mores, Juniors, and seniors.
Ms. Congleton

220 Knowledge and Reality: Metaphysics
and Epistemology in the Seventeenth and
Eighteenth Centuries

A study of the history of modern philosophy,
intended as a sequel to Philosophy 200. The
course will concentrate on three broad themes
in the works of Hobbes, Lx)cke, Spinoza,
Leibniz, and Berkeley: the existence of innate
ideas and the character and scope of human
knowledge; nature and substance, and the
nature and existence of God; the limits of
mechanism and the relationship between
matter and mind. Prerequisite: 200. Not of-
fered in 1987-88.

221 History of Modern Philosophy in the
Nineteenth Century

A study of Post-Enlightenment philosophy,
concentrating on the Cierman tradition.
Selected texts from Hegel, Schopenhauer, and
Nietzsche will illustrate the themes of reason,
history, and human nature. Some attention
will also be given to the thought of John Stuart
Mill and Auguste Comte. Prerequisite: 200 or
other previous study of Kant accepted as
equivalent by the instructor. Not offered in
1987-88.

222 (2) American Philosophy

The development of American philosophy
from its beginnings as an attempt to come to
terms with Puritanism, through the response
to revolution and slavery and the development
of Transcendentalism, to its culmination in
Pragmatism. Pragmatism, exemplified by
Peirce, James, and Dewey, as America's unique
contribution to world philosophy occupies
roughly half of the course. This course is in-
tended for American studies majors as well
as for philosophers. Prerequisite: 200 or
American Studies 31S or by permission of the
instructor.

Mrs. Putnam

223 Phenomenology and Existentialism

Central themes in contemporary European
philosophy with special emphasis on the con-
tributions of Soren Kierkegaard, Edmund
Husserl, Martin Heidegger, and Jean-Paul
Sartre. Prerequisite: 200 or other previous
study of Kant accepted as equivalent by the
instructor. Not offered in 1987-88.

227 Philosophy and Feminism

A systematic examination of competing the-
ories of the basis, nature, and scope of
women's rights. Included will be a compari-
son of J. S. Mill's classical liberal treatment
of women's rights in The Subjection of Women
with contemporary formulation of the liberal
position. Several weeks will be devoted to dis-
cussion of (class-selected) topics of contem-
porary interest to feminist theory. Open to all
students without prerequisite. Not offered in
1987-88.

Philosophy 189

249 (1) Medical Ethics

A philosophical examination of some central
problems at the interface of medicine and
ethics. Exploration of the social and ethical
implications of current advances in biomedi-
cal research and technology. Topics discussed
will include psychosurgery, gendersurgery,
genetic screening, amniocentesis, euthanasia.
Prerequisite: same as for 203.
Mr. Menkiti

302~- Kant

Intensive studies in the philosophy of Kant
with some consideration of his position in the
history of philosophy. Prerequisite: 200. Not
offered in 1987-88.

303* Hume

Intensive studies in the philosophy of Hume
with some consideration of his position in the
history of philosophy. Prerequisite: 200. Not
offered in 1987-88.

311= Plato

Two issues in Platonic philosophy will be em-
phasized. The so-called "Socratic paradox"
which holds that no one knowingly does evil
and the theory of "forms" or "Platonic ideas."
Offered in alternation with 312. Prerequisite:
101 or Greek 201 or by permission of the in-
structor. Not offered in 1987-88.

312 (I)* Aristotle

Intensive study of the thought of Aristotle
through detailed reading of selected texts. At-
tention will be given especially to those works
which present Aristotle's picture of nature,
human nature, and society. Aristotle's in-
fluence on subsequent science and philosophy
will be discussed briefly. Offered in alterna-
tion with 311. Prerequisite: 101 or Greek 201.
Mrs. Chaplin

314 (1) Topics in the Theory of Knowledge
Course content will vary. Topics include
theories of perception and sense datum the-
ory, truth and the problem of justification,
common sense and philosophical certainty,
personal knowledge and knowledge of other
selves. Open to juniors and seniors or by per-
mission of the instructor.
Ms. Elgin

326 (2) Philosophy of Law

A systematic consideration of fundamental is-
sues in the conception and practice of law.
Such recurrent themes in legal theory as the
nature and function of law, the relation of law
to morality, the function of rules in legal
reasoning, and the connection between law
and social policy are examined. Clarification
of such notions as obligation, power, contract,
liability, and sovereignty. Readings will cover
the natural law tradition and the tradition of
legal positivism, as well as such contemporary
writers as Hart and Fuller. Open to juniors
and seniors, or by permission of the instructor
Mr Menkiti

328 Problems in Twentieth-Century Art
and Philosophy

Twelve major artists of the last 100 years will
be studied. Equal emphasis will be given to
individual works and to the character of the
critical debates they raise. Readings will in-
clude writings by the artists themselves, as well
as relevant critical and philosophical texts.
Class-selected topics will be incorporated into
the syllabus. Prerequisite: 203, or another
course in philosophy approved by the instruc-
tor. Not offered in 1987-88.

329 Artistic Wealth and Cultural Plunder

What sorts of policies or legislation are needed
to ensure that "cultural properties" remain, or
are put into, the right hands? How can we as-
sess the societal or communal values of these
properties (public monuments, historic land-
marks, artworks, etc.)? How should rights to
their private ownership be justified? What are
"cultural properties" anyway? The seminar will
explore the philosophical literature on prop-
erty rights and, with reference to traditional
philosophy and to diverse contemporary
sources, explore various disputed issues in-
volved in the preservation of a culture's iden-
tity. Prerequisite: one Grade II course in
philosophy, or by permission of the instruc-
tor. Not offered' in 1987-88.

336 (2) Contemporary Analytic Philosophy

A study of contemporary philosophy in the
English-speaking world. Points of contact with
the philosophical tradition and philosophy on
the European continent will be emphasized.

190 Philosophy

Among the topics: l.iiigu.ige and the world,
philosophical method, moral psychology, the
self, skepticism, relativism. Prerequisite: 200.
Ms. Elgin

338 (1) Justice: The Proper Balance of
Liberty and Equality

A study of recent philosophical reflection on
problems ot social ji:stice. We shall discuss the
views of Raw Is and Dworkin that there is no
conflict between liberty and demands for
greater equality, Nozick's libertarian response
to these views, and communitarian critics of
liberalism such as NX4dzer and Sandel. Some
attention paid to implications of these views
for issues such as welfare, health care, affirm-
ative action, and conflicts between First
Amendment freedoms and the desire for com-
munit) control over values. Prerequisite: one
course in moral, social, or political philoso-
phy or in political theory, or by permission
of the instructor.

Ms. Moody-Adams

339 (2) Contemporary Ethical Theory
Questions to be studied include: Are moral
values discovered or invented? If there are ob-
jective values how do we come to know them,
and if there aren t, where does the sense of
moral obligation come from.' What is the
nature of moral (practical) reasoning? What
is the point of morality? Readings will be taken
primarily from the works of 20th-century
philosophers. Prerequisite: 200 or one course
in moral philosophy.

Mrs. Putnam

345 Philosophy and the Human Sciences
A critical study of some major philosophical
issues associated with the advent of the human
sciences. Issues to be addressed include: the
role of causal explanation in social science;
the use of the concept of rationality within the
social sciences; the method of verstehen; the
adequacy of social explanations couched in
terms of traditions and norms; reductionism
and methodological individualism; and the
status of macro-laws in social science. Prereq-
uisite: one course in philosophy, or by permis-
sion of the instructor. Not offered in 1987-88.

349 (2) Seminar. Selected Topics in
Philosophy

'I()pic for 1987-SS: Respect for Persons. An ex-
ploration of the problems raised by practices
which require us to treat persons as objects
with market value. We will examine accounts
of the moral status of persons, analyses of
forms of value, and views on whether the body
can be treated as property. Special emphasis
will be given to such issues as pornography,
advertising, the assessment of damages in civil
cases, and proposals for the sale of organs for
transplantation. Prerequisite: one course in
philosophy, or by permission of the instructor
Ms. Moody-Adams

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Education 102 (I)""* '

Education in Philosophical Perspective. For de-
scription and prerequisite see Education 102.

Directions for Election

Philosophy majors are expected to elect at least
two courses from each of the following three
areas:

A. (Historical): 101, 200, 202, 212, 219, 220,
221, 222, 223, 302, 303, 311, 312, B. (Value
Theory): 106, 202, 203, 204, 209, 210, 211,
212, 227, 249, 326, 328, 329, 338, 339,
347, 349 (when topic is appropriate),
C. (Metaphysics and Theory of Knowledge):
202, 207, 215, 216, 217, 218, 220, 314, 327,
336, 345, 349 (when topic is appropriate).
Philosophy 200 is required of all philosophy
majors; 216 is strongly recommended to
students who plan to do graduate work in

Philosophy 191

philosophy. Students planning graduate work
in philosophy should acquire a reading knowl-
edge of Latin, Greek, French, or German.
The department offers the following options
for earning honors in the major field: (1) writ-
ing a thesis or a set of related essays; (2) a two-
semester project combining a long paper with
some of the activities of a teaching assistant;
(3) a program designed particularly for stu-
dents who have a general competence and who
wish to improve their grasp of their major field
by independent study in various sectors of the
field. A student electing option (2) will decide,
in consultation with the department, in which
course she will eventually assist and, in the
term preceding her teaching, will meet with
the instructor to discuss materials pertinent
to the course. Option (3) involves selecting at
least two related areas and one special topic
for independent study. When the student is
ready, she will take written examinations in
her two areas and, at the end of the second
term, an oral examination focusing on her spe-
cial topic.

Physical Education
and Athletics

Professor: Vaughan (Chair), Batchelder'^

Associate Professor: Cochran

Assistant Professor: Bauman, Cooper,
Evans, Ford, Paul

Instructor: Choate^\ Cripps^', Dale, Dix,
Gahsi'', Hartwell^, Hershkowitz^, Katz^,
Kolarik, Medeiros^, Merrell^,
Normandeau^, Secor, Sharpe, Weaver^

121 (1-2) Physical Education Activities

The instructional program in physical educa-
tion is divided into four terms, two each
semester. To complete the College work in
physical education a student must earn 8
credit points. Students are strongly urged to
earn the 8 credits by the end of the sophomore
year. These credit points do not count as aca-
demic units toward the degree, but are required
for graduation. Most activities give 2 credit
points each term, but certain activities give 3
or more credit points. There are also a vari-
ety of short-term mini-classes giving half credit
points. Each activity is divided into skill lev-
els to provide instruction in homogeneous
groups. Special fees are charged for a few
courses and are listed in the course descrip-
tions. More detailed information on specific
course offerings, skill levels, prerequisites, and
numbers of points may be found in the
Department of Physical Education and Ath-
letics Curriculum Handbook, which is dis-
tributed to each student prior to registration.
The total program of activities offered in
1987-88 in very general terms follows.

(1) Scheduled throughout the first semester

Advanced Lifesaving and .'\quatic Safety

Aquatics

Ballet

Horseback Riding

Jazz

Modern Dance

SCUBA

Self-defense

Wellness

Yoga

192 Physical Education and Athletics

Term 1. Scheduled in first half of first
semester

Aquatics

Archery

Basketball

Canoeing

Crew

Cycling

Golf

Horseback Riding

Racquetball

Running

Sailing

Squash

Stretch and Strengthen

Tennis

Volleyball

Windsurfing

Mini-courses:

Canoeing

Injury Prevention and Treatment

Nutrition

Racquetball

Running

Squash

Stretching

Tennis

Weight Training

Term 2. Scheduled in second half of first
semester

Aerobics

Archery

Badminton

Basketball

CPR

Diving

Fencing

First Aid

Horseback Riding

Lacrosse

Racquetball

Running

Squash

Stretch and Strengthen

Table Tennis

Tennis

Volleyball

Mini-courses:

Injury Prevention and Treatment

Nutrition

Racquetball

Relaxation Techniques

Runnuig

Squash

Stretching

Swim Conditioning

Table Tennis

Tennis

Weight Training

(2) Scheduled throughout the second
semester

Advanced Life Saving and Aquatic Safety

Aquatics

Ballet

Golf

Jazz

Modern Dance

SCUBA

Self-defense

Swimming

WSI

Wellness

Yoga

Term 3. Scheduled in first half of second
semester

Aerobics

Aquatics

Archery

Badminton

Basketball

CPR

Cross-country Skiing

Downhill Skiing

Fencing

Horseback Riding

Racquetball

Squash

Stretch and Strengthen

Swimming

Table Tennis

Tennis

Volleyball

Water Polo

Mini-courses:

Nutrition

Racquetball

Relaxation Techniques

Running

Squash

Stretching

Swim Conditioning

Table Tennis

Tennis

Weight Training

Physical Education and Athletics 193

Term 4. Scheduled in second half of second
semester

Advanced Lifesaving & Aquatic Safety

Review
Aquatics
Archery
Canoeing
CPR
Crew
Cycling
Golf

Horseback Riding
Racquetball
Running
Sailing
Soccer
Squash

Stretch and Strengthen
Swimming
Tennis

Mini-courses:

Canoeing

Nutrition

Racquetball

Relaxation Techniques

Running

Stretching

Tennis

Weight Training

Physical Education and Athletics
205 (2) Sports Medicine

The course combines the study of biomechan-
ics and anatomic kinesiology. It focuses on the
effects of the mechanical forces which arise
within and without the body and their rela-
tionship to injuries of the musculoskeletal sys-
tem. In addition to the lectures, laboratory
sessions will introduce students to the practi-
cal skills involved in evaluating injuries, de-
termining methods of treatment and
establishing protocol for rehabilitation. Aca-
demic credit only. Open to all students.
Ms. Bauman

Intercollegiate Program
There are opportunities for those who enjoy
competition to participate in one of the inter-
collegiate teams presently sponsored by the
Department of Physical Education and Ath-
letics.

These teams include:

Basketball

Crew

Cross-country Running

Fencing

Field Hockey

Lacrosse

Soccer

Squash

Swimming and Diving

Tennis

Volleyball

Directions for Election

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

Students should select courses which meet
their present and projected interests in physi-
cal activities. It is hoped that students will gain
knowledge of the relation of physical activity
to the maintenance of general well-being; that
they will achieve a level of ability, understand-
ing, and participation in sports, dance, and/or
exercise so that they may experience satisfac-
tion and enjoyment; and that they will be able
to swim with sufficient skill to participate safe-
ly in recreational swimming and boating.

A student's choice of activity is subject to the
approval of the Department and the College
Health Services. Upon recommendation of a
College physician and permission of the
Department, a student who has a temporary
or permanent medical restriction may enroll
in a modified program.
Students may continue to enroll in physical
education after Physical Education 121 is com-
pleted. Members of the faculty may elect ac-
tivities with permission of the Department.

194 Physical Education and Athletics

Physics

Professor: Fleming (Chair), Brown

Associate Professor: Ducas '^'

Assistant Professor: Quivers'', Fourguette,
Berg, Stark

Laboratory Instructor: Smith, Bauer

All courses meet for two periods of lecture
weekly and all Grade I and Grade II courses
have one three-hour laboratory unless other-
wise noted.

100 (2) Musical Acoustics

Production, propagation and perception of
sound waves in music; emphasis on under-
standing of musical instruments and the
means of controlling their sound by the per-
former. No laboratory. Each student will write
a term paper applying physical principles to
a particular field of interest. Not to be counted
toward the minimum major or to fulfill en-
trance requirement for medical school. Open
to all students except to those who have taken
[102]. Not offered in 1987-88.
Ms. Brown

101 (1)* Frontiers of Physics

A qualitative overview of the evolution of
physics from classical to modern concepts. An
introduction to the methodology and language
of physics. No laboratory. Not to be counted
toward minimum major nor to fulfill entrance
requirement for medical school. Open to all
students.

Ms. Fleming

102 (2) Musical Acoustics with Laboratory

Same description as 100 except the course is
offered with laboratory in alternate weeks and
the students will write a shorter term paper.
Not to be counted toward the minimum major
or to fulfill entrance requirement for medical
school. Open to all students. Not offered in
1987-88.
Ms. Brown

103 (1) Physics of Whales and Porpoises

Various aspects of these unusual mammals
will be explored and viewed in the light of the
physical principles they embody. Areas covered
include: diving, acoustics, and movement
through fluids. Each student will write a final
paper on a particular topic. Laboratory in al-
ternate weeks. Not to be counted toward the
minimum major or to fulfill entrance require-
ment for medical school. Open to all students.
Not offered in 1987-88.
Mr. Ducas

104 (1) Basic Concepts in Physics I

Mechanics including: statics, dynamics, and
conservation laws. Introduction to waves. Dis-
cussion meetings in alternate weeks. Open to
all students who do not offer physics for ad-
mission and by permission of the instructor
to juniors and seniors who offer physics for
admission. May not be taken in addition to
107, [105], or [109]. Prerequisite or corequi-
site: Mathematics 115 or 120.
Ms. Fourguette

106 (2) Basic Concepts in Physics II

Wave phenomena, electricity and magnetism,
light and optics. 106 is normally a terminal
course. Prerequisite: 104 or 105 and
Mathematics 115 or 120.

107 (1) (2) Introductory Physics I
Principles and applications of mechanics. In-
cludes: Newton's laws; conservation laws;
rotational motion; oscillatory motion; ther-
modynamics and gravitation. Discussion
meeting in alternate weeks. Open to students
who offer physics for admission. May not be
taken in addition to 104, [105] or [109].
Prerequisite: Mathematics 115 or 120.

Mr. Berg, Ms. Fleming

108 (1) (2) Introductory Physics II

Wave phenomena, electricity and magnetism,
light and optics. Prerequisite: [105], 107, [109[
(or 104 and by permission of the instructor)
and Mathematics 116 or 120.
Mr. Stark

Physics 195

203 (2) Vibrations and Waves

Free vibrations; forced vibrations and reso-
nance; wave motion; superposition of waves;
Fourier analysis with applications. Prerequi-
site: 108 or permission of the instructor or
[2001, Mathematics 116 or 120 and Extra-
departmental 216. Some computer program-
ming experience is recommended.

Ms. Brown

204 (1) Modern Physics

Basic principles of relativity and quantum
theory and of atomic and nuclear structure.
Prerequisite: 108 or by permission of the in-
structor or [200] and Mathematics 116 or 120.

Mr. Stark

219 (2) Modern Electronics

This is primarily a laboratory course em-
phasizing "hands on" experience building and
understanding both analog and digital elec-
tronic circuits. Intended for students in all of
the natural sciences, especially physics and
computer science. The approach is practical,
based on the idea that electronics as practiced
by scientists is really a simple art. Topics in-
clude: transistor amplifiers, op amps, digital
circuits based on both combinational and se-
quential logic, and construction of a
microcomputer based on a Z-80 microproces-
sor programmed in machine language. Two
laboratories per week and no formal lecture
appointments. Prerequisites: Physics 106 or
108 or [200] or permission of instructor.

Mr. Berg

111 (2) Medical Physics
The medical and biological applications of
physics. Such areas as mechanics, electricity
and magnetism, optics and thermodynamics
will be applied to biological systems and med-
ical technology. Special emphasis will be
placed on modern techniques such as imag-
ing tomography (CAT scans, ultrasound, etc.)
and laser surgery. Prerequisite: 106, 108, or
[200], and Mathematics US, or l?y permission
of the instructor. Not offered in 1987-88.
Mr. Ducas

305 (2) Thermodynamics and Statistical
Mechanics

The laws of thermodynamics; ideal gases;
thermal radiation; Fermi and Bose gases;
phase transformations; and kinetic theory.
Prerequisite: 204 or by permission of the in-
structor. Extradepartmental 216 or
Mathematics 205.
Mr. Ducas

306 (1) Mechanics

Analytic mechanics, oscillators, central forces,
Lagrange's and Hamilton's equations, in-
troduction to rigid body mechanics. Prereq-
uisite: 203; Extradepartmental 216; or by
permission of the instructor.
Ms. Brown

314 (2) Electromagnetic Theory

Maxwell's equations, boundary value prob-
lems, special relativity, electromagnetic waves,
and radiation. Prerequisite: [200] or 108 and
306, and Extradepartmental 216 or
Mathematics 205.
Ms. Fourguette

321 (1) Quantum Mechanics

Interpretative postulates of quantum mechan-
ics; solutions to the Schroedinger equation;
operator theory; perturbation theory; scatter-
ing; matrices. Prerequisite: 204 and Ex-
tradepartmental 216; 306 or 314 are strongly
recommended.
Mr. Berg

349 (2)* Application of Quantum
Mechanics

Quantum mechanical techniques such as per-
turbation theory and the WKB method will
be applied to describe phenomena in atoms
and molecules. Such topics as Zeeman and
Stark effects, internal level structure, one and
two-photon transitions and basic non-linear
optics will be discussed. Corequisite: Physics
321 or Chemistry 333., or by permission of
the instructor. Not offered in 1987-88.

196 Physics

350 (I) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (I) (2) Senior Thesis Research
1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Extradepartmental 216 ( 1 )=■■'•'■• =•
Mathematics for the Physical Sciences. Fi)r
description and prerequisite see Extradepart-
mental 216.
Ms. Fourguette

Directions for Election

A major in physics should ordinarily include
[200] 108, [202] or 203, 204, 305, 306, 314,
and 321. E.xtradepartmental 216 and
Mathematics 209 are additional requirements.
One unit of another laboratory science is
recommended. Note: the change in the Direc-
tions for Election, requiring both Extradepart-
mental 216 and Mathematics 209, becomes
effective with the Class of 1989.
Some graduate schools require a reading
knowledge of French, German or Russian.

Exemption Examination

An examination for exemption from Physics
108 is offered to students who present one ad-
mission unit in Physics. Students who pass this
examination will be eligible for Grade II work
in physics. No unit of credit will be given for
passing this examination.

Political Science

Professor: Miller(C'.hair), Schechter,
Stettner, Keohane'^, Just, Marshall

Associate Professor: Paarlherg, Krieger''^-,
Joseph, Murphy

Assistant Professor: Hope'', Lih, Drucker

Instructor: Kjo''

Lecturer: Entmacher, Wasserspring^',
Leymaster^', Naivawi^'

101 (1) (2) Introduction to Politics
Study of political conflict and consensus, or
"who gets what, when, and how." Topics in-
clude ways in which political systems deal
with problems in leadership, economic de-
velopment, and social inequality. Comparison
of democratic and authoritarian systems, in-
cluding the United States, Great Britain, Nazi
Germany, and the People's Republic of China.
Emphasis on the relationship between politi-
cal thought, institutions, and policy problems.
Readings from Aristotle, Madison, Hitler,
Marx, Lenin, and Mao as well as contem-
porary political analysts. Strongly recom-
mended for all further work in political
science. Open to all students.
The Staff

Comparative Politics

204 (1) Political Economy of Development
and Underdevelopment

An analysis of the national and international
contexts of political and economic problems
in the Third World with special emphasis on
the major explanations for underdevelopment
and alternative strategies for development.
Topics discussed include colonialism and eco-
nomic dependency, nationalism, nation-
building, and political change, rural develop-
ment, technology transfer, population control,
and the role of women in developing coun-
tries. Prerequisite: one unit in political science,
economics, or European or Third World his-
tory; open to juniors and seniors without
prerequisite.
Mr. Joseph

Political Science 197

205 (1) Politics of Western Europe

A comparative study of the capitalist democra-
cies of Western Europe. The course will focus
on the capacity of political systems to adapt
to new economic challenges and the increased
social pressures that influence the processes
of government in West Germany, Britain, and
France. Readings and discussion will empha-
size the institutional principles of the modern
state, the rise and fall of the post-war settle-
ment, and new social movements of the 1970's
and 1980's. Prerequisite: one unit in political
science or European history; open to juniors
and seniors without prerequisite.
Mr. Krieger

206 (1) Politics of the Soviet Union and
Eastern Europe

Study of the ideology and political organiza-
tion of Soviet and Eastern European Com-
munism since the 1917 Bolshevik Revolution.
Topics include theory and practice of
Marxism-Leninism and Stalinism, internal
politics of the Communist Party, Soviet edu-
cation and public opinion, and varieties of
socialist democracy in contemporary Eastern
Europe. Prerequisite: one unit in political
science or Russian language and/or history.
Not open to students who have taken 301.
Mr. Lih

207 (2) Politics of Latin America

The course will explore Latin American
political systems focusing on the problems and
limits of change in Latin America today. An
examination of the broad historical, economic
and cultural forces that have molded Latin
American nations. Evaluation of the complex
revolutionary experiences of Mexico and
Cuba and the failure of revolution in Chile.
Focus on the contemporary struggles for
change in Central America. Contrasting ex-
amples drawn from Mexico, Cuba, Chile, Nic-
aragua and El Salvador. Prerequisite: one unit
in political science; by permission of the in-
structor to other qualified students.
Ms. Wasserspnng

208 (2) Politics of East Asia

An introduction to the political systems of
contemporary China and Japan. Topics in-
clude the origins and evolution of the Chinese

revolution; the legacy of Chairman Mao
Zedong; the structure and nature of political
processes in the People's Republic of China;
policy issues such as rural development, the
status of women and ethnic minorities, and
education in socialist China; party and bureau-
cratic politics in post-war Japan; and the rea-
sons for the Japanese economic "miracle."
Prerequisite: one unit in political science,
Asian history, or Chinese studies. Not open
to students who have taken 300.
Mr. Joseph

209 (1) African Politics

An examination of the politics of Africa, with
special emphasis on relations among African
countries and between Africa and the rest of
the world. Attention will be paid to the prob-
lems of decolonization, national integration,
and to the crisis in southern Africa. Prereq-
uisite: one unit in political science; by permis-
sion to other qualified students. Not offered
in 1987-88.
Mr. Murphy

303 (2) The Political Economy of the
Welfare State

A comparative study of the foundations of
social and welfare policy in Western democra-
cies. Focus will be on the changing character
of the welfare state in Europe and America:
its development in the interwar years, its
startling expansion after World War II, and
its uncertain future today as a result of fiscal
crisis and diverse political oppositions.
Themes to be discussed include: state strate-
gies for steering the capitalist economy; prob-
lems of redistribution of wealth; social
security, health, and unemployment protec-
tion; and the implications of welfare policy
for class, race, and gender in contemporary
society. Prerequisite: one Grade II unit in
American or comparative European politics
or macroeconomics or European history;
open to juniors and seniors without prereq-
uisite by permission of the instructor. Not of-
fered in 1987-88.
Mr. Krieger

198 Political Science

304 (2) Seminar. Studies in Political
Leadership

A comparative study ot the role of political
leaders in defining choices and mobilizing sup-
port using a variety of conceptual approaches.
Review of succession problems and political
culture in a variety of democratic and
authoritarian societies. Individual research
and student reports. Open to students who
have taken one Grade II unit in international
relations, American or comparative politics,
or by permission of the instructor. Enrollment
limited; apply in writing to instructor.
Mr. Lih

305 (1) Seminar, The Military in Politics

The seminar will focus on relations betw^een
the military and politics. Emphasis on the var-
ieties of military involvement in politics, the
causes of direct military intervention in po-
litical systems, and the consequences of mili-
tary influence over political decisions. Themes
include the evolution of the professional sol-
dier, military influence in contemporary in-
dustrial society and the prevalence of military
regimes in Third World nations. Case studies
of the United States, Brazil, Peru, Nigeria,
Ghana, Egypt. Open to juniors and seniors
by permission of the instructor. Enrollment
limited; apply in writing to instructor.
Ms. Wasserspring

306 (1) Seminar. Revolutions in the Modern
World

Comparative analysis of the theory and prac-
tice of revolutions in the 20th century. The
seminar will consider such questions as: Why
and when do revolutions occur? What are the
important qualities of revolutionary leader-
ship? How are people mobilized to join a
revolutionary movement? What are some of
the different strategies for the revolutionary
seizure of power? Writings by such revolution-
aries as Lenin, Mao, and Guevara will be stud-
ied, along with contemporary social science
analyses of revolutions. Case studies will be
drawn from Russia, China, Vietnam, Cuba,
Chile, and Iran. Open to juniors and seniors
by permission of the instructor. Enrollment
limited; apply in writing to instructor.
Mr. Joseph

307 (1) Seminar. Gender, Culture and
Political Change

An e.xamination of the impact of political
change on gender and culture in the Third
World. The status of women in traditional
society and the role of the state in altering or
reinforcmg gender stereotypes will be exam-
ined. Focus on the impact of development on
women's life choices and opportunities. Open
to juniors and seniors by permission of the in-
structor. Enrollment limited; apply in writing
to instructor. Not offered in 1987-88.
Ms. Wasserspring

309 (2) Communist Parties and Socialist
Societies

An examination of a variety of political, so-
cial, and economic issues in building social-
ism under the leadership of a communist
party. Material will be drawn from such coun-
tries as China, the Soviet Union, Poland,
Yugoslavia, Cuba, Vietnam, North Korea,
and Ethiopia. Topics to be considered include:
routes to power, ideology, party structure and
operation, succession, participation, dissent
and social control, economic planning and re-
form, the role of the military, and women in
socialist societies. Prerequisite: one Grade II
unit in comparative politics or by permission
of the instructor.
Mr. Joseph

American Politics and Law

200 (1) (2) American Politics
The dynamics of the American political pro-
cess: constitutional developments, growth and
erosion of congressional power, the rise of the
presidency and the executive branch, impact
of the Supreme Court, evolution of federal-
ism, the role of political parties, elections and
interest groups. Emphasis on national politi-
cal institutions and on both historic and con-
temporary political values. The course will
include analysis of a variety of contemporary
policy problems, including such issues as race
and sex discrimination, individual liberties,
poverty, urban conflict, environmental disrup-
tion, inflation, and unemployment. Recom-
mended for further work in American law and

Political Science 199

politics. Prerequisite: one unit in political
science, economics, or American studies, or
by permission of the instructor.
Mr. Schechter, Ms. Drucker

210 (1) Political Participation

The impact of voters, pressure groups, politi-
cal parties and elections on American politics.
Students will engage in participant observa-
tion in an election campaign or interest group.
The decline of political parties and the rise
of the media will be explored in the context
of American elections. Prerequisite: one unit
in political science or by permission of the in-
structor.

Ms. just

111 (2) Urban Politics

Introduction to contemporary urban politics.
Study of policy making and evaluation in the
areas of education, transportation, housing,
welfare, budgeting and taxation. Considera-
tion of population shifts, regional problems,
and the impact of federal policy on urban
planning. Prerequisite: one unit in political
science or economics or American studies.
Not offered in 1987-88.

215 (1) (2) Law and the Administration of
Justice

Fundamentals of the American legal process,
including de\elopment of common law, courts
and judges, civil and criminal proceedings,
property rights, the "imperial judiciary," crimi-
nal liability, interaction of law and politics,
limits of the legal system; some comparison
with other legal systems. Recommended for
further work in legal studies. Prerequisite: 200
or by permission of the instructor.
Ms. Entmacher

311 (1) The Supreme Court in American
Politics

Analysis of major developments in constitu-
tional interpretation, the conflict over judicial
activism, and current problems facing the
Supreme Court. Emphasis will be placed on
judicial review, the powers of the President and
of Congress, federal-state relations, and in-
dividual rights and liberties. Each student will
take part in a moot court argument of a major

constitutional issue. Prerequisite: one unit in
American politics, or 215, or by permission
of the instructor.
Mr. Schechter

312 (2) The Criminal Justice System

An examination of how the criminal justice
system works, considering the functions of
police, prosecutor, defense counsel, and court
in the processing of criminal cases; uses of dis-
cretionary power in regard to arrest, bail, plea
bargaining, and sentencing; changing percep-
tions of the rights of offenders and \ ictims;
current problems in criminal law. Legal re-
search and moot court practice. Prerequisite:
215 or 311 or by permission of the instructor.
Mr. Leymaster

313 (2) American Presidential Politics
Analysis of the central role of the president
in American politics, and the development and
operation of the institutions of the modern
presidency. The course will focus on sources
of presidential power and limitations on the
chief executive, with particular emphasis on
congressional relations and leadership of the
federal bureaucracy. Prerequisite: 200 or 210
or by permission of the instructor.

Ms. Drucker

314 (1) Congress and the Legislative Process

An examination of the structure, operation,
and political dynamics of the U.S. Congress
and other contemporary legislatures. Empha-
sis will be on Congress: its internal politics,
relations with the other branches, and respon-
siveness to interest groups and the public. The
course will analyze the sources and limits of
congressional power, and will familiarize stu-
dents with the intricacies of lawmaking.
Prerequisite: 200 or 210 or by permission of
the instructor.
Ms. Drucker

316 (2) Mass Media and Public Opinion

Examination of the role of mass media and
public opinion in American democracy. Study
of American political culture, popular par-
ticipation, and performance. Evaluation of the
role of mass media in shaping public opinion,
with special emphasis on the presidential elec-
tion campaign. Discussion will focus on the

200 Political Science

organi/.ation of news-gathering, behavior and
values of journalists, news production, prob-
lems of the First Amendment, reporting in-
ternational affairs, and the impact of new
technologies. Prerequisite: 200, or 210, or by
permission of the instructor.
Ms. Jitst

317 (2) The Politics of Health Care

The effects of politics and law on health care
in the United States. Examination of the al-
location of health care including the debate
over national health insurance and the impli-
cations of an increasing elderly population.
Analysis of the political, legal, and ethical is-
sues posed by new medical technologies.
Prerequisite: same as for 311.
Ms. Entmacher

318 (1) Seminar. Conservatism and
Liberalism in Contemporary American
Politics

Examination of the writings of modern con-
servatives, neo-conservatives, liberals, and
libertarians and discussion of major political
conflicts. Analysis of such policy questions as
the role of the Federal government in the econ-
omy, poverty and social welfare, personal lib-
erty, property rights, capital punishment,
preventive detention, affirmative action, bus-
ing, abortion, school prayer. Assessment of the
impact of interest groups, the president and
other political leaders, the media, and
Supreme Court justices on constitutional
rights and public policies. Open to juniors and
seniors by permission of the instructor. En-
rollment limited; apply in writing to in-
structor.

Mr. Schechter

319 (2) Seminar. Executive Decision-
Making: Varieties of Power

Study of the leaders of public organizations,
including presidents, governors, mayors, and
appointed bureaucratic executives. Explora-
tion of theories of decision-making and ex-
ecutive organization. Examination of the
policy environment in which public-sector ex-
ecutives function. Comparison of the powers
and constraints on public executives with
those in the private sector. Open to juniors and

seniors by permission oj the instructor. En-
rollment limited; apply in writing to instruc-
tor. Not offered in 1987-88.

320 (2) Seminar. Inequality and the Law

Analysis of the emerging constitutional and
statutory rights of women and racial minori-
ties. What rights have been sought.' What
rights have been achieved? To what extent have
new legal rights been translated into actual
social and governmental practices? Focus on
the equal protection and due process clauses
of the Fourteenth Amendment, statutes such
as Title VII of the 1964 Civil Rights Act, and
Supreme Court decisions during the past
decade. The seminar will compare litigation
with more traditional strategies for changing
public policies toward employment discrimi-
nation, abortion, affirmative action, school
segregation, housing and welfare. Prerequisite:
one unit in American legal studies and by per-
mission of the instructor. Enrollment limited;
apply in writing to instructor.
Mr. Schechter

336 (1) Seminar. Women, the Family and
the State

Analysis of the development and evolution of
public policies toward the family, and their
relationship to changing assumptions about
"women's place." Consideration of policies
toward marriage and divorce; domestic vio-
lence; nontraditional families; family plan-
ning; the care and support of children; and
public welfare. Prerequisite: one unit in Ameri-
can politics, 215 or 311, and by permission of
the instructor. Enrollment limited; apply in
writing to instructor.
Ms. Entmacher

International Relations

221 (1) (2) World Politics

An introduction to the international system
with emphasis on contemporary theory and
practice. Analysis of the bases of power and
influence, the sources of tension and conflict,
and the modes of accommodation and con-
flict resolution. Prerequisite: one unit in his-
tory or political science.

Miss Miller, Mr. Murphy, Mr. Nawawi

Political Science 201

222 (2) Comparative Foreign Policies

An examination of factors influencing the for-
mulation and execution of national foreign
policies in the contemporary international sys-
tem. Comparisons and contrasts between rich
and poor, and strong and weak countries will
be stressed, especially the varying significance
of domestic sources of foreign policy in West-
ern and non-Western settings. Prerequisite: one
unit in international relations or comparative
politics.
Mr. Paarlberg

321 (1) The United States in World Politics

An exploration of American foreign policy
since 1945. Readings will include general cri-
tiques and case studies designed to illuminate
both the processes of policy formulation and
the substance of policies pursued. Consider-
ation of future prospects. Prerequisite: one
unit in international relations or by permis-
sion of the instructor.
Miss Miller

311 (2) The Soviet Union in World Politics

An examination of Soviet foreign policy since
1917. Attention will be given to ideological,
geo-political, economic, and domestic sources
of foreign policy behavior. Soviet policy to-
ward the Western nations, developing nations,
and other communist countries will be treated.
Prerequisite: one unit in international rela-
tions, 206, or by permission of the instructor.

Mr. Lib

323 (1) The Politics of Economic
Interdependence

A review of the politics of international eco-
nomic relations, including trade, money, and
multinational investment, among rich and
poor countries and between East and West.
Global issues discussed will include food,
population, and energy, and poor country de-
mands for a New International Economic
Order. Prerequisite: one unit in international
relations or comparative politics.
Mr. Paarlberg

324 (2) International Security

War as the central dilemma of international
politics. Shifting causes and escalating con-
sequences of warfare since the industrial

revolution. Emphasis on the risk and avoid-
ance of armed conflict in the contemporary
period, the spread of nuclear and conventional
military capabilities, arms transfer, arms com-
petition, and arms control. Prerequisite: one
unit in international relations or permission
of the instructor.
Mr. Paarlberg

325 (2) Seminar. Negotiation and
Bargaining

An examination of modern diplomacy in
bilateral and multilateral settings from the per-
spectives of both theorists and practitioners.
Consideration of the roles of personalities,
national styles of statecraft and domestic con-
straints in historical and contemporary case
studies from Versailles to the present. Prereq-
uisite: one unit in international relations or
by permission of the instructor. Enrollment
limited; apply in writing to instructor. Not of-
fered in 1987-88.
Miss Miller

326 (2) International Politics in the
Middle East

Examination of conflict and cooperation
stressing the Arab-Israeli dispute, intra-Arab
politics, and the behavior of extra-regional
states. Consideration of domestic problems
and the roles of religion and ideology as hin-
drances or aids to conflict resolution. Prereq-
uisite: same as for 321.
Mr. Murphy

327 (2) International Organization

The changing role of international institutions
since the League of Nations. Emphasis on the
UN, plus examination of specialized agencies,
multilateral conferences and regional or func-
tional economic and security organizations.
The theory and practice of integration beyond
the nation-state, as well as the creation and
destruction of international regimes. Prereq-
uisite: one unit in international relations or
comparative politics.
Mr. Murphy

202 Political Science

328 (2) Seminar. Problems in East-West
Relations

An exploration of contentious issues in rela-
tions between the superpowers and their allies.
Stress on diverse approaches to such questions
as defense, arms control, human rights, inter-
vention in third-world conflicts, trade and
technology transfer, scientific and cultural ex-
changes, the role of China in world affairs,
and instability in Eastern Europe. Prerequi-
site: one unit in international relations or by
permission of the instructor. Enrollment limit-
ed; apply in writing to instructor.
Miss Miller

329 (1) International Law

The nature and functions of international law
in contemporary international society. Study
of basic principles of state sovereignty, juris-
diction and recognition will provide a basis
for charting the development of international
law in respect of the regulation of conflict,
ocean and outer space, human rights and the
control of terrorism. Problems of law-making
and law-observance will be illustrated by case-
studies drawn from recent state practice.
Prerequisite: 215 or one unit in international
relations, or by permission of the instructor.
Not offered in 1987-88.

331 (1) Seminar. The Politics of the World
Food System

How politics shapes world food production,
consumption, and trade. The seminar will in-
clude an examination of national food and
food trade policies in rich and poor countries.
Particular stress will be placed on the experi-
ence of India, the Soviet Union, and the
United States. Also, an examination of the role
of international agribusiness and private food
trading companies, and of international or-
ganizations managing food trade and food as-
sistance. Finally, an investigation of the use
of food as a diplomatic weapon. Prerequisite:
one unit in international relations or compara-
tive politics. Open to juniors and seniors by
permission of the instructor. Enrollment
limited; apply in writing to instructor.
Mr. Paarlberg

332 (2) Seminar. The Politics of
World Energy

An analysis of how politics and technology
shape world energy production and consump-
tion. Focus on national and international
aspects of energy policies in rich and poor
countries. Consideration of energy as an East-
West and North-South issue in world politics
and of oil as a weapon in global diplomacy.
Prerequisite: one unit in international rela-
tions. Enrollment limited; apply in writing to
the instructor. Not offered in 1987-88.
Miss Miller

347 (1) Seminar. International Sanctions
An examination of political, economic and
psychological aspects of sanctions as a form
of international pressure. Topics to be dis-
cussed will include the grounds for sanctions
and the objectives of states imposing them; the
range of possible measures; vulnerabilities of
targets; backlash and spillover effects of sanc-
tions, and the difficulties of sustaining collec-
tive pressure inside and outside organizational
frameworks. Experience with sanctions
against Cuba, Rhodesia, and Iran, the West-
ern response to crisis in Afghanistan and
Poland, Arab boycotts and embargoes, and the
problem of South Africa will provide case ma-
terial for the course. Prerequisite: one unit in
international relations. Open to juniors and
seniors by permission of the instructor. En-
rollment limited; apply in writing to depart-
ment chair. Not offered in 1987-88.

348 (1) Seminar. Problems in North-South
Relations

An exploration of historical and contemporary
relations between advanced industrial coun-
tries and less developed countries, with em-
phasis on imperialism, decolonization,
interdependence, and superpower competition
as key variables. Consideration of systemic,
regional, and domestic political perspectives.
Stress on the uses of trade, aid, investment and
military intervention as foreign policy instru-
ments. Prerequisite: one unit in international
relations or permission of the instructor. En-
rollment limited; apply in writing to in-
structor.
Mr. Murphy

Political Science 203

Political Theory and Methods

240 (1) Classical and Medieval Political
Theory

Study of selected classical, medieval, and early
modern writers such as Plato, Aristotle,
Cicero, St. Augustine, St. Thomas Aquinas,
Machiavelli, Luther, Calvin, and Hooker.
Views on such questions as the nature of
political man; interpretations of the concepts
of freedom, justice, and equality; legitimate
powers of government; best political institu-
tions. Some attention to historical context and
to importance for modern political analysis.
Prerequisite: one unit in political science, phi-
losophy, or European history. Not offered in
1987-88.

241 (2) Modern Political Theory

Study of political theory from the 17th to 19th
centuries. Among the theorists studied are
Hobbes, Locke, Hume, Rousseau, Burke,
Mill, Hegel, Marx, and Nietzsche. Views on
such questions as the nature of political man;
interpretations of the concepts of freedom,
justice, and equality; legitimate powers of gov-
ernment; best political institutions. Some at-
tention to historical context and to importance
for modern political analysis. Prerequisite: one
unit in political science, philosophy, or Eu-
ropean history.
Ms. Rao

242 (1) Contemporary Political Theory

Study of selected 20th-century political the-
ories, including Existentialism, contemporary
variances of Marxism, Fascism, Neoconser-
vatism. Attention will be paid to theories lead-
ing to contemporary approaches to political
science, including elite theory, group theory,
functionalism, and theories of bureaucracy.
Prerequisite: one unit in political theory; 241
is strongly recommended.
Mr. Krieger

249 (2) Political Science Laboratory

The role of empirical data and the use of
the computer in the study of comparative pol-
itics, public opinion, and political behavior.
Frequent exercises introduce students to topics
in descriptive statistics, probability and

sampling, questionnaire design, cross tabula-
tion, tests of significance, regression, corre-
lation and modeling. Emphasis is on concepts
in data analysis. No previous knowledge of
mathematics, statistics, or computing is re-
quired. Prerequisite: one Grade II unit in
political science or by permission of the in-
structor.
Ms. Drucker

340 (2) American Political Thought
Examination of American political writing,
with emphasis given to the Constitutional
period. Progressive Era, and to contemporary
sources. Questions raised include: origins of
American institutions, including rationale for
federalism and separation of powers, role of
President and Congress, judicial review, etc.;
American interpretations of democracy, equal-
ity, freedom and justice; legitimate powers of
central and local governments. Attention paid
to historical context and to importance for
modern political analysis. Prerequisite: one
Grade II unit in political theory, American
politics, or American history, or by permis-
sion of the instructor.

Mr. Stettner

341 (2) Issues and Concepts in Political
Theory

Study of such political concepts as freedom,
justice, equality, democracy, power, revolution,
civil disobedience, and political obligation.
Discussion of related issues, including impli-
cations for political systems of adopting these
concepts and problems which result when
these values conflict with one another. Em-
phasis on contemporary political problems
and sources. Prerequisite: two Grade II units
in political science, philosophy, or intellectual
history, or by permission of the instructor. Not
offered in 1987-88.

342 (1) Marxist Political Theory

Study of the fundamental concepts of Marx-
ism as developed by Marx and Engels and
explored by later classical Marxist theorists
including: Lenin, Stalin, Trotsky, Gramsci,
Kautsky, and Luxembourg. Attention will also
be paid to the contemporary theoretical con-
troversy surrounding both East European

204 Political Science

communism and the "Eurocommunism" of
France, Italy, and Spain. Concepts to be crit-
ically examined include: alienation, the
materialist view of history, the bourgeois state,
the transition to socialism, the dictatorship of
the proletariat, and permanent revolution ver-
sus statism. Prerequisite: one Grade II unit in
political theory or by permission of the in-
structor.
Mr. Krieger

343 (2) Seminar. Human Rights

An examination of the origins and develop-
ment of human rights in Western and non-
Western societies. Focus on such theorists as
Locke, Hobbes, Rousseau, Burke, Paine, and
Marx. Consideration of contemporary issues
including anticolonialism, feminism, and eco-
nomics versus political rights. Prerequisite: one
unit in political theory or by permission of in-
structor. Enrollment limited; apply in writing
to instructor.

Ms. Rao

344 (2) Feminist Political Theory

Examination of 19th and 20th-century femi-
nist theory within the conventions and dis-
course of traditional political theory. Authors
read will include Marx, Mill, deBeauvoir and
Woolf, as well as several contemporary Ameri-
can, English and French theorists. Liberal,
socialist, radical, historical, psychoanalytic
and Utopian approaches to the topic will be
considered. Prerequisite: one Grade 11 unit in
political theory, philosophy, women's studies,
or modern European history.
Ms. Rao

346 (2) Seminar. Critical Theory
An examination of a tradition within 20th
century political theory which derives from
Marx's critique of political economy and de-
velops insights concerning psychoanalysis, law
and social change, the family, the philosophy
of history, music theory, and culture. Authors
read will include Horkheimer, Adorno,
Marcuse, Kirchheimer, and Neumann. Prereq-
uisite: one Grade II unit in political theory,
philosophy, or modern European history.
Open to juniors and seniors by permission of

the instructor. Enrollnwiit lanital; apply in
writing to the instructor. Not offered in
1987-88.
Mr. Krieger

350 (1) (2) Research or Individual Study
1 or 2

Individual or group research of an explora-
tory or specialized nature. Students interested
in independent research should request the as-
sistance of a faculty sponsor and plan the
project, readings, conferences, and method of
examination with the faculty sponsor. Open
to juniors and seniors by permission.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

American Studies 315 (1)

American Studies: Political Thought in the
American Constitutional Period. For descrip-
tion see American Studies 315.

Black Studies 214 (2)'"*^

The Supreme Court and Racial Equality. For

description and prerequisite see Black Studies

214.

Extradepartmental 222 (2)
Latin American Studies: Latin American Peas-
antry. For description and prerequisite see
Extradepartmental 222.

Directions for Election

The Political Science Department divides its
courses and seminars into four sub-fields:
Comparative Politics, American Politics and
Law, International Relations, and Political
Theory and Methods. Political Science 101,
which provides an introduction to the dis-
cipline, is strongly recommended for first year
students or sophomores who are considering
majoring in Political Science.

Political Science 205

In order to ensure that Political Science majors
familiarize themselves with the substantive
concerns and methodologies employed
throughout the discipline, all majors must take
one Grade II or Grade III unit in each of the
four sub-fields offered by the Department. In
the process of meeting this major requirement,
students are encouraged to take at least one
course or seminar which focuses on a culture
other than their own. A major in Political
Science consists of at least 8 units.
Recommended first courses in the four sub-
fields are: 204 or 205; 200; 221; and 241.
In addition to the distribution requirement,
the Department requires all majors to do ad-
vanced work in at least two of the four sub-
fields. The minimum major shall include
Grade III work in two fields and at least one
of these Grade III units must be a seminar. Ad-
mission to department seminars is by written
application only. Seminar applications may
be obtained in the Department office. Majors
are encouraged to take more than the mini-
mum number of required Grade III courses.
While units of credit taken at other institu-
tions may be used to fulfill up to two of the
four distribution units, the Grade III units re-
quired for a minimum major must be taken
at Wellesley.

Although Wellesley College does not grant
academic credit for participation in intern pro-
grams, students who take part in the Washing-
ton Summer Internship Program or the Los
Angeles Urban Internship Program may ar-
range with a faculty member to undertake a
unit of 350, Research or Individual Study,
related to the internship experience.
Majors considering going to graduate school
for a Ph.D. in Political Science should acquire
a reading knowledge of two foreign languages
and statistics or, as an alternative, one lan-
guage plus quantitative methods.

Psychobiology

AN INTERDEPARTMENTAL MAJOR

Directors: Koff, Eichenbaum

The Departments of Psychology and Biologi-
cal Sciences offer an interdepartmental major
in psychobiology which provides opportunity
for interdisciplinary study of the biological
bases of behavior.

A major in psychobiology must include the
following core courses: Psychology 101, 205,
and a research methods course (207R, 210R,
212R, or 214R); Biological Sciences 110 and
111; and Psychobiology 213. (See Biological
Sciences 213 or Psychology 213). Majors must
elect at least one other Grade II course from
each department. To be eligible for the Honors
program, students must have completed all of
the above by the end of the junior year. Ac-
ceptable Grade III courses in Biological
Sciences are 306, 315, and 332; acceptable
Grade III courses in Psychology are 318 and
319. Any other Grade III courses must be spe-
cifically approved by the directors.

Students planning graduate work in this and
related fields are advised to elect at least 2
units of chemistry, 2 units of physics, and to
acquire a working knowledge of computers.

206 Psychobiology

Psychology

Professor: Zuiiim'rman, Dickstein,
Fnriif?ioto, Schhivo, Clinchy

Associate Professor: Koff, Pillemer (Chair),
Cheek, Miinsfield^

Assistant Professor: Brachfeld-Child^\
Akert, Lucas, Thome, Rosen^, Hennessey

Instructor: Boyatzis^\ Farquhar^'

Lecturer: Rierdan^

101 (1) (2) Introduction to Psychology
Study of selected research problems from areas
such as personality, child development, learn-
ing, cognition, and social psychology to
demonstrate ways in which psychologists
study behavior. Open to all students.
The Staff

205 (1) (2) Statistics

The application of statistical techniques to the
analysis of psychological data. Major empha-
sis on the understanding of statistics found in
published research and as preparation for the
student's own research in more advanced
courses. Three periods of combined lecture-
laboratory. Additional optional periods may
be arranged for review and discussion. Prereq-
uisite: 101.
Ms. Hennessey

207 (1) (2) Developmental Psychology
Behavior and psychological development in in-
fancy, childhood, and adolescence. Theory
and research pertaining to personality, social,
and cognitive development are examined. Lec-
ture, discussion, demonstration, and observa-
tion of children. Observations at the Child
Study Center required. Prerequisite: 101.
Ms. Brachfeld-Child, Ms. Hennessey

207R (1) (2) Research Methods in
Developmental Psychology

An introduction to research methods ap-
propriate to the study of human development.
Individual and group projects. Laboratory.
Each section typically limited to twelve stu-
dents. Observations at the Child Study Cen-
ter required. Prerequisite: 20S and 207.

Mrs. Clinchy, Mr. Boyatzis

208 (2) Adolescence

Consideration of physical, cognitive, social
and personality development during adoles-
cence. Prerequisite: 101.

Ms. Mansfield

210 (1) (2) Social Psychology

The individual's behavior as it is influenced
by other people and the social situation. Study
of social influence, interpersonal perception,
social evaluation, and various forms of social
interaction. Lecture, discussion, and demon-
stration. Prerequisite: 101.
Ms. Akert

210R (2) Research Methods in Social
Psychology

An introduction to research methods ap-
propriate to the study of social psychology. In-
dividual and group projects on selected topics.
Laboratory. Each section typically limited to
twelve students. Prerequisite: 205 and 210 or
211.

Mr. Schiavo

211 (1) Group Psychology

Study of everyday interaction of individuals
in groups. Introduction to theory and research
on the psychological processes related to group
structure and formation, leadership, commu-
nication patterns, etc. Prerequisite: 101.
Mr. Schiavo

212 (1) (2) Personality

A comparison of major ways of conceiving
and studying personality, including the work
of Freud, Jung, behaviorists, and cultural psy-
chologists. Students will gain hands-on expe-
rience with personality assessment tools, and
familiarity with basic issues in personality the-
ory and research. Prerequisite: 101.
Ms. Thome, Mr. Cheek

212R (1) (2) Research Methods in
Personality

An introduction to research methods ap-
propriate to the study of personality. Individu-
al and group projects. Laboratory. Each
section typically limited to twelve students.
Prerequisite: 205 and 212.
Mr. Dickstein, Ms. Thome, Mr. Cheek

Psychology 207

213 (1) Introduction to Psychobiology

An introduction to the study of the relation-
ship between the nervous system and behavior
with particular emphasis on the structure and
function of the nervous system. Topics include
basic neuroanatomy and neurophysiology, and
brain mechanisms involved in such aspects of
behavior as emotion, language, motivation,
memory, sensation, and cognition. Emphasis
on comparison of experiments with animal
and human subjects in an effort to shed light
on human cognitive functions. Laboratory.
Prerequisite: 101 and Biological Sciences 111
or 109. Additionally listed in the Department
of Biological Sciences.
Mrs. Koff, Mr. Eichenbaum, Ms. Paul

214R (2) Experimental Research Methods

Introduction to experimental methodology.
The object of the course is the acquisition of
basic research skills including hypothesis for-
mation, experimental design, data analysis,
and journal writing. Group and individual
projects. Students will design and execute an
independent research project. Prerequisite:
205 and one oj the following, 213, 216, 217,
218, 219.
Ms. Lucas

216 (2) Psychology of Language

Introduction to the study of the mental
processes involved in using language. Topics
will include language comprehension, the
perception and production of speech, the de-
velopment of language, and animal commu-
nication. Prerequisite: 101.
Ms. Lucas

217 (1) Memory and Cognition

Cognitive psychology is the study of the capa-
bilities and limitations of the human mind
when viewed as a system for processing infor-
mation. This course will examine basic issues
and research in cognition focusing on memo-
ry, attention, pattern recognition, and the
representation and use of conceptual knowl-
edge. Prerequisite: 101.
Ms. Lucas

218 (2) Sensation and Perception

This course focuses on theories concerning the
possible links between a physical event, the re-
sponse of sensory organs, and subjective ex-
perience. Review of physical and physiological
concepts, such as waves, mapping functions,
neural coding, and receptive fields. Consider-
ation of specific thresholds for seeing and
hearing, how colors and shapes are perceived,
and how sound is processed. Course will in-
clude laboratory demonstrations. Prerequisite:
101.

219 Learning

Conditioning, verbal learning, and memory
will be discussed. There will be an emphasis
on in-class exercises demonstrating principles
of learning and a consideration of their rele-
vance to everyday learning situations. Prereq-
uisite: 101. Not offered in 1987-88.
Ms. Furumoto

225 American Psychology in Historical
Context

This course will examine the socio-cultural
milieu which gave rise to modern psychology,
including personalities, issues, and institutions
that played a major role in shaping the field.
The class will do a case study of the Wellesley
Psychology Laboratory (founded in 1891)
focusing on the lives of the women faculty
members who directed it. Prerequisite: 101.
Not offered in 1987-88.
Ms. Furumoto

249 Seminar. The Psychology of Education

The psychology of college education. Explo-
ration of different types of liberal arts colleges
from the psychological point of view. Topics
will include changes in student attitudes,
values, and behavior during the college years;
salient features of the college environment as
perceived by students and faculty (e.g., com-
petition, achievement); student decision-
making (e.g., the major, the career); relation-
ships among students and faculty; the social
psychology of the classroom and the residence
hall; innovative and traditional teaching tech-
niques; methods of evaluating student learn-
ing; single-sex vs. coeducational colleges; the

208 Psychology

ideal college education for women. First year
students and sophomores are encouraged to
apply. Open by pennission of the instructor
to students who have taken 101. Not offered
in 1987-88.
Ms. Zininiernuui

301 Psychology and Social Policy

An examination of the relevance of psycho-
logical theories and research in forming social
policy. Consideration of the applicability of
research to policy. Consideration of the ap-
plicability of research to policy issues such as
the content of federal regulations and the con-
struction of social programs, such as Head
Start and federal regulations relating to day
care, and the effects of television violence on
aggression. Open by permission of the instruc-
tor to juniors and seniors who have taken two
Grade II units, excluding 205, and to other
qualified students. Not offered in 1987-88.

303 (1) Psychology of Gender

This course examines how psychologists have
construed and studied sex differences and gen-
der, what we know "for sure" about gender
differences, where the differences come from,
and where they might go. Topics include
womb and penis envy, the myth of the per-
fect mother, uses and meaning of feminist
methodology, and new psychologies of
women. Open to juniors and seniors who have
taken two Grade II units excluding 205, or
by permission of the instructor.
Ms. Thome

306 Advanced Personality

Not offered in 1987-88.

308 (2) Selected Topics in Clinical
Psychology

Topic for 1987-88: Psychotherapy. This course
compares theory and research on individual
and family systems therapy. Emphasis is on
the nature of the relationship between co-
participants, and, where applicable, concep-
tions of transference, counter-transference, in-
sight, and change. Open to juniors and seniors
who have taken two Grade II units, exclud-
ing 205 and including 212, or by permission
of the instructor.
Ms. Thome

309 (2) Abnormal Psychology

Consideration of major theories of psycholog-
ical disorders. Illustrative case materials and
research findings. Selected issues on preven-
tion and treatment of emotional problems.
Open to juniors and seniors who have taken
two Grade II units, including 212 and exclud-
ing 205.

Ms. Rierdan

310 (1) Seminar. Schizophrenia

The nature, causes, and treatment of
schizophrenia. Schizophrenia will be distin-
guished from other psychological disorders
with which it is frequently confused (such as
multiple personality); its causes in terms of
genetic, biochemical, family, and social in-
fluences will be reviewed; effective treatment
of people diagnosed schizophrenic will be con-
sidered. Theoretical and research articles will
be supplemented by taped interviews and
films. The goals of the seminar are to increase
the student's appreciation of this particular
psychological disorder and, in so doing, to
broaden her understanding of the variety of
functional and dysfunctional ways people at-
tempt to resolve universal human dilemmas.
Open by permission of the instructor to
juniors and seniors who have taken two Grade
II units, including 212, and excluding 205.
Ms. Rierdan

311 (2) Seminar. Social Psychology

Topic for 1987-88: Environmental Psycholo-
gy. The focus of the seminar is on the in-
fluence of the physical environment on
behavior and feelings. There will be empha-
sis upon relevant concepts such as crowding,
privacy, territoriality, and personal space.
Specific settings (e.g., classrooms, play-
grounds) will be investigated. Students (in
small groups) will use observation, interview,
or questionnaire techniques to pursue research
topics. Individual seminar reports are ex-
pected. Open by permission of the instructor
to juniors and seniors who have taken two
Grade II units, including either 210 or 211 and
excluding 205, or by permission of the in-
structor.
Mr. Schiavo

Psychology 209

312 (1) Seminar. Psychology of Death
An examination of the psychological mean-
ing of death to the individual. Topics to be
covered will include acquisition of the concept
of death, antecedents and correlates of in-
dividual differences in concern about death,
psychological processes in dying persons and
their relatives, and the psychology of grief and
mourning. Open by permission oj the instruc-
tor to juniors cind seniors who have taken two
Grade II units, excluding 205.
Mr. Dickstein

317 (2) Seminar. Psychological Development
in Adults

Exploration of age-related crises and dilem-
mas in the context of contemporary psycho-
logical theory and research. Primary focus will
be on early adulthood, but selected topics in
mid-life and aging will also be examined.
Among the topics to be covered will be in-
tellectual development in adulthood; chang-
ing conceptions of truth and moral value; sex
differences in development. Prerequisite: same
as 303.
Mrs. Cluichy

318 (2) Seminar. Brain and Behavior

Selected topics in brain-behavior relationships.
Emphasis will be on the neural basis of the
higher-order behaviors. Topics will include
language, perception, learning, memory,
hemispheric specialization, and sex differences
in lateralization. Open by permission of the
instructor to juniors and seniors who have
taken two Grade II units, including one of the
following: 213, 216, 217, 218, 219 and one
other Grade II course, excluding 205.
Mr. Rosen

319 (1) Seminar. Psychobiology

Topic for 1987-88: Developmental Psycho-
biology. An examination of the development
of the nervous system and its relation to
behavior. Topics to be covered include the
effects of sex hormones on the development
of the brain, the effects of early experience
on adult behavior, the development of sleep-
wake states, the development of lateralization
of the brain, and developmental disorders of
the human brain. Open only by permission
of the instructor to juniors and seniors who

have taken two Grade II units, including one
of the following: 213, 216, 217, 218, 219 and
one other Grade II course, excluding 205.
Mr. Rosen

325 (2) Seminar. History of Psychology
Topic for 1987-88. Freud in His Time. The
seminar will focus on the origins of psycho-
analysis, exploring the influence of the polit-
ical and cultural climate oi fin de siecle Vienna
on Freud's theorizing. Freud's personal rela-
tionships, including his associations with male
mentors, friends, and followers as well as those
with women - family members, professional
associates, and patients - will be studied as a
means for gaining insights into his work. The
seminar will consider the thesis that Freud's
rejection of the "seduction theory" of neuro-
sis resulted from his tangled relationship with
his father. Open by permission of the instruc-
tor to juniors and seniors who have taken 101.

Ms. Furumoto

327 Selected Topics in Personality

Not offered in 1987-88.

328 Topics in Psychology

Not offered in 1987-88.

330 (1) Seminar. Cognitive Science
Cognitive Science is an interdisciplinary effort
to understand and model cognitive mechan-
isms that use symbols to represent and
manipulate knowledge. This effort encom-
passes work from the fields of cognitive psy-
chology, artificial intelligence, linguistics,
philosophy, and the neurosciences. The course
will examine the pre-theoretical assumptions
behind the research in this field. Questions
will be asked about the relation of the mind
to the brain, the definition of knowledge and
the ability of the computer to "think." Open
to juniors and seniors by permission of the in-
structor.

Ms. Lucas

331 (1) Seminar. Advanced Topics in
Psychology

Topic for 1987-88: The Psychology of the Self.
An examination of psychological approaches
to understanding the nature of the self from

210 Psychology

William James (1890) to contemporary the-
ories, including recent developments in psv-
choanalytic theory. Topics will include
self-awareness, self-esteem, self-presentation,
self-actualization, and psychopathology of the
self. De\elopment of the self throughout the
life span will be considered. Open to iu)uori
and seniors who have taken two Grade II
units, excluding 205, and by permission of the
instructor to other qualified students.
Mr. Cheek

335 Seminar. Experimental Psychology
Memor\ in Natural Contexts. The experimen-
tal study of memory traditionally has taken
place in the laboratory, where subjects recall
strings of digits, nonsense syllables, or other
carefully controlled stimuli. Recent studies of
memory for naturally occurring events have
led to a new focus on how we use memory
in our everyday lives. The seminar will explore
this rapidly expanding research literature.
Topics include memory for emotionally sali-
ent experiences, eyewitness testimony, auto-
biographical memory, deja vu, childhood
amnesia, cross-cultural studies of memory,
memory in early childhood and old age, and
exceptional memory abilities. Students will
have the opportunity to conduct original re-
search. Prerequisite: sar?ie as 312. Not offered
in 1987-88.
Mr. Pillemer

337 (1) Seminar. The Psychology of
Creativity

The purpose of this course will be 1) to ex-
plore the foundations of modern theory and
research on creativity, and 2) to examine
methods of stimulating creative thought and
expression. The course material will include
1) psychodynamic, behavioristic, humanistic
and social-psychological theories of creativ-
ity, 2) studies of creative environments, 3) per-
sonality studies of creative individuals, 4)
methods of defining and assessing creativity,
and 5) programs designed to increase both ver-
bal and nonverbal creativity. Open by permis-
sion of the instructor to juniors and seniors
who have taken two Grade U units, exclud-
ing 205.
Ms. Hennessey

340 (1) Applied Psychology
Topic for 1987-88. Organizational Psycholo-
gy. Course uses experiential activities, cases,
theory and research to examine key topics in
organizational psychology including: motiva-
tion and morale, change and conflict, qual-
ity of worklife, work group dynamics,
leadership, culture, and the impact of work-
force demographics (gender, race, socioeco-
nomic status). Prerequisite: same as 303.
Ms. Farquhar

345 (2) Seminar. Selected Topics in
Developmental Psychology

Topic for 1987-88: Developmental Psy-
chopathology. Examination from a develop-
mental perspective of various psychological
disorders that occur in infancy, childhood, and
adolescence. Disorders such as autism, parent-
child problems, peer isolation, and eating dis-
turbances will be studied in light of theory and
research concerning normal development.
Open by permission of the instructor to
juniors and seniors who have taken two Grade
II courses, including 207, and excluding 205.
Ms. Brachfeld-Child

349 (2) Seminar. Selected Topics in
Psychology

Topic for 1987-88: Nonverbal Communica-
tion. This course will examine the use of non-
verbal communication in social interactions.
Emphasis will be on the systematic observa-
tion of nonverbal behavior, especially facial
expression, tone of voice, gestures, personal
space, and body movement. Readings will in-
clude both scientific studies and descriptive
accounts. Students will have the opportunity
to conduct original, empirical research.
Among the issues to be considered: the com-
munication of emotion; cultural and gender
differences; the detection of deception; the im-
pact of nonverbal cues on impression forma-
tion; nonverbal communication in specific
settings (e.g., counseling, education, interper-
sonal relationships). Open to juniors and
seniors who have taken two Grade II units,
excluding 205, and preferably including 210.
Ms. Akert

Psychology 211

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Course

Language Studies 322 (1)

Child Language Acquisition. For description

and prerequisite see Language Studies 322.

Directions for Election

Majors in psychology must take at least nine
courses, including 101, 205, one research
course, and three additional Grade II courses.
The Department offers four research courses:
207R, 210R, 212R, 214R. The Department
strongly recommends that the research course
be completed no later than the end of the ju-
nior year.

Students interested in an interdepartmental
major in psychobiology are referred to the sec-
tion of the Catalog where the program is de-
scribed. They should consult with the
directors of the psychobiology program.

Religion

Professor: Johnson (Chair), Hobbs^,
Kodera

Associate Professor: Marini^^^, Elkins^

Visiting Associate Professor: Coogan^

Assistant Professor: Ratner^, Nathanson

Visiting Assistant Professor: Dailey^

Instructor: Nave^, Schowalter^ , Marlow

100 (1) (2) Introduction to Religion

A beginning course in the study of religion.
Four central issues in major religious traditions
of the world: 1) The tragic sense of life; 2) Re-
ligion as an agent of conflict and oppression,
yet also of reconciliation and peace; 3) Per-
sonal religious experience as a means of
recovering the fullness of life; and 4) Differ-
ent ways of understanding the "sacred" or
"holy." Materials drawn from sources both
traditional and contemporary. Eastern and
Western. Open to all students.
Mr. Kodera, (1); Mr. Manni and
Ms. Marlow (2)

104 (1) (2) Introduction to the Hebrew
Bible/Old Testament

A critical study of the Old Testament/ Hebrew
Bible (TaNaK) from a variety of perspectives —
as a cultural expression of the ancient Near
East, as a source for the history of Israel, and
as the record of the evolving religious tradi-
tion of the Israelites. Attention to this tradi-
tion as the matrix of Christianity and
Judaism. Emphasis upon the world views and
literary craft of the authors. Open to all
students.
Mr. Coogan

105 (1) (2) Introduction to the New
Testament

An exploration of the writings of the New
Testament as diverse expressions of early
Christianity. Close reading of the texts, with
particular emphasis upon the Gospels and the
letters of Paul. Treatment of the literary, theo-
logical, and historical dimensions of the Chris-
tian scriptures, as well as of methods of
interpretation, both ancient and modern. Spe-
cial attention throughout the course to the

212 Religion

factors which led to the break between "Chris-
tian" Jews and Judaism and to the rise of
Christianity as a separate rehgion, as well as
the effects of this break on the literature within
the New Testament written thereafter. Open
to all students.
Mr. Schowalter

107 (1) Crises of Belief in Modern Religion

Religious and anti-religious thinkers from the
Enlightenment to the present. An examination
of the impact of the natural sciences, social
theory, psychology, and historical method on
traditional religion. Readings in Hume, Dar-
win, Teilhard de Chardin, Marx, Reinhold
Niebuhr, Freud, Tillich, and others. Course
is taught at MIT. Open to all students.
Mr. Johnson

108 (1) (2) Introduction to Asian Religions

An introduction to the major religions of
India, Tibet, China and Japan with particu-
lar attention to universal questions such as
how to overcome the human predicament,
how to perceive ultimate reality, and what is
the meaning of death and the end of the
world. Materials taken from Islam, Hinduism,
Buddhism, Confucianism, Taoism, and
Shinto. Comparisons made, when appropri-
ate, with Hebrew and Christian Scriptures.
Course is taught at MIT second semester.
Open to all students.
Ms. Marlow (1), Mr. Kodera (2)

140 (1) Introduction to Judaism

A survey of the history of the Jewish com-
munity from its beginnings to the present.
Exploration of the elements of change and
continuity within the evolving Jewish com-
munity as it interacted with the larger
Greco-Roman world, Islam, Christianity, and
post-Enlightenment Europe and America.
Consideration given to the central ideas and
institutions of the Jewish tradition in histori-
cal perspective. Open to all students.

Mrs. Nathanson

199 (1-2) Elementary Hebrew 2
An introduction to Hebrew with emphasis on
its contemporary spoken and written form.
Practice in the skills of listening and speak-

ing as well as reading and writing, together
with systematic study of Hebrew grammar.
Readings in modern literature. Four periods.
Open to all students.

Ms. Nave

203* The Ancient Near East

A discussion of the earliest civilizations which
are basic to Western thought, focusing on the
cultural history and especially the literature
of Egypt, Mesopotamia, Syria, and Canaan.
Readings include Enuma Elish, Gilgamesh,
the Code of Hammurabi, the Baal cycle, the
Keret and Aqhat epics, and various hymns,
omens, letters, treaties, chronicles, and royal
inscriptions. Closes with a discussion of the
relationship of Israel to its environment. Open
to all students. Not offered in 1987-88.
Mr. Coogan

204* The Five Books of Moses
(Torah/Pentateuch)

Close reading of narrative, legal, and cultic
texts selected from the first five books of the
Bible. The effort to understand the religious
life and thought of ancient Israel as reflected
in these documents. Introduction to and cri-
tique of the major modern methods of penta-
teuchal criticism including documentary
theory, form criticism, tradition, history, etc.
Open to all students. Not offered in 1987-88.

Mr. Ratner

205* Prophecy in Israel

An examination of each prophetic book in
Hebrew Bible/Old Testament, with attention
to historical context, literary form, and the-
ology. Among the topics discussed, the affini-
ties of Israelite prophecy with ecstatic
experience and divination elsewhere in the an-
cient Near East; the tension between vision-
ary experience and political reality; the ethics
of the prophets and its relationship to Israe-
lite law; conflict between prophets; the role
of prayer and intercession, and the applica-
tion of old oracles to new situations. Open to
all students. Not offered in 1987-88.
Mr. Ratner

Religion 213

206* Prayer, Wisdom, and Love in the
Hebrew Bible/Old Testament

A study of selected texts in translation from
the Writings/Ketubim. The devotional poetry
of the Psalms, the philosophical expositions
of the "Wisdom" literature (Ecclesiastes,
Proverbs, and Job), and the shorter writings
of Ruth, Song of Songs, and Esther are ana-
lyzed against the backdrop of biblical thought
in general and ancient Near Eastern literature
in particular. Open to all students. Not offered
in 1987-88.
Mr. Coogan

210* The Gospels

A historical study of each of the four canoni-
cal Gospels, and one of the noncanonical
Gospels, as distinctive expressions in narra-
tive form of the proclamation concerning Jesus
of Nazareth. Open to all students. Not offered
in 1987-88.
Mr. Hobbs

211* Jesus of Nazareth

A historical study of the life and teaching of

Jesus of Nazareth. Includes use of source,

form, and redaction criticism as methods of

historical reconstruction. Open to all students.

Not offered in 1987-88.

Mr. Hobbs

212 (2)* Paul: The Controversies of an
Apostle

A study of the emergence of the Christian
movement with special emphasis upon those
experiences and convictions which determined
its distinctive character. Intensive analysis of
Paul's thought and the significance of his work
in making the transition of Christianity from
a Jewish to a Gentile environment. Open to
all students.
Mr. Schowalter

IW History of Christian Thought: 100-1400

Good and evil, free will and determinism, or-
thodoxy and heresy, scripture and tradition,
faith and reason, love of God and love of
neighbor; issues in Christian thought as

addressed by Augustine, Thomas Aquinas,
Francis of Assisi, and other shapers of Chris-
tianity from its origins through the medieval
period. Attention also to popular religious
practices, pilgrimages, the cult of saints,
asceticism, and mysticism. Open to all stu-
dents. Not offered in 1987-88.
Ms. Elkins

217* History of Christian Thought:
1400-1800

Scripture, tradition, free will, reason, author-
ity, and prayer as understood by Joan of Arc,
Martin Luther, John Calvin, Ignatius Loyola,
Teresa of Avila, John Bunyan, John Locke,
John Wesley, and others. Attention as well to
witch trials, spiritual practices, and the effect
of science and the discovery of the New World
on Christianity. Open to all students. Not of-
fered in 1987-88.
Ms. Elkins

218 (1)* Religion in America

A study of the religions of Americans from
the colonial period to the present. Examina-
tion of the impact of religion on personal and
collective experience. Primary texts from the
Puritans, Amerindians, blacks, and feminists.
Attention to marginality and popular religion
as a source for radical movements and social
change. Readings in sources representing Prot-
estants, Jews, and Catholics over the past three
centuries of American history, supplemented
by secondary readings from historians and an-
thropologists. Open to all students.
Ms. Dailey

220* Religious Themes in American Fiction

Human nature and destiny, good and evil, love
and hate, loyalty and betrayal, salvation and
damnation, God and fate as depicted in the
novels of Hawthorne, Thoreau, Melville,
Harriet Beecher Stowe, Edith Wharton,
Flannery O'Connor, and others. Reading and
discussion of these texts as expressions of re-
ligious thought and culture in 19th- and 20th-
century America. Open to all students. Not
offered in 1987-88.
Mr. Marini

214 Religion

221 (2)* Catholic Studies
Contemporary issues in the Roman Cathohc
Church, with particuhir attention to the
American situation. Topics include sexual
morality, social ethics, spirituality, dogma,
women's issues, ecumenism, and liberation
theology. Readings represent a spectrum of
positions and include works by Thomas
Merton, Dorothy Day, Henri Nouwen, the
American bishops, and recent popes. Open to
all students.
Ms. Elkins

223 (1) Modern Christian Theology

The rise of evangelical, existentialist, and
liberation theologies in the modern era. Read-
ings in representatives of these three theolog-
ical movements, including Soren Kierkegaard,
Karl Barth, Francis Schaeffer, Rosemary
Reuther, and Paul Tillich. Open to all
students.
Mr. Johnson

230 (2) Ethics

An inquiry into the nature of values and the
methods of moral decision-making. Exami-
nation of selected ethical issues including sex-
ism, terrorism, professional morality, nuclear
technology, and personal freedom. Introduc-
tion to case study and ethical theory as tools
for determining moral choices. Open to all
students.
Mr. Marini

231 (2) Psychology of Religion

An examination of psychological studies of re-
ligion including a variety of theoretical per-
spectives and exercises in contemporary
research methods. Readings in authors such
as William James, Sigmund Freud, C. G. Jung,
Erik Erikson, and Gordon AUport. Open to
all students.
Mr. Johnson

241* Judaism and Modernity

A study of the issues raised by Jewry's encoun-
ter with the culture of Western Europe since
the Enlightenment. Included will be readings
on Jewish secular identity; contemporary
branches of Judaism; the development of

modem Jewish literature and philosophy;
racial anti-Semitism and the Holocaust; Zi-
onist ideology and the State of Israel. Open
to all students. Not offered in 1987-88.
Mrs. Nathanson

242* Rabbis, Romans and Archaeology

A study of the origins and development of
early Judaism from the 4th century B.C^.E. to
the 7th century C.E. An examination of the
constituents of Jewish culture in relation to
the major political, social, religious and eco-
nomic trends of the hellenistic world and of
late antiquity. Special attention to the inter-
action between early Judaism and early Chris-
tianity. Attention also to problems of historical
reconstruction as reflected in archaeological
evidence including papyri, coins, synagogue
and funerary art as well as the writings of the
rabbis. Church Fathers and Roman historians.
Open to all students. Not offered in 1987-88.
Mrs. Nathanson

243''' Women in Judaism

A study of the attitudes toward women and
the roles of women in ancient Israel and in
Judaism from antiquity to the present as sug-
gested by archaeological and literary sources.
Special attention to the cultural patterns which
have sustained the traditional roles of wom-
en in Judaism and to the recent substantive
changes in women's positions in Jewish reli-
gious life. Open to all students. Not offered
in 1987-88.
Mrs. Nathanson

250* Primitive Religions

An exploration of religious patterns of non-
literate and archaic peoples. Topics include:
magic, witchcraft, myth and ritual, the
shaman, totemism, taboo, vision quest, peyote
cult, revitalization movements. Consideration
given to theories of the origins and evolution
of religion, and to the concept of "the primi-
tive." Special attention to the religious life of
selected Native American societies. Open to
all students. Not offered in 1987-88.

251 (2)* Religions in India
An examination of Indian religions as ex-
pressed in sacred texts and arts, religious prac-
tices and institutions from 2500 B.C.E. to the

Religion 215

present. Concentration on the origins and de-
velopment of indigenous Indian traditions,
such as Brahmanism, Hinduism, and Bud-
dhism, as well as challenges from outside, es-
pecially from Islam and the West. Open to all
students.
Ms. Marlow

253 (1)* Buddhist Thought and Practice

A study of Buddhist views of the human
predicament and its solution, using different
teachings and forms of practice from India,
Southeast Asia, Tibet, China and Japan.
Topics including the historic Buddha's ser-
mons, Buddhist psychology and cosmology,
meditation, bodhisattva career, Tibetan Tan-
tricism, Pure Land, Zen, dialogues with and
influence on the West. Offered in alternation
with 257. Open to all students.

Mr. Kodera

254 (2)* Chinese Thought and Religion

Continuity and diversity in the history of Chi-
nese thought and religion from the ancient
sage-kings of the third millenium B.C. to Mao.
Topics including Confucianism, Taoism, Chi-
nese Buddhism, folk religion and their further
developments and interaction. Materials
drawn from philosophical and religious works
as well as from their cultural manifestations.
Offered in alternation with 255. Open to all
students.

Mr. Kodera

255* Japanese Religion and Culture

Constancy and change in the history of Jap-
anese religious thought and its cultural and
literary expressions. A consideration of Jap-
anese indebtedness to, and independence
from, China, assimilation of the West and
preservation of indigenous tradition. Topics
including Shinto, Japanese Buddhism and its
arts, Neo-Confucianism and nationalism.
Christian impact and failure, and modern Jap-
anese thought. Offered in alternation with
254. Open to all students. Not offered in
1987-88.
Mr. Kodera

257* Contemplation and Action

An exploration of the inter-relationship be-
tween two dimensions of religious life. Materi-
als drawn from religious and cultural

traditions. East and West, historic and con-
temporary. Topics include: self-cultivation and
civil responsibility (Confucius, Dag Hammar-
skjold), suffering and nonviolence (Gandhi,
Martin Luther King, Jr.), solitude and com-
passion (Henri Nouwen, Simone Weil), capac-
ity for anger in the work of love (liberation
theologians). Offered in alternation with 253.
Open to all students. Not offered in 1987-88.
Mr. Kodera

159" Gandhi

An inquiry into the life, thought, acts, and en-
during influence of M.K. Gandhi. Focus on
the religious foundations of Gandhian pro-
grams, especially nonviolent resistance, and
on Gandhi as homo religiosus. Readings
include Gandhi's own writings, such as his
commentary of the Bhagavadgita, and his
Autobiography; assessments by his contem-
poraries, successors, later scholars, and biog-
raphers, e.g., Erik Erikson, B. R. Ambedkar.
Open to all students. Not offered in 1987-88.

262 (1) The Formation of Islam

An exploration of the fundamental patterns
of Islamic religious life. Topics include: life of
the Prophet, the Koran, traditions of the
Prophet, law, theology, Sufi mysticism,
Shi'ism, and Gnosticism. Attention also given
to Islam's interaction with other religious tra-
ditions, and their influence on Islamic thought
and practice. Course is taught at MIT. Open
to all students.
Ms. Marlow

263 (2) The Resurgence of Islam

Islamic responses to political, social, and ideo-
logical crises of the 19th and 20th centuries.
The effects of colonialism and the influence
of Western culture, the rise of Muslim national
identities, pan-Islam, Islamic fundamentalism,
and revolution. Focus on individual Islamic
countries, with special attention to the Iranian
revolution and Khomeini. Readings in trans-
lation in major Muslim thinkers. Open to all
students.
Ms. Marlow

216 Religion

298 New Testament Greek

Special features of Koine Greek. Reading and
discussion of selected New Testament texts.
Prerequisite: one year of Greek; or exemption
examination; or by permission of the instruc-
tor. Not offered in 1987-88.
Mr. Hobbs

299 (1-2) Intermediate Hebrew 2

First semester: an intensive review of modern
Hebrew grammar, continued emphasis on oral
competence, and reading in literature of both
modern and earlier periods. Second semester:
Biblical Hebrew. Reading in the Hebrew Bible,
with special emphasis on differences between
Biblical and Modern Hebrew grammar.
Ms. Nave (1), Mr. Coogan (2)

303* Seminar. The Book of Exodus

A close reading and critical analysis of selected
texts from the Book of Exodus. Particular at-
tention to the narratives concerning the Egyp-
tian enslavement, the redemption, the
rebellions in the wilderness and the revelation
at Mount Sinai. The legal material found in
the Covenant Code will be treated in detail.
Discussion of the history of the traditions and
the final editing of the Book of Exodus.
Prerequisite: one course in Bible or by permis-
sion of the instructor. Not offered in 1987-88.
Mr. Ratner

304* Seminar. Abraham in History and
Tradition

A close reading and critical analysis of the
Abraham cycle. Genesis 11:26-25:11. Among
the topics to be discussed are the historicity
of the patriarchal narratives, the religion of
the patriarchs, the relationship between the
Abrahamic and Davidic covenants, and Abra-
ham as prophet and man of faith. Prerequi-
site: 104, or by permission of the instructor.
Not offered in 1987-88.
Mr. Ratner

305 (1)* Seminar. Job and the Problem of
Suffering

An examination of the book of Job and its
poetic treatment of the human condition. The
course will also consider other ancient Near
Eastern texts that deal with the issue of evil

in the world from a religious perspective, and
later readings and retellings of Job by Blake,
Frost, Jung, MacLeish, Fackenheim, and
others. Prerequisite: one course in Bible, or
permission of the instructor.
Mr. Coogan

309* Seminar. New Testament Theologies

An examination of several of the major New
Testament Theologies published since World
War II, with an eye to discerning both the
shared and the divergent theologies within
the New Testament itself, and to uncovering
the various methodologies for re-presenting
them in our time. Prerequisite: one course in
New Testament. Not offered in 1987-88.
Mr. Hobbs

310* Seminar. Gospel of Mark

An exegetical examination of the Gospel of
Mark, with special emphasis on its character
as a literary, historical, and theological con-
struct, presenting the proclamation of the
Gospel in narrative form. The gospel's rela-
tionships to the Jesus tradition, to the Old
Testament / Septuagint, and to the the christo-
logical struggles in the early church will be
focal points of the study. Prerequisite: one
course in New Testament. Not offered in
1987-88.

Mr. Hobbs

316 (1)* Seminar. The Virgin Mary
A study of the role of the Virgin Mary in
historical and contemporary Catholicism.
Topics include the biblical basis for devotion
to Mary; the cult of the Virgin in the Middle
Ages; the appearances at Guadalupe, Lourdes,
and Fatima; and the two dogmas of the Im-
maculate Conception and Assumption. Con-
cepts of Mary will also be discussed in relation
to broader developments in history such as the
attitude toward virginity, formulation of
Christology, the roles of women, and "the
feminization of the deity." Prerequisite: one
course in medieval history, women's studies
or religion.

Ms. Elkins

Religion 217

318* Seminar. American Religions

Selected topics in the history of reUgion in
America. Prerequisite: one Grade II course in
American religion, history, or literature; or by
permission of the instructor. Not offered in
1987-88.

Mr. Ma rim

330* Seminar. Nuclear Ethics

An examination of the ethical arguments,
moral values, and religious understandings
relating to the use of nuclear weapons and
their control. Analysis of ethical positions
claimed and implied by deterrence, first-strike,
build-down, freeze, "star wars," and unilater-
al disarmament. Exploration of responses to
these options by leaders across the American
religious spectrum. Prerequisite: 219, 230 or
by permission of the instructor. Not offered
in 1987-88.
Mr. Marini

339* Judaism, Christianity and Modernity

The interaction of Judaism and Christianity
with the formative ideas and events of the
modern era. Topics include Enlighten-
ment/Emancipation; the liberal redefinitions
of Judaism and Christianity; romantic con-
servative reactions; Jewish and Christian ex-
istentialists and feminists; confrontations with
National Socialism and the Holocaust. Read-
ings in major Jewish and Christian thinkers.
Prerequisite: one course in Judaism, Christi-
anity, modern history, or permission of in-
structors. Not offered in 1987-88.
Mrs. Nathanson, Mr. Johnson

340 (2)* Seminar. The Holocaust

An examination of the origins, character,
course, and consequences of Nazi anti-
Semitism during the Third Reich. Prerequisite:
a course in one of the Jollowing: Judaism,
modern European history, modern political
theory, or permission of the instructor.
Mrs. Nathanson

341* Seminar. Zionism

A study of Zionist ideologies and the emer-
gence and evolution of Zionism as a political
movement in the late 19th century. Special

attention to the development of Palestinian
nationalism and to political, social and ideo-
logical trends in modern Israel. Open to all
students. Not offered in 1987-88.
Mrs. Nathanson

350 (1) (2) Research or Individual Study
1 or 2

Open to juniors and seniors by permission.

351* Seminar. Women and Asian Religions

An exploration of the religious lives of wom-
en in Indian Buddhism, Hinduism, and Islam.
Topics include: ideologies and metaphysics of
the feminine and female; status of women in
sacred law; rituals women perform; socio-
religious status of virgins, wives, mothers,
widows, and renunciants. Prerequisite: one
course in Asian religions or by permission of
the instructor. Not offered in 1987-88.

352* Seminar. Asian Mysticism

The sufi, the samt, and the yogi as foci for
an exploration of mysticism and techniques
of spiritual liberation in Asian religious tra-
ditions. Materials and readings from hatha
yoga, Hindu and Buddhist tantra, Hindu and
Muslim devotional paths. Prerequisite: one
course in Asian religions. Not offered in
1987-88.

353 (2)* Seminar. Zen Buddhism
Zen, the long known yet little understood tra-
dition, studied with particular attention to its
historical and ideological development,
meditative practice, and expressions in poetry,
painting, and martial arts. Offered in alter-
nation with 357. Prerequisite: one course in
Asian Religions and by permission oj the in-
structor. Enrollment limited to twelve.

Mr. Kodera

357* Seminar. Issues in Comparative
Religion

Encounter of the World's Religions. Critical
study of interfaith dialogues and movements
concerned with building a global theology.
Issues include: how to reconcile conflicting
truth claims, the impact of emerging religious
conservatism on ecumenism, how to preserve

218 Religion

iinegrir\ in .1 pkir.ilisric world; cthiiocciurism
and evangelism; human survival as common
concern. C^ase studies, and readings from Paul
Tiiiich. Wilfred Cantwell Smith, Ninian
Smart, William Johnston, John Cobb,
Shusaku Endo, and others. Offered in alter-
nation with 353. 0[)L'u by [jerntission of the
instructors. Not offered in 1987-88.
Mr. Johnson, Mr. Koiiera

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Classical Civilization 104 (l)''"''

Classical Mythology. For descriptu»i ami
prerequisite see Classical Civilizatio>i 104.

English 150a (1)

Reading the Bible. For description and prereq-
uisite see English 150a.

Extradepartmental 314 (2)
Pragmatic Faith. For description and prereq-
uisite see Extradepartmental 314.

History 234 (2)=^

Heresy, Humanism and Reform: Renaissance
and Reformation in Northern Europe. For
description and prerequisite see History 234.

History 339 (1)

Seminar. American Jewish History. For

description and prerequisite see History 339.

Philosophy 212 (2)

Modern Jewish Philosophy. For description

and prerequisite see Philosophy 212.

Directions for Election

In a liberal arts college, the study of religion
constitutes an integral part of the humanities
and social sciences. Recognizing religion as an
elemental expression of human life and cul-
ture, past and present, the department offers
courses in the major religious traditions of the
East and the West. These courses examine
both the individual and the collective dimen-
sions of religion and approach their subject
from a variety of perspectives including histor-
ical and textual, theological and social
scientific.

The total program ot the major is designed
around the principles of breadth and depth.
To promote breadth, majors shall complete
one course in each of three groups: Biblical,
Western, and Asian. To ensure depth, majors
shall concentrate in a special field of interest.
The structure of this concentration shall be
determined in consultation with the advisor.
In individual cases, studies in the original lan-
guage of religious traditions may be especially
valuable. Hebrew and New Testament Greek
are available in this department. Religion 199,
Elementary Hebrew, cannot be credited to-
wards the department major. However, both
Religion 299, Intermediate Hebrew, and Re-
ligion 298, New Testament Greek, can be
credited towards the major. Latin and Chinese
are available elsewhere in the College. Majors
interested in pursuing language study should
consult their advisors to determine the ap-
propriateness of such work for their programs.

Religion 219

Russian

Professor: Lynch ''^, Bones (Chair)
Assistant Professor: Chester
Instructor: Mahota

100 (1-2) Elementary Russian 2
Grammar: oral and written exercises; reading
of short stories; special emphasis on oral ex-
pression; weekly language laboratory assign-
ments. Four periods. Open to all students.
The Staff

125G (1) Contemporary Russian Culture:
Women and Society

Writing course. See Writing Program for com-
plete description.
Ms. Chester

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

Mrs. Bones

201 (2)'' Russian Literature in Translation I
A survey of Russian prose from Pushkin to
Dostoevsky, focusing on the multi-faceted
character of Russian realism and the emer-
gence of Russian literature as a great nation-
al literature in the 19th century. Major works
by Pushkin, Lermontov, Gogol, Goncharov,
Turgenev, and Dostoevsky will be read. Open
to all students.

Mrs. Bones

202 (2)''' Russian Literature in Translation II

The study of tradition and innovation in Rus-
sian prose from the mid-19th century to the
Soviet period. Such well-known works as Tol-
stoy's Anna Karenina, Chekhov's Ward Six,
Pasternak's Doctor Zhivago, and Solzhenit-
syn's First Circle as well as seminal works by
Sologub, Bely, Zamiatin, Babel, Olesha and
Bulgakov will be read. Open to all students.
Not offered in 1987-88. Offered in 1988-89.

Mrs. Bones

205 (1)* Intermediate Conversation
Emphasis on developing communication skills
through the use of pictures, thematic dia-
logues, role playing; the patterns and strate-
gies of practical conversation and the language
of gestures and intonation. Prerequisite or
corequtsite: 200. Not offered in 1987-88. Of-
fered in 1988-89.
Mrs. Lynch

215 (1)* Intermediate Reading

Reading of short texts selected from a variety
of materials including newspapers, historical
commentaries, correspondence and diaries.
Emphasis on building comprehension and on
appropriate grammatical and stylistic usage
of language. Weekly reading assignments and
oral presentations. Prerequisite or corequisite:
200.

Mrs. Bones

lis (1) Soviet Film 1917-1980 (in English)

The history of Soviet film, Lenin's "most im-
portant art." Close analysis of several films
with extensive reading in film history and
theory, interrelation with other arts (literature
and painting). Main genres to be examined:
documentary, historical recreation, social
drama, adaptation from literary sources. Open
to all students.

301 (1) Advanced Russian

Thorough review of the structure of Russian
through reading and analysis of short texts
and weekly laboratory assignments. Proper
application of syntactic and morphological
categories with emphasis on the use of par-
ticiples, gerunds, and aspect. The final meet-
ings will be devoted to viewing of a Chekhov
play and class videotaping of one episode. Two
periods and laboratory. Prerequisite: 200.
Mr. Mahota

302 (2) Advanced Study of Modern Russian

Reading of the works of recent women writers.
Language patterns, forms and themes in the
writings of Akhmatova, Chukovskaya, Malak-
hovskaya. Regular oral and written reports.
Prerequisite: 301.
Mr. Mahota

220 Russian

305 (2)* Aleksandr Sergeevich Pushkin

Intensive study of Russia's most revered writ-
er, his life, work and era. Critical analysis ot
his writings and of his influence on important
19- and 20-century literary figures. Prerequi-
site or corequisite: 301 jnd/or 302. Not of-
fered in 1987-88. Offered in 1988-89.
Mrs. lynch

310 (2) '• U>v Nikolaevich Tolstoy

A sampling of the masterworks begmning
with Childhood and including Prisoner of the
CiUiL\isns, Death of Ivan lllich. Father Sergiiis,
and Xadzi Murat. Some nonfiction such as
diaries and articles will be included to explore
his spiritual odyssey before and after 18(S().
Reading, discussions and papers will be
primarily in Russian. Prerequisite or coreq-
uisite: 301 and/or 302. Before beginning this
course, students are expected to have read War
and Peace /;/ English.
Ms. Chester

315 (1)'' Fyodor Mikhailovich Dostoevsky

An intensive thematic and formal analysis of
Dostoevsky's first major novel Crime and
Punishment together with selected readings
from his notebooks and early drafts as well
as related correspondence in an effort to com-
prehend the artistic expression of Dostoevsky's
unique psychological, philosophical, and re-
ligious view of the world. Prerequisite: 301
and/or 302.

Mr. M ah Ota

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Directions for Election

Course 100 is counted toward the degree but
not toward the major. C^ourses 201, 202 are
counted toward the distribution requirements
in Group A and are strongly recommended to
students who intend to major in Russian.
However, only one of them may count toward
the major. A major in Russian is expected to
elect 205 or 215 in conjunction with 200 or
301, as well as three Grade 111 courses beyond
Russian 301 and 302.

Credit toward the major is normally given for
an approved summer of study in the Soviet
Union as well as for approved Junior Year
Abroad programs.

Students majoring in Russian should consult
the chair of the department early in their col-
lege career, as should students interested in an
individual major in Russian Studies.
Attention is called to History 246 and 247 and
Political Science 206, 322, and 342.

320 (1)"' Seminar

Topic for 1988-89: Images of Women in Rus-
sian Literature. Prerequisite or corequisite: 301
and/or 302. Not offered in 1987-88. Offered
in 1988-89.

Ms. Chester

Topic for 1990-91: The Writer in a Censored
Society

Mrs. Lynch

350 (1) (2) Research or individual Study
1 or 2

Open by permission to qualified students.

Russian 221

Sociology

Professor: Berger

Associate Professor: Imber (Chair), Silbey^
Visiting Associate Professor: Levy
Assistant Professor: Cuba, Hertz

102 (1) (2) Sociological Perspective
Introduction to the sociological perspective;
its principal concepts, theories; its methodol-
ogies of examining human social behavior in
relation to social institutions. The intercon-
nection between the "micro" world of the in-
dividual and the "macro" world of social
institutions. Open to all students.

Mrs. Berger, Mr. Levy

103 (1) Social Problems

An analysis of how behaviors and situations
become defined as social problems, those
aspects of life that are said to undermine the
social order. Attention to contemporary and
cross-cultural issues. Topics include: alco-
holism and drug abuse; crime, poverty and
over population; pollution and energy conser-
vation. Open to all students.
Mr. Imber

111 (1) Sociology of the Family

The course looks at the rise of the modern
family from a comparative perspective. Class
discussion will focus on the nature and role
of the family and its function for individuals
and society. Students will be introduced to
controversies over the definition and the
"crises" of the family, the emergence of new
forms, and projections about its future. The
effects of work and social class on the family
will be examined; dual-career couples and
working-class families will be emphasized.
Open to all students.
The Staff

138 (2) Deviant Behavior

Why are some behaviors and some people
considered "deviant" while others are not?
This introductory level course examines sev-
eral theoretical perspectives of social deviance
which offer different answers to this question.
It focuses on deviance as an interactive pro-
cess through an exploration of the way in

which people enter deviant worlds, how others
respond to their deviance, and how deviants
cope with these responses. Open to all
students.

Mrs. Silbey, The Staff

200 (1) Sociological Theory

Systematic analysis of the intellectual roots
and the development of major sociological
themes and theoretical positions from the En-
lightenment to the present. Prerequisite: 102
and one other Grade I unit.
Mrs. Berger

201 (1) Social Statistics

An introduction to the use of statistics in the
social sciences. Both descriptive and inferen-
tial statistics are presented as ways of organiz-
ing data for the development and testing of
hypotheses and as a guide to understanding
social science research. Provides the necessary
background for 302. Open to all students.
Mr. Cuba

207 (1)* Criminology

Systematic examination of the meaning of
crime and reactions to crime. Topics include:
theories regarding the causes of crime, nature
and origins of criminal laws, extent and dis-
tribution of criminal behavior, societal reac-
tion to crime through the criminal justice
system, penology and corrections. Attention
to the relationships among crime, punishment
and justice. Prerequisite: 102 or by permission
of the instructor.

Mrs. Silbey

208 (2)* Social Construction of Gender
This course discusses the ways in which the
social system and its constituent institutions
create, maintain and reproduce gender
dichotomies. Gender is examined as one form
of social stratification. The processes and
mechanisms that institutionalize gender differ-
ences will be considered in a variety of con-
texts: political, economic, religious,
educational and familial. We will examine
some deliberate attempts to change gender
patterns. Prerequisite: 102 or HI, or by per-
fnission of the instructor.

Ms. Hertz

111 Sociology

209 (2) Social Stratification
The concept of social stratification is the core
concept of sociology. It describes the differ-
ences among individuals and among institu-
tions. The course examines indicators of social
mobility a nd social class as well as implica-
tions of race, sex, ethnicity for one's social
standing and prestige. Dimensions of stratifi-
cation will be analyzed at the community, na-
tional and international levels. Prerequisite:
102 or by pentiisstoii oj the instructor.

Mr. Levy

212* American Society

How the experience of being "American" has
changed during the past century, from our
agrarian roots to the foundations of the cor-
porate state. Readings in local community
studies and in social reports from de Tocque-
ville to the present which analyze American
society in terms of an ideology of equal op-
portunity. Attention to populism, racial and
class conflict, and social reform within the
context of American Pragmatism. Prerequisite:
one Grade I unit. Not offered in 1987-88.
Mr. Imber, Mrs. Silbey

213 (1)* Law and Society

Study of a day in court and underlying fac-
tors that lead to lawful behavior. Study of legal
reasoning, types of law and legal systems, and
relationship of law to social class and social
change. Emphasis upon the profession and
practice of law including legal education,
stratification within the bar, and the politics
of legal services. Prerequisite: 102 or by per-
mission of the instructor. Not offered in
1987-88.
Mrs. Silbey

215 (1)* Sociology of Popular Culture

Examination of the production, organization,
and consequences of popular culture with spe-
cial attention to art, sports, and media. Anal-
ysis of common cultural symbols in rock
music, literature, film, advertising and games.
Prerequisite: 102 or by permission of in-
structor.
Mr. Levy

216 (2)* Sociology of Mass Media and
Communications

Analysis of the assumption that the charac-
teristics of a given society both affect and are
affected by the communications media exist-
ing in that society. Focus on changes from oral
to written communication, the development
of mass media (newspapers, magazines, radio,
television, films) and the structure of contem-
porary communications. The issues of ethics,
media control and the professionalization of
the field will be examined. Prerequisite: 102
or by permission of the instructor.

Mr. Levy

217 (2)* Power: Personal, Social, and
Institutional Dimensions

The study of power extends far beyond for-
mal politics or the use of overt force into the
operation of every institution and every life:
how we are influenced in subtle ways by the
people around us, who makes controlling de-
cisions in the family, how people get ahead
at work, whether democratic governments, in
fact, reflect the "will of the people." This
course explores some of the major theoreti-
cal issues involving power (including the
nature of dominant and subordinate relation-
ships and types of legitimate authority) and
examines how power operates in a variety of
social settings: relations among men and
women, the family, the community, the cor-
poration, the government, cooperatives and
communes. Open to sophomores, juniors, and
seniors without prerequisite.
Mrs. Silbey

220 (1)* Urban Sociology

A survey of theoretical perspectives which
social scientists have used in their analyses of
city life. This course explores the metaphori-
cal images as well as the historical realities as-
sociated with the development of urban areas
and their suburban links, and reviews contem-
porary studies which follow from classic
works on the city. Using Boston as a research
setting, the class will take several trips and stu-
dents will engage in independent fieldwork.
Prerequisite: 102 or by permission of the in-
structor. Not offered in 1987-88.
Ms. Hertz, The Staff

Sociology 223

224 (2)* Political Sociology and Social
Movements

Analysis of the social basis of power and
political action in modern societies. How does
one's socially structured position influence
political behavior, and is political action
rooted in ideological structures or material
conditions? Special attention given to the rela-
tionship between the "ways of being political"
and structures of power and authority. Anal-
ysis of revolutions, political movements, as
well as ordinary citizen activities. Prerequisite:
102 or by permission of the instructor. Not
offered in 1987-88.
Mrs. Silbey

228* Sociology of Work and Occupations

Study of representative work and occupational
experiences ranging from blue-collar jobs
to the professions. The nature of work in
traditional and contemporary societies. So-
cialization to work roles; the process of profes-
sionalization; work careers; and other topics.
Prerequisite: 102 or by permission of the in-
structor. Not offered in 1987-88.

Ms. Hertz

229 (1) Organizations and Organizational
Behavior

How do organizations operate? Why do
people act the way they do inside organiza-
tional settings? Analysis of organizational
structure, processes, and behavior. Topics in-
clude organizational roles, managerial ideol-
ogies, the individual in the organization,
power, communication, effectiveness, decision
making, conflict, recruitment, mobility, fast-
tracking, risk-taking, initiative, flexibility and
rigidity in organizational structure, and or-
ganizational change. Prerequisite: 102 or by
permission of the instructor.
The Staff

231 (1)* Society and Self

How can the individual be at once cause and
consequence of society? Not only is the per-
son a social product, but s/he is also clearly
unique, and in turn helps shape and modify
society. This course is concerned with the rela-
tionship between the individual and society.

and the behavior of persons in groups. Ways
in which groups and institutions aid or inhibit
individual experience will be discussed.
Prerequisite: 102 or by permission of the in-
structor.

Mr. Levy

300 (2)* Senior Seminar. Sociological
Theory and the Sociology of Knowledge

Topics in contemporary social theory. Open
to seniors or by permission of the instructor.

Mr. Imber, The Staff

302 (2) Research Methods
An examination of the logic of survey analy-
sis, from the development of hypotheses and
construction of a survey instrument to the
analysis and reporting of results. Emphasis is
on field research experience; class participants
work collectively on the design and implemen-
tation of a research project of their choice.
Prerequisite: 201 or by permission of the in-
structor.
Mr. Cuba

311 (2)* Seminar. Family Studies
The Family, the State and Social Policy. Anal-
ysis of problems facing the contemporary U.S.
family and potential policy directions. Discus-
sion of the social meaning of income and the
quality of family life. Emphasis on welfare,
family planning, children's rights, child al-
lowance, the impact of work on the family,
day care, the elderly, the working poor, and
delivery of services to families with special
needs. Comparisons to other contemporary
societies will serve as a foil for particular anal-
yses. Prerequisite: 111 or one Grade II unit, or
by permission of the instructor. Not offered
in 1987-88.
Ms. Hertz

314 (2)''' Medical Sociology and Social
Epidemiology

Definition, incidence and treatment of health
disorders. Topics include: differential avail-
ability of hei'lth care; social organization of
health delivery systems; role behavior of pa-
tients, professional staff and others; attitudes
toward terminally ill and dying; movements

224 Sociology

for alternative health care. Prerequisite: one
Grade II mat or by permission of the in-
structor.
Mr. hnher

320 (1)* Seminar. Utopias, Collectives, and
Alternative Communities

Analysis of the social structure and processes
of Utopias and communities in a comparative
perspective. Examination of fictional and ex-
perimental communities as an attempt to cre-
ate alternative styles of living. Topics include
analysis of ideational systems, the question of
equality, the role and form of leadership, the
organization of work, economy, gender roles
and the family. Prerequisite: one Grade II unit
or h\' permission of the instructor. Not offered
in 1987-88.
Ms. Hertz

324 (1) Seminar. Social Change

Analysis of the impact of change on the polity,
economy, family, the stratificational system
and living arrangements. Comparison be-
tween western and non-western societies. Par-
ticular emphasis on the social psychological
dimensions of change; the processes of ration-
alization, development and revolution; mod-
ernization and its discontents, and the rise of
the new traditionalism. Prerequisite: two
Grade II units or by permission of the in-
structor.
Mrs. Berger

325 (1)* Science, Technology and Society
An examination of the social conditions of
scientific development and controversy, and
the links among scientific work, technologi-
cal development and everyday life. Topics in-
clude: the interrelation of science, government
and industry; sociobiology and IQ debates;
the politics of science education and the ethics
of science research. Prerequisite: 102 or by per-
mission of the instructor. Not offered in
1987-88.

Mr. Imber

329 (2) Internship in Organizations

An internship in organizational theory and
.analysis. Required internship assignment in
organizations concerned with health, correc-

tions, housing, planning, media, other pub-
lic or private services, government and indus-
try. The internship is utilized for participant
observation of selected aspects of organiza-
tional behavior, structure, or process. Semi-
nar sessions are focused on selected topics in
organization research and on issues in par-
ticipant observation. Limited to juniors and
seniors. Prerequisite: one Grade II unit or by
permission of the instructor. 229 is recom-
mended. Admission by application prior to
Nou. 15.
Ms. Hertz

338 (1) Seminar. Topics in Deviance, Law
and Social Control

Topic for 1987-88: Law and Society. Seminar
consists of close, critical reading of landmark
works in the sociology of law, including Marx,
Weber, Holmes, and I.I.ewellyn. Writings by
the American legal realists and contemporary
critical legal scholars will be studied, with ex-
amples of empirical studies of the law-in-
action. Issues include the nature of the legal
form, the characteristics of legal reasoning, the
relationship between social categories and
legal terminology as well as the role of in-
terpretation in law. Enrollment is limited. Ad-
mission by permission of the instructor.
Preference will be given to students who have
had some law-related instruction in sociology
(138, 207, 213), philosophy, or political
science.
Mrs. Silbey

350 (1) (2) Research or Individual Study
1 or 2

Open by permission to juniors and seniors.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis

Prerequisite: 360.

Cross-Listed Courses

Anthropology 210 (1)*
Racism and Ethnic Conflict in the United
States and the Third World. For description
and prerequisite see Anthropology 210. Not
offered m 1987-88.

Sociology 225

Education 214 (2)***'-
Youth, Culture, and Student Activism in
Twentieth-Century America. For description
and prerequisite see Education 214.

Education 216 (2)'-''*-
Education, Society, and Social Policy. For
description and prerequisite see Education
216. Not offered in 1987-88.

Technology Studies 201 (1)

Television Technology and Social Impact. For

description and prerequisite see Technology
Studies 201.

Women's Studies 222 (2)
Women in Contemporary Society. For descrip-
tion and prerequisite see Women's Studies 222.

Directions for Election

Sociology as a discipline takes a three-pronged
approach: (a) on a general level, it is concerned
with patterns of human interaction and the
social construction of reality; (b) on a more
specific level, it studies systematically those
patterned interactions which have come to as-
sume discrete forms such as family, law, or-
ganizations; (c) on the methodological level,
it explores approaches and techniques of so-
cial research and the principles on which these
techniques are grounded. Sociology is con-
cerned with making empirically valid obser-
vations and statements which promote
understanding of the totality of social life.

A sociology major must include: Sociology
200, 201, 300, and 302. Permission to take
these courses elsewhere must be obtained in
advance from the department chair. The
department discourages a minimum major
with only two Grade III level courses. Students
are encouraged to explore the full range of dis-
ciplines in the liberal arts, and should consult
a faculty member to select courses each term
and to plan a course of study over several years.
A minor in sociology consists of six courses:
Sociology 102, 200, and 209 and three more
courses, two of which must be on the 300
level. The plan for this option should be care-
fully prepared; a student wishing to add the
sociology minor to the major in another field
should consult a faculty advisor in sociology.

Spanish

Professor: Gascon-Vera, Roses (Chair)
Assistant Professor: Agosin, Bou, Vega
Instructor: Heptner^\ Rubio^
Lecturer: Renjilian-Burgy

Courses of the department are normally con-
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 sophomores and juniors are en-
couraged to spend a semester or a year in a
Spanish-speaking country, either with
Wellesley's PRESHCO Consortium Program
of Hispanic Studies in Cordoba, Spain, or a
non-Wellesley program. See p. 65.

100 (1-2) Elementary Spanish 2
Introduction to spoken and written Spanish;
stress on audio-lingual approach through
directed conversation. Extensive and varied
drills. Oral presentations. Language labora-
tory exercises. Three periods. Open to stu-
dents who do not present Spanish for
admission.
The Staff

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

201 (1) (2) Oral and Written
Communication

Practice in conversation and writing to in-
crease fluency and accuracy in the use of idio-
matic Spanish. Through frequent oral
presentations, written assignments, readings
on Spanish culture, and the use of audio- and
videotapes, students develop their ability to

226 Spanish

use Spanish comfortably in various situations.

Two periods per week. Prerequisite: 102, or

four admission units or by permission of the

instructor.

Ms. Renjilian-Burgy, Ms. Agosin

202 (1) (2) Linguistic and Literary Skills

A course to serve as a transition between lan-
guage study and literary analysis; speaking
and writing organized around interpretations
of works by modern Hispanic authors; crea-
tive writing; oral presentations on current
events relating to Spain and Latin America;
a review, at the advanced level, of selected
problems in Spanish grammar. Two periods.
Open to students presenting three admission
units, 102 or 201.
The Staff

203 (1)* Modern Spanish Literature

The search for identity in Spain 1898-1936.
Dominant themes and innovations in such
authors as Unamuno, Valle Inclan, Baroja, A.
Machado, Azorin and Ortega y Gasset. Of-
fered in alternation with 204. Prerequisite: 201
or 202 or by permission of the instructor. Not
offered in 1987-88.

204 (1)* Censorship and Creativity in Spain
1936-1987

From 1936 to the present day. The struggle
for self-expression in Franco's Spain and the
transition from dictatorship to democracy. A
study of the literary styles and accomplish-
ments of contemporary authors: Miguel Her-
nandez, Cela, Goytisolo, Gabriel Celaya,
Martin Santos, and Bias de Otero. Offered in
alternation with 203. Prerequisite: same as for
203.

Ms. Gascon-Vera

205 (1)* Freedom and Repression in Spanish
American Literature

An introduction to the literature of the Span-
ish American countries with special focus on
the tension between literary expression and the
limiting forces of authoritarianism. The con-
stant struggle between the writer and society
and the outcome of that struggle will be
examined and discussed. Close reading of

poetry, chronicles, essay and drama. El Inca
Garcilaso, Sor Juana de la Cruz, Ruben Dario,
Gabriela Mistral, Pablo Neruda, Octavio Paz.
Offered in alternation with 209. Prerequisite:
same as for 203. Not offered in 1987-88.

206 (1)* Christians, Jews, and Moors:
The Spirit of Spain in its Literature

Intensive study of writers and masterpieces
that establish Spanish identity and create the
traditions that Spain has given to the world:
Poema del Cid, Selomo ibn Gabirol, Mai-
monides, Ben Sahl de Sevilla, La Celestina,
Lazarillo de Tormes, El burlador de Sevilla
(Don Juan), Garcilaso, Fray Luis de Leon, Cer-
vantes, Lope de Vega, Calderon. Prerequisite:
same as for 203.

Mr. Vega

207 (2)* The Struggle of the Two Spains in
Literature

From the virtue-extolling El si de las nifias by
Moratin through the turbulent works of the
emotion-prone Romantics Rivas, Espronceda,
and Becquer, and the biting satire of Larra,
to the realistic novel of Perez Galdos. Offered
in alternation with 208. Prerequisite: same as
for 203. Not offered in 1987-88.

208 (2)* Nineteenth-Century Spanish
Society as Seen by the Novelist

The masters of 19th-century peninsular prose
studied through such classic novels as Pepita
Jimenez by Juan Valera, Miau by Perez
Galdos, Lo5 pazos de Vlloa by the Countess
Pardo Bazan and La Barraca by Blasco Ibaiiez.
Discussions. Student interpretation. Prerequi-
site: same as for 203. Offered in alternation
with 207.
Mr. Bou

209 (2)* The Spanish American Short
Narrative

The realistic and fantastic short stories of con-
temporary Spanish America. In-depth analy-
sis of the masters Quiroga, Borges, Cortazar,
Rulfo, and Garcia Marquez. Offered in alter-
nation with 205. Prerequisite: same as for
203. Not offered in 1987-88.
Ms. Roses

Spanish 227

210 (1)'^ Chicano Literature: From the
Chronicles to the Present

A survey of the major works of Chicano Hter-
ature in the United States in the context of the
Hispanic and American Hterary traditions. A
study of the chronicles from Cabeza de Vaca
to Padre Junipero Serra and 19th-century
musical forms such as corridos. A critical
analysis of the themes and styles of the con-
temporary renaissance in the light of each
author's literary values: Luis Valdez, Alberto
Urista, Jose Montoya, Rodolfo Anaya. Prereq-
uisite: same as for 203. Not offered in
1987-88.

211 (2)* Caribbean Literature and Culture

An introduction to the major literary, histor-
ical and artistic traditions of the Caribbean.
Attention will focus on the Spanish-speaking
island countries: Cuba, Dominican Republic,
Puerto Rico. Authors will include Juan Bosch,
Lydia Cabrera, Carbrera Infante, Julia de
Burgos, Alejo Carpentier, Nicolas Guillen,
Rene Marquez, Luis Pales Matos, Pedro Juan
Soto. Prerequisite: same as for 203. Not of-
fered in 1987-88.
Ms. Renjilian-Burgy

212 (2)* The Word and the Song:
Contemporary Latin American Poetry

The study of the themes and voices of Latin
American poetry as they appear in the writ-
ten work and the oral tradition of the folk
song. Special emphasis will be on Neruda,
Vallejo, Paz, Peri-Rossi, Belli, Dalton. Prereq-
uisite: same as for 203. Not offered in
1987-88.
Ms. Agosin

215 (2) Spanish Practicum
Students are placed with various Hispanic or-
ganizations in the Boston area to increase their
fluency in Spanish through personal and con-
tinued contact with the language. Classroom
seminars, Hispanic guest lecturers, and films
in Spanish complement the students' intern-
ship experiences. Readings by Oscar Lewis,
Babin, Maldonado Denis, and others. Prereq-
uisite: personal interview with the instructor
to establish adequate language skill. Same as
for 203. Not offered in 1987-88.
The Staff

220 (1)* Craft of Translation

In addition to readings on the art of transla-
tion and analysis of successful renderings of
original Spanish poems and short stories, stu-
dents will translate works by authors of their
choice, Spanish to English and vice versa.
Prerequisite: same as for 203. Not offered in
1987-88.

228 (2)* Latin American Literature: Fantasy
and Revolution

The interrelation between aesthetic and socio-
political problems in the works of contem-
porary Latin American writers, as seen by
Garcia Marquez, Cortazar, Paz, Donoso, and
Neruda. Special attention will be given to the
imaginative vision of Jorge Luis Borges. In
English. Open to all students except those
who have taken Spanish 307. Not offered in
1987-88.
Ms. Roses

230 (2)* Journalism in Spain

An analysis of the characteristics of journal-
ism in Spain after Franco. We will read selec-
tions from the Madrid dailies, El Pais, ABC,
Pueblo, and from weekly magazines such as
Interviu and Cambio 16. Among the jour-
nalists to be studied are Francisco Umbral,
Rosa Montero, Juan Cueto, and Maruja
Torres. Not offered in 1987-88.

240 (2)* Living Women Writers of Spain,
1970-1985

A selection of readings — novels, poetry, essays,
theatre — by Spanish women writers of the
1970s and 1980s. Carmen Martin Gaite, Rosa
Montero, Ester Tusquets, Merce Rodoreda,
Carmen Conde. A close study of the develop-
ment of their feminist consciousness and their
response to the changing world around them.
Prerequisite: same as for 203.
Ms. Gascon-Vera

253 (1)* The Writer and Human Rights in
Latin America

The role of the Latin American writer as wit-
ness and voice for the persecuted. Through key
works of poetry and prose from the sixties to
the present, how literary creation treats themes
such as: censorship and self-censorship; the

228 Spanish

\\ riter as journalist; disappearances; exile; vic-
tim and torturer; women and human rights;
and testimonial narratives. The works of
Benedetti, Timmerman, Aguilar, and others
will be studied. Prerequisite: sjtne as for 203.
Not offered in 1987-88.
Ms. Agosin

260 (2)* History of Latin America

The political, social, economic, and cultural
evolution of the Latin American world from
colonial days to the present. Emphasis on
colonial institutions and their relations to
historical developments in the Iberian penin-
sula and on the fundamental problems, espe-
cially in certain key countries, of modern and
contemporary Latin America. In English.
Open to sophomores who have had a course
in history, and to juniors and seniors without
prerequisite. Not offered in 1987-88.
Ms. Roses

261 (1)* History of Spain

From the epic struggle between Moors and
Christians for the control of the Iberian Penin-
sula, through the centuries of imperial Spain,
to modern Spain with its split between liber-
als and conservatives, a split which explodes
into the apocalyptic Civil War of 1936-39, the
history of Spain is explored through readings,
lectures, and discussions. The course ends
with the study of the Franco dictatorship
(1939-75) and post-Franco Spain. In English.
Prerequisite: same as for 260.
Mr. Bou

301 (1)* Honor, Monarchy and Religion in
the Golden Age Drama

The characteristics of the Spanish drama of
the Golden Age. Analysis of ideals of love,
honor, and religion as revealed in the drama.
Representative masterpieces of Lope de Vega,
Guillen de Castro and Ruiz de Alarcon, Tirso
de Molina, Calderon. Offered in alternation
with 302. Open to juniors and seniors who
have taken two Grade II units including one
unit in literature. Not offered in 1987-88.

302 (2)* Cervantes

A close reading of the Quixote with par-
ticular emphasis on Cervantes' invention of
the novel form: creation of character, comic

genius, hero versus anti-hero, lc\els of reality
and fantasy, history versus fiction. Prerequi-
site: same as for 301. Not offered in 1987-88.
Ms. Gascon-Vera

304 (1)* Hispanic Literature of the U.S.

A study of U.S. Hispanic writers of the South-
west and East Coast from the Spanish colonial
period to the present. Political, social, racial
and intellectual contexts of their times and
shared inheritance will be explored. Consider-
ation of the literary origins and methods of
their craft. Authors may include: Cabeza de
Vaca, Caspar de Villagra, Jose Viilarreal,
Lorna Dee Cervantes, Jose Marti, Uva Clavi-
jo. Ana Velilla, Pedro Juan Soto, Miguel
Algarin, Edward Rivera. Prerequisite: same as
for 301. Not offered in 1987-88.

307 (2)* The New Novel of Latin America

Analysis and discussion of major Latin Ameri-
can novels from the ]960s and 1970s. Special
topics will be social conflict in the novel, es-
theticism vs. engagement, literature as a cri-
tique of values and a search for identity. Works
by Onetti, Cortazar, Fuentes, Rulfo, Carpent-
ier, Donoso, Garcia Marquez. Prerequisite:
same as for 301. Not offered in 1987-88.
Ms. Roses

311 (1)* Seminar. The Literary World of
Gabriel Garcia Marquez and the Post-Boom

An in-depth study of the literary career of
Gabriel Garcia Marquez, from his beginnings
as a newspaper reporter in his native Colom-
bia to his emergence as a major novelist and
short story writer. Emphasis on his achieve-
ments as a Latin American writer and a
universal and cosmopolitan figure. Works to
be read include: El coronel no tiene quien le
escriba. La mala hora. La hojarasca, Cien
anos de soledad. El otono del patriarca and
Cronica de una muerte anunciada. Prerequi-
site: same as for 301. Open to seniors.
Ms. Roses

312 (1)* Seminar. The Spanish Civil War:
Literature and Society

The course will coincide with the 50th an-
niversary of the Spanish Civil War (1936-1939)
which was the prelude to World War II.
Through the study of Spanish prose, poetry.

Spanish 229

and film, the course will highlight the politi-
cal, social, and cultural upheavals leading to
the conflict. Particular emphasis will be given
to the manifestations of oral and popular cul-
ture which developed during that epoch.
Authors will include Miguel Hernandez,
Emilio Prados, Arturo Barea, Rosa Chacel,
and Carmen Laforet; films will include "Morir
en Madrid," "Caudillo," "Las bicicletas son
para el verano," and "Las largas vacaciones del
36!' Open to seniors and juniors by permis-
sion of the instructor. Not offered in 1987-88.
Ms. Gascon-Vera

313 (2)''' Seminar. Avantgarde Poetry of
Spain

A study of the major poets of the generation
of 1927. In-depth study of poets Garcia Lorca,
Guillen, Salinas, Aleixandre, and Alberti.
Prerequisite: same as for 312. Not offered in
1987-88.

314 (2)* Seminar. Luis Bunuel and the
Search for Freedom and Morality

Students will read the scripts and view the
films most representative of alternative pos-
sibilities of freedom expressed by Luis Buiiuel.
The course will focus on the moral issues
posed in his films and will start with a revi-
sion of the historical motivations of the Bunuel
perspective: Marxism, Freudianism and Sur-
realism as depicted in selected films of Bunuel,
from his first An Andalusian Dog (1928) to
his last That Obscure Object of Desire (1977).
Prerequisite: same as for 312.
Ms. Gascon-Vera

350 (1) (2) Research or Individual Study
1 or 2

Open by permission of the instructor to
seniors who have taken two Grade III units in
the department.

360 (1) (2) Senior Thesis Research 1 or 2

By permission of the department. See p. 67,
Departmental Honors.

370(1) (2) Senior Thesis
Prerequisite: 360.

Cross-Listed Courses

Extradepartmental 222 (2)

Latin American Studies: Latin American Peas-
antry. For description and prerequisite see Ex-
tradepartmental 222.

Extradepartmental 234 (1)
Women Writers Under Censorship: Literature,
the State and Human Rights in Latin Ameri-
ca. For description and prerequisite see Ex-
tradepartmental 234.

Extradepartmental 330 (2)

Witness for the Persecuted: Women Writers
Today. For description and prerequisite see
Extradepartmental 330.

Directions for Election

Courses 100 and 102 are counted toward the
degree but not toward the major.
Students who begin with 100 in college and
who wish to major should consult the chair
in the second semester of their first year.
Students may choose to major either in Penin-
sular or Latin American literature or an
approved combination of the two. The Penin-
sular major should ordinarily include: 201 or
202; 203 or 204; 206; 207 or 208; 301 or
302; Senior Seminar; either 205 or 307 and
at least one additional unit of Grade III liter-
ature in Spanish. The Latin American major
should ordinarily include: 201 or 202; 205,
209; 210 or 211 or 253; 307; 206 or 302; Sen-
ior Seminar; and at least one additional unit
of Grade III literature in Spanish. Spanish 260
and Extradepartmental 222 or 234 are recom-
mended for the Latin American major; Span-
ish 261 is recommended for the Peninsular
major.

Individually planned majors in Latin Ameri-
can studies, which combine language and
literature courses with a program of history,
anthropology, political science, and econom-
ics courses, are encouraged.
Students who have completed at least Span-
ish 201 or equivalent may apply to Wellesley's
"Programa de Estudios Hispanicos en
Cordoba" (PRESHCO) for a semester or a year
abroad in Spain. To be eligible, a student must
be enrolled in an appropriate Spanish course
the semester before she goes to Cordoba.

230 Spanish

Technology Studies
Program

Director: Silbey

Technology Studies is an experimental pro-
gram of the Committee on Educational Re-
search and Development.

The Technology Studies Program offers stu-
dents whose primary interests lie in the
humanities and social sciences opportunities
to develop the skills necessary to understand
and evaluate technological innovations. The
program contains courses with such diverse
topics as design and distribution of techno-
logical artifacts, nuclear power, artificial
intelligence, computer modeling of music,
demography and social planning, biotechnol-
ogy, light and lasers, medical ethics, the his-
tory of technology, technology in the third
world, and energy policy. Students can elect
individual courses in the program or a set of
related courses in consultation with an advisor
in Technology Studies in addition to their
major in an existing department or inter-
departmental program.

100 (2) Medical Technology and Critical
Decisions

As medical technology advances we are
presented with new options in diagnosis, treat-
ment, and prevention that require decisions on
our part as individuals and citizens.
In order to make informed choices we must
acquire some knowledge of both the tech-
nologies themselves and methods of decision-
making. This course examines amniocentesis
as an example of a private choice and public
health care as an example of a public choice
problem. In conjunction with these appli-
cations, the course develops the necessary
scientific and engineering background, mathe-
matical skills, and modelling methods. Rele-
vant aspects of economics and ethics will also
be considered. Students will get hands-on ex-
perience with experimental applications of the
scientific and engineering principles covered.
This course will satisfy one unit of group C
credit.
Mr. Ducas, Mr. Shuchat

200 (1)* Introduction to Electronics and the
Electronic Revolution

The fundamentals of electronics and the role
of electronics in the modern technological
world. Topics to be discussed will include sim-
ple circuits, components, transistors, inte-
grated circuits, calculators and computers.
Each student will build a simple device which
incorporates some of the principles dealt with
in class. No mathematics beyond algebra will
be required. Not offered in 1987-88.

Mr. Birney

201 (1) Television Technology and Social
Impact

The course considers how economic, politi-
cal and technological factors influence televi-
sion programming and how television content
affects the mass audience. We will observe tel-
evision content through systematic observa-
tion and will learn how the television image
is produced and manipulated. Students will
gain experience producing or editing video
material. A major project of the course is the
design, conduct and analysis of an experiment
in television effects. Previous coursework in
social science research methods, statistics, or
computer science is highly recommended.
Prerequisite: Technology Studies 100 or two
units in sociology, psychology, political
science, economics, computer science, phys-
ics, or biological sciences.
Mrs. Just

202 (2)* Structure in Music: Experiments in
Computer Modeling

An investigation of basic musical skills and
theoretical concepts using microcomputers, a
simple digital sound synthesizer and the Logo
programming language. Projects will involve
the design and testing of algorithmic pro-
cedures for generating simple musical struc-
tures, as well as an examination of more
conventional means of notating and perform-
ing music. Since the musical synthesis system
to be used allows for real time signal process-
ing, class participants may immediately com-
pare their theoretical descriptions of musical
events with the actual sequence of sounds pro-
duced by these descriptions. The relationship
between standard musical notation and the
language of Logo music computer proce-
dures will be considered in detail. No prior

Technology Studies Program 231

knowledge of music theory or computer
programming is expected. Technology Studies
202 does not count toward either the Music
or the Computer Science Major. Not offered
in 1987-88.
Mr. Brody

207 (2) Biotechnology

This course focuses on industrial applications
of recently developed biological techniques,
primarily recombinant DNA. However, no
prior knowledge of DNA (or biology) is ex-
pected, as all necessary background informa-
tion will be discussed. Two lectures weekly,
with a double period every other week for
demonstration/discussion. Some hands-on ex-
perience in techniques related to recombinant
DNA is included. This course fulfills group
C distribution but does not meet laboratory
science requirement. Not to be counted toward
minimum major in Biological Sciences. Open
to all students.
Mr. Smith

208 (2)* Technological Applications of
Light

The nature of light, the interaction of light
with matter and the fundamentals of lasers.
Applications of light in such fields as medi-
cine, food processing, communications, de-
fense, isotope separation, information science
and solar energy storage and conversion. Em-
phasis will be placed on how the fundamen-
tal properties of light and light-matter
interactions may be exploited for new tech-
nologies. This course fulfills Group C distri-
bution, but does not meet laboratory science
requirement. Not offered in 1987-88.
Mr. Coleman

209 (1) Women and Technology

An examination of the impact of the new tech-
nologies of the 19th and 20th centuries on
women, with a particular focus on household
technology and office automation.

Ms. Chaplin

217 (2) Photographic Processes: Camera
Lucida to Computer Graphics

Through a series of lectures, readings and
laboratory experiences, this course will engage
students both conceptually and experientially

in the basic premises of photographic technol-
ogy. The course will link, through student in-
volvement, the following concerns: the cause
and effect relationship between specific
properties of light and light sensitive materi-
als which are used in photographic technolo-
gy; the functional and distinctive properties
of various camera, optical and light sensitive
systems from the camera lucida and computer
graphics; the evolutionary nature of the
processes as reflected in the history of research
and development of the technology; the range
of technical, social and cultural applications
that have been made with each process; the
implications of the need for a "photographic
process consciousness" on the part of in-
dividuals in today's society, given the perva-
sive use of 35 mm still cameras, video and
computer graphics systems use for both per-
sonal and professional communication. Stu-
dents will explore specific properties of light
and light-sensitive materials as they relate to
photographic technology. Various aspects of
camera, optical and light-sensitive systems will
be examined. We will also consider the histo-
ry and development of these photographic
processes, as well as their social and cultural
implications.
Mr. Swift

335 (2) Seminar: Designing Policy and
Technology for the Disabled

The seminar will explore the parallel processes
of policy making and technology designed to
meet the needs of disabled persons. We will
consider how historical events such as the Civil
Rights movement and the Wir in Vietnam
contributed to the development of public
policy for the disabled, how the needs of dis-
abled people are defined by the policy and by
the scientific communities, and how institu-
tions of higher education attempt to serve dis-
abled students under the constraints of the law
and their financial and physical resources. The
seminar will explore problems of policy and
technology with policy-makers, engineers, and
people with disabilities. Case studies of poli-
cies or devices that have failed on one or more
dimensions (e.g. institutional or consumer
cost, psychological acceptance, politics) will
be contrasted with successful solutions. Semi-
nar participants will design model policies or
simple devices aimed at improving the cam-
pus environment for members of the college

232 Technology Studies Program

communitv who are temporarily or perma-
nently disabled. Open to juniors and seniors
by permission of instructor. Prerequisites: two
units in technology studies, medical ethics,
medical sociology, public policy, education,
biological science, physics, linguistics, or cog-
nitive psychology.
Mrs. Just

In addition to the latter courses in Technol-
ogy Studies, the following are also available
in Technology Studies. Additional courses are
available through cross registration with MIT.

Anthropology 275 (1)*

Technology and Society in the Third World.

Not offered m 1987-88.

History 352 (2)

Seminar. Technology and Socioeconomic

Change in European History, 1700 to the

Present

Math 250 (1)*

Topics in Applied Mathematics. Not offered

in 1987-88.

Philosophy 249 (1)
Medical Ethics

Physics 222 (2)

Medical Physics. Not offered in 1987-88.

Political Science 327 (2)
International Organization

Political Science 332 (2)

Seminar. The Politics of World Energy. Not

offered in 1987-88.

Sociology 325 (1)"'

Science, Technology and Society. Not offered

in 1987-88.

Theatre Studies

INDIVIDUAL MAJOR:

Theatre Studies

Professor: Barstoic^^ (Chair-)

lecturer: Taylor^' (Chair ^), Glick^,
Levenson ^

203 (2) Plays, Production, and Performance

The produced play considered as originally the
creation of the dramatist but brought to com-
pletion in performance through the creative
collaboration of producers, directors, design-
ers, and actors. A brief historical survey pre-
cedes exploration of component elements of
the staged production. Open to all students.
Mr. Bars tow

205 (I)"' Acting and Scene Study

Study of the performed scene as the basic
building-block of playwright, director, and
actor. Scenes from significant historical genre
plays, classic to contemporary, regularly re-
hearsed and performed for class criticism.
Prerequisite: 203 or by permission of the in-
structor. Not offered in 1987-88. Offered in
1988-89.
Mr. Bar stow

206 (1)~ Design for the Theatre

Study of the designer's function in the produc-
tion process through development of scale
models of theatrical environments for specific
plays. The lighting of performance as a major
component of theatrical production will be in-
cluded. Prerequisite: same as for 205. Majors
are encouraged to take Art 100 and one or
more of the following before taking 206: Art
105, 108, 209, 210. Will not be offered in
1988-89.
Ms. Taylor

207 (2) * East Asian Theatre

Study of the forms, styles and practices char-
acteristic of indigenous theatre in Bali, Thai-
land, Japan, China, etc. Emphasis on Noh,
Bunraku, Kabuki and Beijing opera through
films, slides and photo collections along with
analysis of dramatic texts. Prerequisite: same
as for 205. Will not be offered in 1988-89.

Mr. Bars tow

Theatre Studies 233

208 (1)* Contemporary Theatre
Late 20th-century dramatists and production
styles; plays, producers, designers, and actors
significant in the development of contem-
porary theatre. Prerequisite: 203 or by permis-
sion of the instructor. Open to juniors and
seniors without prerequisite. Not offered in
1987-88. Offered in 1988-89.
Mr. Bars tow

210 (2)* History of the Theatre 2

Study of theatre structures, crafts, and prac-
tices 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. Bars tow

212* Images of Women in the Drama

Study of specific examples of the representa-
tion of women on the dramatic stage during
various eras in a variety of cultures, focusing
on what a public and popular art says and im-
plies about women: their "nature," their roles,
their place in the society reflected, their op-
tions for individuality and for activity affect-
ing others, etc. Prerequisite: 203 or by
permission of the instructor. Open to majors
in Women's Studies without prerequisite. Not
offered in 1987-88.

235 (1)* Looking at Ballet
A history of ballet from the Romantic ballet
of the 1830s to the present. Analysis of ballets
by such choreographers as Petipa, Balanchine,
and Ashton. There will be filmed and taped
materials each week, along with lecture and
discussion. When possible, lectures will be
supplemented by field trips to dance perfor-
mances in the Boston area. Open to all stu-
dents. Will not be offered in 1988-89.
Ms. Click

will be discussed. Frequent films and video-
tapes of modern dance will be supplemented
when possible by field trips to dance perfor-
mances in the Boston area. Open to all stu-
dents. Not offered in 1987-88. Offered in
1988-89.

Ms. Click

315 (2)"' Acting Shakespeare

Study and practice of skills and techniques for
the gestural performance of complex and
sonorous poetic speech in the histrionic reali-
zation of theatrical characters from
Shakespeare's texts, "scenes invented merely
to be spoken." Speeches and scenes performed
for class criticism. Prerequisite: 203, 205 and
English 112, or 223 or 224; or by permission
of the instructor. Not offered in 1987-88. Of-
fered in 1988-89.
Mr. Bars tow

350 (1)(2) Research or Individual Study
1 or 2

Open by permission to qualified students.

Cross-Listed Courses

Black Studies 266 (2)**
Black Drama. For description and prerequi-
site see Black Studies 266. Not offered in
1987-88.

Directions for Election

A student who wishes to pursue an interest
in theatre should consult the chair of theatre
studies about course selection which will em-
phasize dramatic literature in English and for-
eign languages together with the history and
philosophy of art and music.

236 (1)* Looking at Modern Dance

An analysis of modern dance focusing on
what makes it "modern" and how it differs
from ballet. Modern dance choreographers
from Isadora Duncan and Ruth St. Denis to
Martha Graham, Doris Humphrey, Paul
Taylor, Merce Cunningham, and Twyla Tharp

234 Theatre Studies

Theatre Studies

AN INI)I\ IDUAL MAJOR
Director: T.ivh)r', Bjrstow

This major may be designed according to the
provision of the Individual Major option. See
p. 56. The major in Theatre Studies offers op-
portunity for study of the theatre through its
history, hterature, criticism, and rehited arts
and through the discipHnes of its practition-
ers; playwrights, directors, designers, actors,
and producers.

The student's program in the major may be
adapted to individual interests. Focus may be
on the theatre and a national dramatic litera-
ture, on the theatre and related arts, or, with-
in the general demands of the curriculum, a
variety of emphases may be evolved, includ-
ing work in such areas as philosophy, history,
psychology, sociology, religion, and women's
studies.

Theatre Studies 203 and both semesters of
Theatre Studies 210 are required for the ma-
jor. At least four units above Grade 1 should
normally be elected in a literature department
(Chinese, English, French, German, Greek
and Latin, Italian, Russian, or Spanish), with
emphasis on dramatic literature. At least two
units above Grade I should normally be elected
in art or music. Two of the six units thus speci-
fied (or their equivalents) must be Grade III.
Students electing to design a major in Thea-
tre Studies often will take at least one resident
semester of concentrated work in the discipline
either with the National Theater Institute at
the Eugene O'Neill Theater Center in Water-
ford, Connecticut, or at another institution in
the Twelve College Exchange Program, to sup-
plement and enrich their work at Wellesley.

Since developments in the theatre arts are the
results of stage experiments, and because the
theatre performance is an expression of thea-
tre scholarship, it is expected that Theatre
Studies majors will elect to complement for-
mal study of theatre history and theory with
practical experience in the extracurricular
production program of the Wellesley College
Theatre.

In addition to the otterings ot the Theatre
Studies Department, the following courses are
specifically relevant to the individual major
in Theatre Studies:

Black Studies 266 (2)**

Black Drama. Not offered m 1987-88.

Chinese 241 (2)* ""

Chinese Poetry and Drama in Translation

Chinese 316 (1)

Seminar. (Chinese Theatre in the Twentieth

Century

English 112 (1) (2)
Introduction to Shakespeare

English 127 (2)
Modern Drama

English 223 (1)

Shakespeare Part I: The Elizabethan Period

English 224 (2)

Shakespeare Part II: The Jacobean Period

English 283 (2)*

English Drama I. Not offered in 1987-88.

English 284 (1)*

English Drama II. Not offered in 1987-88.

English 325 (2)

Advanced Studies in the Renaissance

Extradepartmental 231 (2)
Classic American Sound Film

French 213 (2)

French Drama in the Twentieth Century

French 240 (1)

French Cinema. Not offered in 1987-88.

French 301 (1)

The French Classical Theatre

German 210 (2)

The German Comedy from 1800 to the

Present

History 236""

The Emergence of Modern European Culture:
The Seventeenth and Eighteenth Centuries.
Not offered in 1987-88. Offered in 1988-89.

Italian 244 (2)*

Italian Cinema as an Art Form. Not offered

in 1987-88.

Latin 201 (2)
Latin Comedv

Theatre Studies 235

Music 200 (1-2)
Design in Music 2

Music 307 (2)*
The Opera

Philosophy 203 (1)

Philosophy of Art

Russian 225 (1)
Soviet Film 1917-1980

The following courses are specifically relevant
to the individual design major in Theatre
Studies. It is recommended that design majors
take at least Art 100 from this list before tak-
ing 206: Design for the Theatre.

Art 100 (1-2)
Introductory Course

Art 105 (1) (2)
Drawing I

Art 108 (1) (2)
Photography I

Art 209 (1) (2)

Basic Two-dimensional Design

Art 210 (1)
Color

Women's Studies

AN INTERDEPARTMENTAL MAJOR

Assistant Professor: Reverby^ (Director),
Schirmer (Acting Director), lrvine^\ Chan^

A major in Women's Studies offers an op-
portunity for the interdisciplinary study of
women's experience as it is reflected in the
humanities, the sciences, and the social
sciences. Women's Studies majors seek an
understanding of the new intellectual frame-
works that are reshaping thought about
women and men. They also pursue knowledge
of the female experience in diverse cultures,
and across time.

A major in Women's Studies has a number of
core requirements. Students must take
Women's Studies 120 (Introduction to
Women's Studies), and Women's Studies 222
(Women in Contemporary Society). They
must also elect a course on women in a cul-
ture not their own. (A list of courses that ful-
fill this requirement may be obtained from the
Women's Studies Director.) In addition, stu-
dents will choose one course above the Grade
1 level in literature. And finally, majors elect
a "concentration" of four courses above Grade
I in a single area, including at least two units
at Grade III that are approved by the Wom-
en's Studies Director. Concentrations may be
in one department or may be constructed
across departments. In cither case, the major
must demonstrate intellectual coherence. It is
strongly recommended that majors elect ba-
sic method and theory courses in their field
of concentration.

Majors design their own programs in consul-
tation with two faculty advisors: the Direc-
tor of Women's Studies, and an appropriate
faculty member from the student's area of con-
centration.

The following courses are listed as Women's
Studies courses. Other courses are available
each semester through cross registration with
MIT.

120 (1) Introduction to Women's Studies

A course designed to introduce students to the
new field of Women's Studies and its impact
on the various disciplines. The course con-
siders the multiple ways in which the gender

236 Women's Studies

experience has been understood and is cur-
rently being studied. Beginning with a focus
on how inequahties between men and wom-
en have been exphiined and critiqued, the
course examines the impact of social structure
and culture on gender and how this is ex-
pressed in anthropological, historical, and
literary writings. Emphasis is placed on an un-
derstanding of the "common differences"
which both unite and divide women.
Ms. Schirmer

220 (1) Women, Peace and Protest

Analysis of women's participation in the move-
ments of nuclear disarmament, human rights
and social and economic justice. Examination
of the nature and history of these movements
as well as their organization and ideological
structure. Focus on understanding if, why, and
under what circumstances gender becomes a
central force in the development of these
movements. Questions addressed will include

1) why and in what ways have women been
central to the European peace movement,

2) how has the involvement of women helped
to define the human rights movement in Latin
America, 3) whether women's involvement in
protest for social and economic justice has
changed traditional political institutions, such
as unions and political parties, and 4) the
extent to which feminist theory and theories
of the state have accounted for the nature of
women's protest. Prerequisite: permission
of the instructor.

Ms. Schirmer

222 (2) Women in Contemporary Society
This is an interdisciplinary course which
examines how changes in social structure,
ideology, culture and politics have affected
women in the United States since World War
II. Issues facing women of the Third World
will be discussed to place the developments
in the United States in global perspective. The
"happy days" of the 1950s will be examined
in contrast to the changes since the mid 1960s.
The majority of the course will be spent evalu-
ating the impact of the women's movement
and examining a number of the continuing
contested terrains upon which the debate and
struggle over women's lives and feminism are
waged. Prerequisite: 120, a social science
course, or by permission of the instructor.
Ms. Schirmer

250 (1) Asian Women in America

This course will examine the history of Asian
women in America, with particular attention
to the changes in conditions of migration,
refugee and legal status, work opportunities,
and family structure. The stereotypes that have
affected Asian American women and their
psychological consequences will be explored.
The course will also introduce the students to
the Asian American woman's literary and ar-
tistic tradition, the various forms of feminism
within the Asian American community, and
the contemporary social and political issues
for Asian American women. Open to all
students.
Ms. Chan

310 (2) Seminar. Women, Social Policy and
the State

Theoretical overview of theories of the wel-
fare state and of perspectives on women and
social policy. Examination of the nature of so-
cial policy and its historical and socio-political
basis in Sweden, Denmark, Norway and Fin-
land, which have come to be known for their
comprehensive social policy measures and for
their relative gender equality. Study of the e.x-
tent to which women's movements in each of
these countries have influenced the social and
political agenda. Student research projects on
social policy and women's movements in a
country other than one in Scandinavia.
Prerequisite: permission of instructor. Not of-
fered in 1987-88.
Ms. Schirmer

316 (2) Seminar. History and Politics of
Sexuality in the United States

In recent years there has been an increasing
debate over whether human sexuality is an
autonomous force or a phenomenon deter-
mined by history, politics, and culture. Many
historians suggest the "discourse" on female
sexuality, in particular, has been conditioned
by cultural norms about femininity and
women's place in society, the shifting bound-
aries between "normality" and "deviance," the
feminist political stance on sexual autonomy,
the medicalization of sexuality, and interven-
tion of the state. This seminar will explore
these issues by examining the history of sex-
uality in the American context. Open to

Women's Studies 237

juniors and seniors by permission of the in-
structor. 120, 222, or 320 and History 257
or Black Studies 230 is recommended.
Ms. Irvine

320 (1) Women and Health

The Women and Health course will examine
various elements in the relationship between
women and the health care system as it has
evolved over the last 150 years, primarily in
the United States. Nineteenth-century female
invalidism, sexualirv', birth control, abortion,
childbirth practices, and self-help will be
among the topics considered. We will also ex-
plore the various healing roles women have
taken on: midwives, nurses, physicians, reli-
gious healers, and allied health workers. The
specific ideological and structural difficulties
faced by each group, and how they shifted over
time, will be assessed. The last section will
examine contemporary women and health
care issues, analyzing both continuities and
changes since the 19th century. Open to
juniors and seniors by permission oj the in-
structor. Not offered in 1987-88.
Ms. Reverby

330 (2) Seminar. Twentieth-Century
Feminist Movements

This seminar will examine the different
political theories that explain the emergence
of feminist political movements in the 20th
century. Taking a cross-cultural perspective,
the seminar will comparatively explore the
particular histories of different feminist move-
ments. Emphasis will be placed on the the-
ories of feminism in different movements and
the actual political practice of these move-
ments. Students will be expected to lead class
presentations and to complete a major re-
search paper. Open by permission of the in-
structor to juniors and seniors.
Ms. Schirmer

The courses listed above may be used to satisfy
either Group B' or Group B- distribution re-
quirement.

Anthropology 269 (1)

The Anthropology of Gender Roles, Mar-
riage, and the Family

Art 233 (1)*

Domestic Architecture and Daily Life. Not of-
fered in 1987-88.

Art 312 (2)

Seminar. Problems in Nineteenth-Centur\ Art.

Women Imagining Themselves

Black Studies 212 (2)=*
Black Women Writers

Black Studies 222 (1)***"

Images of Blacks and Women in American

Cinema

Black Studies 225 (2)*='-^

Psychology and People of Color. Not offered

in 1987-88.

Black Studies 230 (1)=^*=-^
Black and Third World Women

Black Studies 235 (2)

Women Writers of the English-Speaking

Caribbean

Black Studies 344 (1)***^

Seminar. Interdisciplinary Perspectives in Black

Family Studies

Black Studies 345 (2)***^

Seminar. Women and International De-
velopment

Chinese 330 (2)

Literary Images of Women of Intellect, East
and West, Eighteenth and Nineteenth Cen-
turies

Classical Civilization 104 (1)**

Classical Mythology

Classical Civilization 215 (2)* ***
Gender and Society in Antiquity

Classical CivUization 252 (2)* ***
Roman Women. Not offered in 1987-88.

Economics 241 (2)

The Economics of Personal Choice. Not of-
fered in 1987-88.

Economics 243 (2)

The Sexual Division of Labor

Education 206 (1)

Women, Education and Work. Not offered in

1987-88.

Education 312 (1)***'

Seminar. History of Child Rearing and the

Family

238 Women's Studies

Lnglish 313 (2)*

Advanced Studies in Chaucer, ("liaucer's

Women

English 383 (1)

Women in Literature, Culture, and Society

Extradepartmental 223 (1)*

Women in Science. Not offered in 1987-88.

Extradepartmental 234 (1)

Writers L'nder Censorship: Literature, the

State and Human Rights in Latin America

Extradepartmental 330 (2)

Witness for the Persecuted: Women Writers

Today

French 304 (2)*

French Novel in the Eighteenth Century. Not

offered in 1987-88.

French 319 (2)

Women, Language, and Literary Expression.

The Feminine in Nineteenth-Century Texts

French 321 (2)

Seminar. Marguerite Duras

German 228 (2)

Literature since 1945: Women and Women
Authors in the Two Germanics. Not offered
in 1987-88.

History 241 (1)

Women in European History

History 257 (2)

Women in American History

History 336 (1)

Seminar. Hidden Bonds of Womanhood:

Black and White Women in the South,

1930-1980.

Italian 206 (1)

Introduction to Modern Italian Literature. Im-
ages of Women in Italian Literature of the
Nineteenth and Twentieth Centuries

Language Studies 238 (2)
Sociolinguistics. Not offered in 1987-88.

Philosophy 227 (1)

Philosophy and Feminism. Not offered in

1987-88. '

Political Science 307 (1)

Seminar. Gender, Culture and Political

Change. Not offered in 1987-88.

Political Science 320 (2)
Seminar. Inequality and the Law

Political Science 336 (1)
Women, the Family and the State

Political Science 344 (2)
Feminist Political Theory

Psychology 225 (1)

American Psychology in Historical Context.

Not offered in 1987-88.

Psychology 303 (1)
Psychology of Gender

Psychology 317 (2)

Seminar. Psychological Development in Adults

Psychology 325 (2)

Seminar. History of Psychology

Psychology 340 (1)
Seminar. Applied Psychology

Religion 243 (1)*

Women in Judaism. Not offered in 1987-88.

Religion 316 (1)*

Semmar. The Virgin Mary

Religion 351 (2)

Seminar. Women and Asian Religions. Not of-
fered in 1987-88.

Russian 302 (2)

Advanced Study of Modern Russian. Recent
Women Writers

Russian 320 (1)*

Seminar. Images of Women in Russian Liter-
ature. Not offered in 1987-88. Offered in
1988-89.

Sociology 111 (1)
Sociology of the Family

Sociology 208 (2)*

Social Construction of Gender

Sociology 217 (2)*

Power: Personal, Social and Institutional

Dimensions

Women's Studies 239

Sociology 311 (2)*

Seminar. Family Studies. Not offered in

1987-88.

Spanish 209 (2)='

The Spanish American Short Narrative. Not

offered in 1987-88.

Spanish 240 (2)='-

Living Women Writers of Spain, 1970-1985

Technology Studies 209 (1)
Women and Technology

Theatre Studies 212 (I)''"

Images of Women in the Drama. Not offered
in 1987-88.

The Writing Program

Since September, 1983, each entering student
has been required to complete one semester
of expository writing in her first year at
Wellesley. Writing courses numbered 125 are
offered by faculty from many departments on
a variety of topics. In all sections writing is
taught as a means not only of expressing ideas
but also of acquiring them. Students receive
instruction and practice in analysis and argu-
ment, in revision, and in the use and ac-
knowledgement of sources. There are no
exemptions from this requirement.
Continuing Education students and other
transfer students who have not fulfilled a simi-
lar requirement must also complete one semes-
ter of expository writing, either Writing 125
or English 200 (Intermediate Expository
Writing).

Below are short descriptions of the Writing
125 sections offered in 1987-88. Students are
invited to indicate a list of preferences, which
will be honored as far as possible.
English 200 sections are described in the list-
ing of the English Department.

SEMESTER I

125A(1) Double Vision

We will examine together a number of liter-
ary texts, each presented as one half of a sig-
nificant doublet: e.g., an essay of Emerson's
and some passages from his Journal out of
which it grew; Frost's "Design" and an earlier
version of the same poem; Auden's "Musee des
Beaux Arts" and the Breughel painting of
Icarus which inspired it. Many of the writing
assignments will call for analysis of the texts,
but others will invite the student to conduct
parallel experiments: e.g., to keep a journal
and develop an essay out of it, to study a
painting and write an essay inspired by it. The
student will also take a second look at her own
writing through careful processes of revision.

Ms. Mc Alpine, Department of English

125B(1) Whodunit

Our subject will be the detective story. We'll
read the great originals Poe and Doyle, the
English classics — G. K. Chesterton, Agatha

240 The Writing Program

Christie, Dorothy Savers — and the American
"hard-boiled" writers Raymond ('handler and
Dashiell Hammett. We'll also read something
about the histor\ of the genre and some essays
defining, celebrating, and attacking it, among
them, those by Edmund Wilson, W. H.
Auden, Raymond Chandler, George Orwell,
and Tzvetan Todorov. Recurrent themes of dis-
cussion: the nature of the detective and the
nature of the plot.
Mr. Rosenwald, Depart^ient of English

125C (1) Messages

Basic instruction in writing, revising, and edit-
ing essays, designed to include the student
lacking confidence in writing, or experience
in writing academic prose, or both. Short
readings, both fiction and non-fiction, will
provide texts for a variety of writing assign-
ments. The emphasis in class will be on de-
veloping ideas and refining them in words on
paper; individual attention, as needed, to
problems with the mechanics of writing and
usage. Mandatory credit/noncredit.
Ms. Stubbs, Department of English

125D (1) Renaissance Theatre and
Renaissance Spectacle

In addition to considering plays by major
Renaissance dramatists, this course will ex-
amine other theatrical aspects of Renaissance
culture, such as court masques, exorcism per-
formances, witch trials, and triumphs.
Ms. Lei'ine, Department of English

125E,F (1) Patterns (2 sections)
Our behavior is ruled by any number of pat-
terns, some rational and some irrational, some
explainable and some inexplicable. We will
look at some patterns that frequently cause
conflict and thus are of interest to writers —
at superstition, at manners, and at social codes
of behavior. We will examine the work of
young authors and film makers from around
the world who find themselves puzzled, irri-
tated, or obsessed with the patterns of their
culture. Discussion, throughout the course,
will hover around the patterns and idiosyn-
crasies of the English language; this section
of Writing 125 provides special guidance for
inexperienced writers and for students whose
native language is not English.
Ms. Wood, The Writing Program

125G (1) Contemporary Russian Culture:
Women & Society

Through the reading of stories, memoirs,
underground and official publications, as well
as materials from the Western mass media, we
will look at women's lives in relation to edu-
cation, work, family, and friends. Mandatory
credit/non credit.

Ms. Chester, Department of Russian

125H (1) Looking at the Law

What do we mean when we say that a law is
unjust? How do we determine which laws are
just? When, if ever, is violent opposition to
unjust legal authority justified? What does the
law have to do with morality? These are some
of the questions we will confront in reading
and writing about a wide array of contem-
porary legal problems, ranging from terrorism
and other forms of violent political protest to
the rights of surrogate mothers.

Mr. Williams, Department of English

125J (1) Landscape into Art, Art into
Landscape

The word itself is telling: "landscape" is both
a form of viewing the natural world and a
means of altering it. We'll compare these com-
plementary strategies in a selective historical
survey of landscape painting and garden de-
sign. We'll focus upon 18th- and 19th-century
developments (among others, English parks
and French Impressionism).
Air Rhodes, The Writing Program

125K (1) Covering the News
In this course we will examine newspapers and
newsmagazines as a way of thinking about
some basic problems of writing. First we will
read some ostensibly neutral news reports and
see how they are shaped by the need to tell
a clear and interesting story. Then we will
compare reports and editorials from papers
with explicit ideological biases: though they
are dealing in opinions rather than simple
facts, we will want to find out whether some
of them aren't more persuasive than others,
and if so, why. Finally, we will read some
feature articles — science reports, profiles,
reviews, and the like — and examine some
problems underlying their appeal as pure

The Writing Program 241

entertainment. Along the way, we will also be
reading critical writing about the press and
its ideological blind spots.
Mr. Retnert, Department of English

125L (1) Vision and Revision

This section will focus on relationships be-
tween the ideas we encounter in reading and
the ideas we hold to be our own. It will in-
clude a review of English grammar. Weekly
journal entries, ongoing revisions of ten to
twelve short papers, and regular conferences
with the instructor are required. This section
is appropriate for students who have done very
little writing in high school and for students
whose native language is not English.
Ms. Kopec, Director of Academic Assistance

125M (1) World Benders

Stranger than science fiction, their work
caused schoolteachers to gasp, the clergy to
sputter, and families to divide in bitter feuds.
These scientists actually recreated the world
and revolutionized the way we think and be-
have. Who were these revolutionaries, and
how did they manage to shake and reshape
our ideas of ourselves and of our world? We
will explore, often through their own words
and those of their contemporaries, the lives
and thoughts of these world benders. No
specialized interest in science is necessary, only
curiosity about how a handful of visionary
scientists proved that things are seldom what
they seem.
Mr. Umans, The Writing Program

125N (1) Law in Contemporary American
Society

The aim of this course is to enable each stu-
dent to improve her expository, analytic, and
argumentative writing. We will read cases and
articles about the ways in which courts have
changed existing laws, and in so doing, have
transformed our society. Readings will be se-
lected from such cases as Brown v. Board of
Education (school desegregation); Roe v.
Wade (abortion); Bakke v. Regents of the
University of California ("reverse discrimina-
tion"); Matter ofQuinlan (withholding of life-
prolonging treatment), and from recent cases

on the rights of psychiatric patients, manda-
tory drug testing, surrogate parents, and the
rights of AIDS patients.
Ms. Viti, The Writing Program

1250,P (1) Contemporary Fiction by
Women (2 sections)

We'll read a selection of short novels written
by women from America and from other parts
of the world. The reading list will be drawn
from Union Street by Pat Barker, The Women
of Brewster Place by Gloria Naylor, The Lover
by Marguerite Duras, fuly's People by Nadine
Gordimer, Love Medicine by Louise Erdrich,
and Stones for Ibarra by Harriet Doerr. Your
papers — and our class discussion — will ex-
plore both issues raised by the characters'
experiences and literary techniques. The aim
is to combine lively, provocative reading with
a relaxed classroom atmosphere that will help
you to gain confidence in your writing.
Ms. Willey, Department of English

125Q (1) Principles of Persuasion

This course will teach principles of clear,
lively, and persuasive writing. We will
examine — and occasionally imitate — essays by
writers as varied as George Orwell, James
Thurber, Jessica Mitford, and Nora Ephron.
Our chief focus will be on our own persua-
sive writing, which may combine close obser-
vation, personal narrative, argument, and
library research.
Mr. Corbet t. The Writing Program

SEMESTER II

125A (2) Science and Popular Science

Scientists write about their results in differ-
ent ways depending on their audience; a
description of an experiment or idea presented
to other scientists includes, for example, more
technical language but less background infor-
mation than a version intended for the general
public. We will compare articles in the scien-
tific literature with popularized accounts of
the same discoveries. We will contrast, for ex-
ample, an article describing the x-ray crystal-
lography of DNA with the longer but more
entertaining account in The Double Helix of

242 The Writing Program

the determination of DNA structure. No

knowledge of any specific area of science is

required, but it is recommended that you have

taken or be currently enrolled in a science

course.

Ms. Wolfson, Department of Chemistry

125B (2) Darwin, Marx, Freud: Pioneers of
Modern Thought

An introduction to the thought of three 19th-
century thinkers who have provided the histor-
ical framework for the contemporary period.
Emphasis will be placed on their interpreta-
tions of human nature and history. Some at-
tention will also be given to the psychological
process of discovery, the origin of new ideas,
and the process of social acceptance and as-
similation of ideas.

Ms. Chaplin, Department of Philosophy

125C (2) Times and Places (Expository
Writing II for ESL Students)

For anyone who hasn't spoken English all her
life, writing about time and place can be par-
ticularly difficult. This course discusses Eng-
lish grammar in this frame. We will read
authors whose recounting of events and de-
scriptions of place are particularly evocative,
and whose grammar use reflects typical writ-
ing situations. Our writings will follow their
models of grammar. Open by permission of
the Coordinator of Expository Writing.
Ms. Wood, The Writing Program

125D (2) Observation in Science

The ability to make observations, and to write
clearly and faithfully about those observa-
tions, is essential for all scientists. These same
skills are also useful when writing about non-
scientific topics. In this course we will read
what others say about the science and art of
observation and will observe and write about
a number of scientific phenomena. No spe-
cial knowledge of science is required. Man-
datory credit/non credit.
Mr. Coleman, Department of Chemistry

125E (2) Opera as Drama
What is the difference between opera and
spoken drama.' What can opera do, and what
can't it do? How does music affect our under-
standing of a text? We will write and talk
about these questions and others as we learn
a few operas (including works by Mozart and
Verdi) and consider past and present writings
on opera. No previous study of music is re-
quired. Mandatory credit/non credit.
Ms. Cumming, Department of Music

125F (2) Asylums: Refuge for Society's
Misfits

This course focuses on institutions which har-
bor social deviants — the circumstances which
seemed to demand these institutions, the ele-
ments which characterize them, the lives of
those who inhabit them, and the response they
engender from those who live outside their
walls. It explores the lives of inmates and staff
in prisons, mental hospitals, concentration
camps, almshouses, and other familiar asy-
lums. But it also encompasses a number of
other settings which Erving Goffman refers
to as "total institutions" — boarding schools,
military academies, boot camps, convents, and
monasteries. Class readings will range from
fictional and journalistic accounts to schol-
arly analyses of life in total institutions. Sup-
plementary sources for writing assignments
will include a visit to a prison or mental hospi-
tal and the viewing of films (e.g.. One Flew
Over the Cuckoo's Nest, or King of Hearts).

Mr. Cuba, Department of Sociology

125G (2) Persuasive Fictions

There are ways and ways of telling a story.
We'll look at how some of those ways — the
novel of letters, for instance, or the obtrusive
and self-conscious narrator— work to persuade
us of ideas beyond the plot. We'll relate some
of these narratives to non-fictional pieces,
examining Virginia Woolf s Orlando, for ex-
ample, along with A Room of One's Own.
Readings will also include Gertrude Stein's
"Melanctha," Alice Walker's The Color Purple,
and John Fowles's The French Lieutenant's
Woman.

Ms. Webb, Department of English

The Writing Program 243

125H (2) Looking at the Law
What do we mean when we say that a hnv
is unjust? How do we determine which laws
are just? When, if ever, is violent opposition
to unjust legal authority justified? What does
the law have to do with morality? These are
some of the questions we will confront in read-
ing and writing about a wide array of con-
temporary legal problems, ranging from
terrorism and other forms of violent political
protest to the rights of surrogate mothers.
Mr. Williams, Department of English

125J (2) Messages

125K (2) Covering the News
In this course we will examine newspapers and
newsmagazines as a way of thinking about
some basic problems of writing. First we will
read some ostensibly neutral news reports and
see how they are shaped by the need to tell
a clear and interesting story. Then we will
compare reports and editorials from papers
with explicit ideological biases: though they
are dealing in opinions rather than simple
facts, we will want to find out whether some
of them aren't more persuasive than others,
and if so, why. Finally, we will read some fea-
ture articles — science reports, profiles, reviews,
and the like — and examine some problems
underlying their appeal as pure entertainment.
Along the way, we will also be reading criti-
cal writing about the press and its ideologi-
cal blind spots.
Mr. Reincrt, Department of English

125L (2) Whodunit

Our subject will be the detective story. We'll
read the great originals Poe and Doyle, an
example of the English classics— Agatha
Christie — and the American "hard-boiled"
writers Dashiell Fiammett and Robert Parker.
We'll also read somethmg about the history
of the genre and some essays defining,
celebrating, and attacking it, among them,
those by Edmund Wilson, W. H. Auden, and
Raymond Chandler. Recurrent themes of dis-
cussion: the nature of the detective and the
nature of the plot.
Ms. Wood, The Writing Program

125M (2) Fairy Tales

While most of us think of fairy tales as the
diversion and entertainment of our child-
hoods, they also form part of our cultural and
folkloric heritage. By applying to them the
methods of academic disciplines like psychol-
ogy or anthropology, we can discover hidden
messages about ourselves and our values. By
using the tools of literary analysis, we can
come to appreciate the special artistry of these
simple tales. Even the illustrations of differ-
ent editions of fairy tales can contribute to our
understanding of them. In this course, we will
learn about the relevant academic approaches,
about a number of individual stories, and
about ourselves by reading comprehensively
and in depth from the classic Blue Fairy Book,
collected by Andrew Lang.
Ms. Lynch, Department of English

125N (2) The New American Poetry
Using Donald Allen's anthology The New
American Poetry/The Postmoderns, this course
will teach elements of clear, lively, and per-
suasive prose through examining the work of
such poets as Charles Olson, Frank O'Hara,
Barbara Guest, Denise Levertov, Joanne Kyger,
and John Ashbery. These poems will provide
both the content of this course and, as we look
closely at them, principles of good writing that
they make evident. The chief principle is that
every word counts. If, as we read, we must at-
tend to every word in a poem to get the full

244 The Writing Program

measure ot that poem, then such attention can
be carried over to help and inspire us to be-
come the best writers we can be.
Mr. Corhctt, The Writini^ Prognmi

125X (2) Writing Tutorial

An indi\ idual tutorial in expository writing,
taught by juniors and seniors from a variety
of academic departments. An opportunity to
tailor reading and writing assignments to the
student's particular needs and interests. 125X
tutorial meetings are individually arranged by
students with their tutors. Open to all students
by permission of the instructor. Mandatory
credit/noncredit.
Ms. Stuhhs, Department of English

Extradepartmental

The following section includes several sepa-
rate courses of interest to students in various
disciplines.

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

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

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

112 (2)* **** Evolution: Change Through
Time

Study of the concepts of evolution in the phys-
ical and biological world and their impact on
man's view of himself, his place in nature, and
his expectations for future change. Evidence
for origins and change in the universe, the
earth, and life forms. Consideration of the
historical development of evolutionary con-
cepts will provide the opportunity to exam-
ine the manner in which scientific concepts
are formulated, revised, and restated; what it
means to be "objective" in science; and the de-
gree to which preconceived ideas affect what
we observe, record, and accept in science. Two
periods for lecture and a two-period demon-
stration section. Meets the Group C distribu-
tion requirement as a nonlaboratory unit but
does not count toward the minimum major
in any Group C department. Open to all
students.
Ms. Widmayer

121 (2) Into the Ocean World:
Marine Studies Seminar

An introduction to the many disciplines that
touch on the sea; the m.arine sciences, mari-
time history, marine politics and economics,
marine art and literature. Team-taught by
specialists in these areas, the course is designed
to highlight the sea's complexity and the far-
reaching consequences of our interactions with
it. Offered by the Massachusetts Bay Marine
Studies Consortium. No prerequisites. Open
to two students by permission of the Consor-
tium representative.

Extradepartmental 245

123 (2) Water: Planning for the Future

An interdisciplinary introduction to our most
precious resource. Because of increasing de-
mand, waste and pollution, we are depleting —
and risk destroying — the limited supply of
usable fresh water. This course will look at
water through scientific, historical and cultural
viewpoints and will survey contemporary
water problems in all their dimensions-
political, economic and technological. Offered
by the Massachusetts Bay Marine Studies
Consortium. No prerequisites. Open to two
students by permission of the Consortium
representative.

124 (2) Marine Mammals: Biology and
Conservation

An introduction to the biology and natural
history of marine mammals, with particular
emphasis on whales, dolphins and seals of the
western North Atlantic. Topics include evo-
lution, anatomy, behavior, field identification,
the history of whaling, and contemporary
conservation issues. Offered by the Massachu-
setts Bay Marine Studies Consortium. Open
to two students by permission of the Consor-
tium representative.

216 (1) =•=•■'••• Mathematics for the Physical
Sciences

Mathematical preparation for advanced phys-
ical science courses. Topics include advanced
integration techniques, complex numbers, vec-
tors and tensors, vector calculus, ordinary
differential equations, Fourier series and trans-
forms, partial differential equations and spe-
cial functions (Legendre, Laguerre, and
Hermite polynomials, Bessel functions), ma-
trices, operators, linear algebra, and approx-
imation techniques. Prerequisite: Mathematics
U6 or 120, and Physics 104, 105, or 109 [110. j
Ms. Foitr^uette

222 (2) Latin American Studies: Latin
American Peasantry

The peasant is at the crux of Latin American
history, culture, politics, and literature. As
food producer, transmitter of tradition and
repository/source of oral literature, the peas-
ant is an essential sector of contemporary
Latin American society. Making important
distinctions among peasantries throughout

Central and South America, we shall exam-
ine peasant ideology within national bound-
aries. Topics: ecology and hunger, life cycle,
the family and childhood, sex archetypes,
world view and values, religion, government
policy, revolutionary movements. Open to stu-
dents who have had one course in either Po-
litical Science, Spanish or Anthropology.
Ms. Roses, Ms. Wasserspring, Ms. Bamburger

lli (1)* Women in Science
An inquiry into the emergence of modern
science, the role that women have played in
its development, and the biographies of some
prominent women scientists. Consideration
will be given to literature on sex differences
in scientific ability, the role of gender in
science, and the feminist critique of science.
Not offered in 1987-88.

Mrs. Chaplin

225 (2) The Muses and the King: Art,
History, and Music in the Age of Louis XIV

France in the reign of Louis XIV witnessed the
rise of a new form of monarchy, "Government
by Spectacle," which relied to an extraordinary
degree upon music and the arts to provide sup-
port for the political theology that furnished
its ideological foundations. This course will
focus upon the relationship between political,
social, musical, and artistic developments dur-
ing this period: royal absolutism, the creation
of Versailles, French opera, and public pageant
as an art form; the domestication of the war-
rior nobility, Parisian salons, chamber music,
the "decorative arts," painting, and sculpture;
the Counter-Reformation, religious art, and
the music of the chapels. Concerts of French
Baroque music and a visit to the Boston
Museum of Fine Arts will be included. Open
to students who have had one unit of work
in art, French literature, history, or music.
Mr. Cox, Mrs. DeLorme, Mr. Jander

231 (2) Classic American Sound Film

Close analysis of representative examples of
some classic American film genres in the
period from the invention of sound at the end
of the 20s to the decline of the studio system
in the 50s — such genres as romantic and
screwball comedy, the western, film noir, the

246 Extradepartmcntal

musical, the ironic weeper— followed by a
brief survey of the career of one of the more
indiviciual directors, such as Preston Sturges
or Orson Welles. Some attention to the studio
system as an artistic and commercial institu-
tion. Several short written assignments and a
longer final paper. Frequent screenings of the
films under discussion; students are required
to see each film at least twice. Open to all
students.

Mr. Gar is

234 (1) Writers Under Censorship:
Literature, the State and Human Rights in
Latin America

A remarkable literary renaissance has
flourished in Latin America during the past
twenty-five years, m the face of social and
political turmoil. This course will analyze the
social, political and historical background in
which those works were produced under
authoritarian rule. The role of the writer
under state-imposed censorship and self-
censorship will be among the topics examined.
Ms. Agosin, Ms. Wasserspring

259 (1) Peace and Conflict Resolution

An examination of various issues dealing with
the maintenance of peace and with the reso-
lution of conflicts. Among the topics covered
will be the nature of aggression, the concept
of a just war, problems caused by nuclear
weapons, political aspects of peace-making,
and racial and ethnic conflicts. At least half
of the course will be led by guest lecturers con-
sidered experts in their respective fields. Open
to all students.
Mrs. Shimony

314 (2) Pragmatic Faith

The philosophy of William James as it sup-
ports and enables religious faith. Emphasis on
"foundationlessness'— a faith that springs from
desire or will and seeks no foundation in reve-
lation, reason or tradition. Course to be taught
in an interdisciplinary way, moving from psy-
chology through philosophy and literature to
some of the contemporary thinkers inspired
by James.
Mr. Gold, Mr. Johnson

330 (2) Witness for the Persecuted:
Women Writers Today

This course will study representative works of
contemporary women writers that have ex-
plored through their literature the violation of
human rights and the struggle for change.
Authors from several different countries such
as Chile, South Africa, East Germany, and the
Soviet Union will be examined. Prerequisite:
a grade 11 level course in literature or permis-
sion of the instructor.

Ms. Agosin

334 (2)* '•"' Seminar. The Autobiographical
Impulse in Writing and Photography

An interdisciplinary study of the human desire
to reveal, explore, and record the individual's
self body, and world. Attention will be given
to the sources of this desire, the cultural fac-
tors that resist or shape it, the various lan-
guages and forms it adopts, and the personal
and political uses to which it is put. Among
the artists and thinkers studied are: Barthes,
Ingmar Bergman, Freud, Anais Nin, Proust,
Rousseau, Lucas Samaras, and selected pho-
tographers. Students will be required to com-
plete a short autobiographical project. Open
to juniors and seniors by permission of the in-
structor. Not offered in 1987-88.
Mr. Stambolian

Cross-Listed Courses

Anthropology 308 (1)

Seminar for Materials Research in Archaeol-
ogy and Ethnology. For description and
prerequisite see Anthropology 308.

Spanish 228 {2)"

Latin American Literature: Fantasy and Revo-
lution. Not offered in 1987-88.

Extradepartmental 247

Experimental
Courses

Literature in
Translation

According to College legislation, the student-
faculty Committee on Educational Research
and Development has the authority to recom-
mend experimental courses and programs to
Academic Council. Faculty members and stu-
dents are invited to submit their ideas to the
Committee. An experimental program in
Technology Studies is described on p. 231. In
addition, for 1987-88 the following experi-
mental course will be offered:

325 (2) Seminar. The Art and Politics of
the Nude

An interdisciplinary study of the nude in West-
ern culture as an expression of contending
myths and ideologies with emphasis on its re-
lation to contemporary social and artistic
values. Painting, photography, popular im-
agery, and films will be examined in conjunc-
tion with a broad range of literary,
psychological, and philosophical texts selected
to foster debate and to provide new methods
of inquiry and analysis. Open to juniors and
seniors by permission of the instructor.

Mr. Stambolian

Students should note that a number of for-
eign language departments offer literature
courses in translation. All material and in-
struction is in English and no knowledge of
the foreign language is required for these
courses.

Chinese 106 (1)

Introduction to Chinese Culture

Chinese 141 (2)

China on Film. Not offered in 1987-88.

Chinese 241 (2)* =-=^

Chinese Poetry and Drama in Translation

Chinese 242 (2)"' **

Chinese Fiction in Translation. Not offered in

1987-88.

Chinese 330 (2)

Seminar. Literary Images of Women of In-
tellect, East and West, Eighteenth and Nine-
teenth Centuries

Classical Civilization 101 (2)''*
Classical Literature: An Introduction

Classical Civilization 104 (1)"*

Classical Mythology

Classical Civilization 215 (2)''' '■*'■■
Gender and Society in Antiquity

Classical Civilization 216 (2)* "■""■
Literature and Society in the Age of the
Emperor Augustus

Classical Civilization 243 (1)* *"*
Roman Law

Classical Civilization 244 (1)* *'^'''

Sport and Ancient Society. Not offered in

1987-88.

Classical Civilization 246 (2)* ***
Ancient Medicine. Not offered in 1987-88.

Classical Civilization 252 (2)''' *'''"'
Roman Women. Not offered in 1987-88.

Classical Civilization 310 (2)* ■■*
Greek Drama in Translation

Extradepartmental 231 (2)

Classic American Sound Film

248 Experimental Courses/ Literature in Translation

Extradepartmental 330 (2)

Witness for the Persecuted: Women Writers

Today

Extradepartmental 334 (2)**

Seminar. The Autobiographical Impulse in

Writing and Photography. Not ofjcrcd in

1987-88.

French 220 (2)

Proust and the Modern French Novel

French 349 (2)*

Studies in Culture and Criticism. Not ojjered

in 1987-88.

German 229 (2)

The Folktale: Studies in the Miirchen. Not of-
fered in 1987-88.

Italian 208 (2)*

Italy: A Cultural Perspective. Not offered in

1987-88.

Italian 211 (1-2)
Dante

Italian 244 (2)*

Italian Cinema as an Art Form. Not offered

in 1987-88.

Japanese 209 (2)

Japan Through Literature and Film

Medieval/ Renaissance Studies 247 (2)
Arthurian Legends

Russian 201 (2)*

Russian Literature in Translation I

Russian 202 (2)*

Russian Literature in Translation IL Not of-
fered in 1987-88.

Russian 225 (1)
Soviet Film 1917-1980

Peace Studies
Program

Director: Craig Murphy

Wellesley College offers an active program
designed to acquaint students with current is-
sues and events essential to the maintenance
of peace. In addition to lectures, workshops,
symposia, and internships, the College offers
three courses which arc specifically sponsored
by the Peace Studies Program. In 1987-88,
these courses are:

Extradepartmental 234 (1)

Writers Under Censorship: Literature, the

State and Human Rights in Latin America

Extradepartmental 259 (1)
Peace and Conflict Resolution

Women's Studies 220 (1)
Women, Peace and Protest

In addition to these courses, the offerings
listed below are representative of other courses
in the College which emphasize topics re-
lated to peace and conflict resolution.

Anthropology 212 (2)

The Anthropology of Law and Justice

Anthropology 341 (2)

Law and Native American Issues

Anthropology 346 (1)

Colonialism, Development and Nationalism:

The Nation State and Traditional Society

Anthropology 347 (2)*

Human Rights Issues in Central America. Not

offered w 1987-88.

History 263 (2)

South Africa in Historical Perspective

History 284 (1)

The Middle East in Modern History

History 358 (1)

Seminar. Origins of the World Wars

Political Science 221 (1) (2)
World Politics

Political Science 324 (2)
International Security

Political Science 325 (2)
Seminar. Negotiation and Bargaining. Not of-
fered in 1987-88.

Peace Studies Program 249

Political Science 326 (2)

Internationa! Politics in the Middle East

Political Science 327 (2)
International Organization

Political Science 328 (2)

Seminar. Problems in East-West Relations

Political Science 343 (2)
Seminar. Human Rights

Political Science 348 (1)

Seminar. Problems in North-South Relations

Religion 230 (2)
Ethics

Religion 330=^"

Seminar. Nuclear Ethics. Not offered in
1987-88.

Sociology 338 (1)
Seminar. Law and Society

Women's Studies 330 (2)
Twentieth-Century Feminist Movements

250 Peace Studies Program

FACULTY

ADMINISTRATION

ALUMNAE

Faculty

Legend

A Absent on leave

A' Absent on leave during the first semester

A^ Absent on leave during the second semester

P Part-time instructor

Thomas Abbate

Assistant Professor of Freucf?

B.A., St. Johns University; M.A., Middlebury

Graduate School of French (France); Maitrise es

Lettres, Universite de Paris; M.Phil., Ph.D., Yale

University

Frank Abetti

Assistant Professor of Frencio

B.A., Duke University; Ph.D., Y^Ae University

Marjorie Agosin

Assistant Professor of Spanisfi

B.A., University of Georgia; M.A., Ph.D., Indiana

University

Robin M. Akert

Assistant Professor of Psycfjology

B.A., University of California (Santa Cruz); M.A.,

Ph.D., Princeton University

Jean Poole Alderman

Instructor in Piano

B.A., University of Rochester; M.A., Columbia

University

Mary Mennes Allen

Wifliam R. Kenan Professor of Biologicaf

Sciences

B.S., M.S., University of Wisconsin; Ph.D.,

University of California (Berkeley)

Harold E. Andrews III

Professor of Geology

B.A., College of Wooster; M.A., University of

Missouri; Ph.D., Harvard University

Marcellus Andrews

Assistant Professor of Economics

B.S., University of Pennsylvania; M.A., M.Phil.,

Ph.D., Yale University

Lilian Armstrong ^^

Professor of Art

B.A., Welleslcy College; A.M., Radcliffe College;

Ph.D., Columbia University

Jerold S. Auerbach

Professor of History

B.A., Oberlin College; M.A., Ph.D.. Columbia

University

Jane R. Baier''

Assistant Professor of French

B.A., Mount Holyoke; M.A., Ph.D., University of

Wisconsin (Madison)

Lawrence M. Baldwin''

Lecturer in Computer Science

B.A., Antioch College; Ph.D., Harvard University

Joan Bamberger f"

Associate Professor of Antlyropology
B.A., Smith College; A.M., Radcliffe College;
Ph.D., Harvard University

Paul Barringer

Instructor m Jazz Piano
B.A., Bard College

Paul Rogers Barstow ^'

Professor of Theatre Studies

Director, Wellesley College Theatre

B.A., Williams College; M.F.A., Y;de University

Ann Streeter Batchelder ^'

Professor of Physical Education and Athletics
B.A., Wheaton College; M.Ed., Framingham State
College; Ed.D., Boston University

Thomas J. Bauer

Laboratory Instructor in Physics

B.A., Wabash College; M.A., University of Idaho

Wendy Hagen Bauer

Ass(}ciate Professor of Astronomy

B.A., Mount Holyoke College; M.S., Ph.D.,

University of Hawaii

Connie Lynn Bauman

Assistant Professor of Physical Education and

Athletics

Athletic Trainer

B.S., Illinois State University; M.S., Arizona State

University, Indiana State University

Barbara R. Beatty ^

Assistant Professor of Education

A.B., Radcliffe College; Ed.M., Ed.D., Harvard

University

Theresa J. Beeman''

Laboratory Instructor in Chemistry
B.A., St. Michael's College; M.S., Cornell
University

Carolyn Shaw Bell

Katharine Coman Professor of Economics
B.A., Mount Holyoke College; Ph.D., London
University

Barbara S. Belt?.

Assistant Professor of Biological Sciences
B.A., Mount Holyoke College; M.A., Ph.D.,
Princeton University

252 Faculty

Priscilla J. Benson'^

Assiitjnl Proft'ssor of Astronomy

B.A., Smith College; M.A., Ph.D., Massachusetts

Institute of Technology

Robert S. Berg

Assistant Professor of PIn'sics

A.B., Princeton University; M.A., Ph.D.,

University of California (Berkeley)

Brigitte Berger

Professor of Sociology

M.A., Ph.D., The New School for Social Research

Patricia Gray Berman

Instructor in Art

B.A., Hampshire College; M.A., New York

University

James R. Besancon

Associate Professor of Geology

B.S., Yiile University; Ph.D., Massachusetts

Institute of Technology

Frank L. Bidart

Professor of English

B.A., University of California (Riverside); A.M.,

Harvard University

D. Scott Birney

Professor of Astronomy

Director of tfie Wl?itiii Observatory

B.S., Yale University; M.A., Ph.D., Georgetown

University

Michael P. BirtP

Assistant Professor of History

B.A., M.A., University of Washington; Ph.D.,

Princeton University

Beverly A. Blazar

Assistant Professor of Biological Sciences
B.A., Ph.D., Brown University; Ed.M., Harvard
University

Carol A. Blomstrom ^

Assistant Professor of Mathematics

B.S., Pennsylvania State University; Ph.D., Brown

University

Ella P. Bones

Professor of Russian

B.A., Cornell University; A.M., Radcliffe College;

Ph.D., Harvard University

Enric Bou

Assistant Professor of Spanish
Licenciado en Filosofia y Letras, Doctor en
Filologia, Universidad Autonoma de Barcelona

Chris James Boyatzis""

Instructor in Psychology

B.A., Boston University; M.A., Brandeis

University

Sheila R Brachfcld-Child''

Assistant Professor of Psychology

B..\., lufts University; M.A., Boston University;

I'li.l)., Brandeis University

Barbara Miriam Brcnzel

Associate Professor of Education

B.A., University of Toronto; Ed.M., Ed.D.,

Harvard University

Martin Alan Brody ^

Associate Professor of Music
B.A., Amherst College; M.M., D.M.A., Yak-
University School of Music

J. Eric Brosius^

Assistant Professor of Mathematics

B.S., Pennsylvania State University; M.A., Ph.D.,

University of Pennsylvania

Judith Claire Brown

Professor of Pfyysics

B.A., Rice University; Ph.D., University of

California (Berkeley)

William E. Cain

Associate Professor of English

B.A., Tufts University; M.A., Ph.D., Johns

Hopkins University

John S. Cameron ^

Assistant Professor of Biological Sciences
B.S., College of William and Mary; M.S., Ph.D.,
University of Massachusetts (Amherst)

Molly S. Campbell

Lecturer in Mathematics

Dean of Students

B.A., Wellesley College; M.A., Harvard University

Jack Campisi''

Associate Professor of Anthropology

B.A., M.A., Ph.D., State University of New York

(Albany)

Kathleen Carey

Assistant Professor of Economics
B.A., Le Moyne College; M.A.T., Harvard
University; Ph.D., Boston University

Margaret Deutsch Carroll ''

Associate Professor of Art

B.A., Barnard College; A.M., Ph.D., Harvard

University

Karl E. Case

Professor of Economics

B.A., Miami University; A.M., Ph.D., Harvard

University

Faculty 253

Connie S. Chan''

Assistant Professor of Women's Studies
A.B., Princeton University; M.A., Ph.D., Boston
University-
Maud H. Chaplin
Professor of Philosophy

B.A., Wellesley College; M.A., Ph.D., Brandeis
University

Jonathan M. Cheek

Associate Professor of Psychology
B.A., George Washington University; M.A.,
University of Texas (Austin); Ph.D., Johns
Hopkins University

Pamela Chester

Assistant Professor of Russian

B.A., Wellesley College; M.A., Ph.D., Harvard

University

Priscilla Choate''

Instructor m Physical Education and Athletics
B.A., Harvard University

James David Christie''

Instructor in Organ

B.A., Oberlin College; M.M.A., New England

Conservatory of Music

Chantal Cinquin

Assistant Professor of French
Licence de Lettres, Licence DAnglais, Maitrise de
Lettres, Paris-IV (Sorbonne); Doctoral
Dissertation, Ecole Normale Superieure de
Lettres, Paris-VIl (Jussieu)

Nancy Cirillo

Instructor in Violin

Director, Chamber Music Society

Mannes College of Music

Anne de Coursey Clapp

Professor of Art

B.A., Smith College; M.F.A., Yale University;

A.M., Ph.D., Harvard University

Suzanne Cleverdon

Instructor in Harpsichord

Instructor in Advanced Keyboard Sl^ills

B.M., M.M., New England Conservatory of

Music

Blythe McVicker Clinchy

Professor oj Psychology

B.A., Smith College; M.A., New School for Social

Research; Ph.D., Harvard University

Barbara J. Cochran

Associate Professor of Physical Education and

Athletics

B.S., M.Ed., Pennsylvania State University; Ed.D.,

Boston University

Paul A. Cohen \i

Edith Stix Wassennaii Professor of Asian
Studies and History
B.A., University of Chicago; A.M., Ph.D.,
Harvard University

Thomas A. Coleman''

Instructor in Double Bass
B.A., University of Texas (Austin)

William F. Coleman

Associate Professor of Chemistry

B.S., Eckerd College; Ph.D., Indiana University

(Bloomington)

Glorianne CoUver-Jacobson''

Instructor in Guitar and Lute

B.A., University of California (Berkeley)

Ann Congleton

Professor of Philosophy

Director, First Year Student Cluster Program

B.A., Wellesley College; M.A., Ph.D., Yale

University

Michael David Coogan''

Associate Professor of Religion

B.A., Fordham University; Ph.D., Harvard

University

William Corbett''

Lecturer in the Writing Program
B.A., Lafayette College

Betsy L. Cooper

Assistant Professor of Physical Education and

Athletics

B.S., Ed.M., Boston LIniversity

Eugene Lionel Cox

Mary fewett-Gaiser Professor of History
B.A., College of Wooster; Ph.D., Johns Hopkins
University

Mary D. Coyne

Professor of Biological Sciences

B.A., Emmanuel College; M.A., Wellesley

College; Ph.D., University of Virginia

Martha Alden Craig '^

Professor of English

B.A., Oberlin College; M.A., Ph.D., y^k

University

Jyoti Hansa Cripps''

Instructor in Physical Education and Athletics

Michael Crook

Lecturer in Chinese

B.S., Queen Mary College, London University

Lee J. Cuba

Assistant Professor of Sociology

B.S., Southern Methodist University; M.A.,

M.Phil., Ph.D., Yale University

254 Faculty

Selvvyn Cudjoe

Associate Professor of BLuk Studies

B.A., M.A., Fordham University; Ph.D., Cornell

University

Julie E. Cumining

Instructor in Music

B.A., Barnard College; M.A., University of

California (Berkeley)

Barbara Dailey ''

Assistcuit Professor of Religion

B.A., West Chester State University; M.A., Ph.D.,

Boston University

Roxanne Dale

Instructor in Physical Education and Athletics
B.S., Slippery Rock State College

Marsha J. Darling

Assistant Professor of Black Studies

A.A., Staten Island College (CUNY); B.A., Vassar

College; M.A., Ph.D., Duke University

Masuyo T. Darling''

Teaching Assistant in Japanese Studies

B.A., Hosei University; M.A., Waseda University

Jeanne A. Darlington

Laboratory Instructor m Chemistry

B.A., Knox College; M.A., Wellesley College

Elizabeth Davis''

Instructor in Economics

A.B., Bowdoin College; M.A., University of

Michigan

Eleanor P. DeLorme''

Lecturer in Art

B.A., Wellesley College; M.A., Harvard University

Ketty de Rezende

Assistant Professor of Mathematics
B.S., Universidade de Brasilia; M.S., Ph.D.,
Northwestern University

Margaret A. Dermody

Laboratory Instructor in Biological Sciences
B.A., Emmanuel College; M.A., Wellesley College

Louis S. Dickstein

Professor of Psychology

B.A., Brooklyn College;'M.S., Ph.D., Yale

University

Elizabeth van Nes Ditmars

Instructor in Greek and Latin

B.A., University of California (Berkeley);

M.A., University of Cincinnati

KirkDoggett''

Instructor in Physical Education and Athletics
B.A., Connecticut College

Katheryn H. Doran ^

Assistant Professor of Philosophy

B.A., University of Pittsburgh; M.A., Ph.D.,

University of North Carolina (Chapel Hill)

Carlos G. Dorrien'^

Assistant Professor of Art

Montserrat School of Visual Art, Diploma in

Sculpture

William A. Drew

Assistant Professor of Art

B.F.A., M.F.A., Rhode Island School of Design

Julie S. Drucker

Assistant Professor of Political Science
A.B., University of Michigan; M.A., Ph.D.,
University of Wisconsin (Madison)

Theodore W. Ducas '^'

Associate Professor of Physics

B.A., Yale University; Ph.D., Massachusetts

Institute of Technology

Sylvaine Egron-Sparrow ''

Instructor in French

Licence de Lettres Modernes, Universite de Haute
Bretagne; Maitrise de fran(^ais et de linguistique,
Universite de Vincennes

Howard Brook Eichenbaum'^-

Associate Professor of Biological Sciences
B.S., Ph.D., University of Michigan (Ann Arbor)

Catherine Elgin

Visiting Associate Professor of Philosophy
B.A., Vassar College; Ph.D., Brandeis University

Sharon K. Elkins''

Associate Professor of Religion

B.A., Stetson University; M.T.S., Harvard Divinity

School; Ph.D., Harvard University

Joan Entmacher

Lecturer in Political Science

B.A., Wellesley College; J.D., Yale Law School

Virginia L. Evans

Assistant Professor of Physical Education and

Athletics

Athletic Director

B.S., Springfield College; M.A., University of

Maryland; Ph.D., University of Massachusetts

(Amherst)

Doris Holmes Eyges ''

Lecturer in English

B.A., University of Michigan; A.M., Radcliffe

College

Katherine W. Farquhar''

Instructor in Psychology

B.A., Wellesley College; M.A.T., Harvard

University; M.A., Boston University

Faculty 255

Peter J. Fergusson

Theodora L. and Stanley H. Feldberg Professor
of Art

B.A., Michigan State University; A.M., Ph.D.,
Harvard University

David R. Ferry

Sophie Chantal Hart Professor of English
B.A., Amherst College; A.M., Ph.D., Harvard
University

Philip J. Finkelpearl "^

Anne Pierce Rogers Professor of English

A.B., Princeton University; A.M., Ph.D., Harvard

University

Charles B.Fisk I'

Assistant Professor of Music

Instructor in Piano

A.B., Harvard College; M.M.A., D.M.A., Yale

University School of Music

Owen J. Flanagan Jr. ^

Associate Professor of Philosophy

B.A., Fordham University; M.A., Ph.D., Boston

University

Phyllis J. Fleming

Sarah Frances Whiting Professor of Physics
B.A., Hanover College; M.S., Ph.D., University of
Wisconsin

Susan S. Ford

Assistant Professor of Physical Education and

Athletics

B.A., Connecticut College; M.A.T., Brown

University

Betty Yetta Fornian

Assistant Professor of Russian

B.A., University of Pennsylvania; Ph.D., Harvard

University

Dominique Fourguette

Assistant Professor of Physics

B.S., Universite de Compiegne (France); Ph.D.,

Yale University

Richard G. French

Associate Professor of Astronomy
B.A., M.S., Ph.D., Cornell University

Alice T. Friedman

Associate Professor of Art

A.B., Radcliffe College; M.Phil., University of

London; Ph.D., Harvard University

Laurel Furumoto

Professor of Psychology

B.A., University of Illinois; M.A., Ohio State

University; Ph.D., Harvard University

Cathleen P. Gabsi''

Instructor in Physical Education and Athletics
B.A., Adelphi University

Nona Gainsforth''

Instructor in French Horn
B.M., Indiana University

Rene Galand

Professor of French

Lic.-es-Lettres, University of Rennes; Ph.D., \ale

University

Robert E. Garis

Katherine Lee Bates Professor of English
B.A., Muhlenberg College; A.M., Ph.D., Harvard
University

Elise P. Garrison

Instructor in Greek and Latin

B.A., San Francisco State University; A.M.,

Stanford University

Elena Gascon-Vera

Professor of Spanish

License, University of Madrid; Ph.D., Yale

University

Katherine AUston Geffcken

Professor of Greek and Latin

B.A., Agnes Scott College; M.A., Ph.D.,

Bryn Mawr College

Anne T. Gillain ^-

Professor of French

Licence de Lettres Classiques, Universite de Paris

(Sorbonne); M.A., Ph.D., Harvard University

Gail Elaine GlickP

Lecturer tn Theatre Studies

B.A., University of Wisconsin (Madison); Ed.M.,

Boston University

Paul G. Goerss

Assistant Professor of Mathematics

B.S., Tulane University; Ph.D., Massachusetts

Institute of Technology

Arthur Ralph Gold

Professor of English

A.B., Princeton University; A.M., Ph.D., Harvard

University

Marshall Irwin Goldman

Class of 1919 Professor of Economics

B.S., Wharton School, University of Penns\ Kania;

A.M., Ph.D., Harvard University

Nelson Gore''

Instructor in Oboe

B.M., New England Conservatory of Music;

M.M., Boston University

Maja J. Goth

Carla Wenckebach Professor of German
Mittellehrerdipl., Oberlehrerdipl., Ph.D.,
University of Basel

256 Faculty

Frances Gouda

Assistant Professor of History

C.Ed., Rijkspedagogisch Academic (LItrecht);

B.A., M.A., Ph.D., University of Washington

Robert A. Gough''

Lecturer in Economtcs

B.A., Bates College; M.A., Ph.D., Duke University

Michel R. Grimaud ^

Associate Professor of French

B.A., M.A., University of Aix-en-Provence; M.A.,

Ph.D., University of Wisconsin (Madison)

Vachik Hacopian

Laboratory Instructor in Biological Sciences
B.A., University of California (Los Angeles); M.S.,
University of Massachusetts

David R. Haines

Associate Professor of Chemistry

B.A., Earlham College; Ph.D., University of

Illinois (Urbana)

Ellen M. Hall

Laboratory Instructor in Biological Sciences
B.A., Smith College

Thomas S. Hansen"^

Associate Professor of German

B.A., M.A., Tufts University; Ph.D., Harvard

University

Barbara Leah Harman '^

Associate Professor of English

B.A., Tufts University; M.A., Ph.D., Brandeis

University

Gary C. Harris

Associate Professor of Biological Sciences
B.S., Bates College; M.S., Ph.D., University of
Massachusetts

Frances Hartwell ^

Instructor in Physical Education and Athletics
B.S., University of Connecticut

Adrienne Hartzell''

Coach in Collegium Music um

B.M., New England Conservatory of Music

Bunny Harvey

Associate Professor of Art

B.EA., M.EA., Rhode Island School of Design

Kenneth S. Hawes''

Assistant Professor of Education

B.S., Massachusetts Institute of Technology;

Ed.M., Ed.D., Harvard University

Michael J. Hearn

Associate Professor of Chemistry

B.A., Rutgers University; M.S., M.Phil., Ph.D.,

Yale University

Beth Ann Hennessey

Assistant Professor of Psychology

A.B., Brown University; M.Ed., Ix;sley College;

Ph.D., Brandeis University

Angela M. Hcptncr''

Instructor in Spanish

License, Madrid University; M.A., Middiebury

College

William A. Herrmann, Jr.

Professor of Music

Director of the Choir

B.A., M.A., Ph.D., Columbia University

Dorothy Hershkowitz''

Instructor in Physical Education and Athletics
B.A., University of New Hampshire

Annette Herskovits

Assistant Professor of Computer Science
B.S., Ecole Superieure dTlectricite (France); M.S.
Massachusetts Institute of Technology; Ph.D.,
Stanford University

Rosanna Hertz ^'

Assistant Professor oj Sociology
B.A., Brandeis University; M.A., Ph.D.,
Northwestern University

Donna Hewitt-Didham ''

Instructor in Voice

A.B., Atlantic Union College

Sonja E. Hicks

Professor of Chemistry

B.S., University of Maine (Augusta); Ph.D.,

Indiana University (Bloomington)

Anne Higonnet''

Instructor in Art

B.A., Harvard College; M.A., Yale University

Ann Mary Hirsch

Associate Professor of Biological Sciences
B.S., Marquette University; Ph.D., University of
California (Berkeley)

Philip Steven Hirschhorn

Associate Professor of Mathematics
B.S., Brooklyn College of CUNY; Ph.D.,
Massachusetts Institute of Technology

Edward Craig Hobbs '^

Professor of Religion

Ph.B., S.T.B., Ph.D., University of Chicago

Katherinc A. Hope ^

Assista>it Professor of Political Science
B.A., Ohio Wesleyan University; M.P.P., Harvard
University, Kennedy School of Government;
Ph.D., Massachusetts Institute of Technology

Faculty 257

Mary V. Hoult

Laboratory Instructor in Biological Sciences
B.A., M.A.', Wellesley College

Nicholas Huckle

Assistant Professor of French

B.A., Sheffield University; M.A., Boston

University; Ph.D., Brown University

Thomas Hunter''

Instructor in Mathematics
B.S., University of Chicago

Jonathan B. Imber

Associate Professor of Sociology

B.A., Brandeis University; M.A., Ph.D., University

of Pennsylvania

Janice M. Irvine''

Assistant Professor of Women's Studies

B.A., M.Ed., Pennsylvania State University; M.A.,

Ph.D., Brandeis University

Dan Jacoby

Assistant Professor of Economics

B.A., State University of New York (Binghamton);

Ph.D., University of Washington

Rachel Jacoff

Marian Butler McLean Professor of the History
of Ideas, Professor of Italian
B.A., Cornel! University; A.M., M.Phil., Harvard
University; Ph.D., Yale University

Owen Hughes Jander

Catherine Mills Davis Professor of Music
B.A., University of Virginia; M.A., Ph.D.,
Harvard University

Laura Jeppesen''

Instructor in Viola da Gamba

B.A., Wheaton College; M.M., Yale University

Roger A. Johnson

Elisabeth Luce Moore Professor of Christian
Studies, Professor of Religion
B.A., Northwestern University; B.D., Yale Divinity
School; Th.D., Harvard Divinity School

Jacqueline Jones

Professor of History

B.A., University of Delaware; M.A., Ph.D.,

University of Wisconsin (Madison)

William A. Joseph

Associate Professor of Political Science
B.A., Cornell University; M.A., Ph.D., Stanford
University

Joseph P. Joyce

Assistant Professor of Economics

B.S., Georgetown University; M.S., Ph.D., Boston

University

Marion R. Just

Professor of Political Science

B.A., Barnard College; M.A., Johns Hopkins

University; Ph.D., Columbia University

Lidwien Kapteijns

Assistant Professor of History

B.A., Ph.D., Amsterdam University; M.A.,

University of London

Laurie Katz''

Instructor in Physical Education and Athletics
B.A., Connecticut College; M.A., Michigan State
University

Kay Kemper''

Instructor in Harp

B.M., Cleveland Institute of Music

Nannerl O. Keohane^

Professor of Political Science

President

B.A., Wellesley College; M.A., Oxford University

(St. Anne's); Ph.D., Yale University

Sami Khuri

Assistant Professor of Computer Science
B.S., American University of Beirut;
M.S. (Mathematics), M.S. (Computer Science),
Ph.D., Syracuse University

Emine Z. Kiray

Instructor in Economics
B.A., Wellesley College

Arjo Klamer ^

Assistant Professor of Economics

M.A., University of Amsterdam; Ph.D., Duke

University

Jonathan B. Knudsen

Associate Professor of History

B.A., Michigan State University; Ph.D., University

of California (Berkeley)

T. James Kodera

Professor of Religion

B.A., Carleton College; M.A., M.Phil., Ph.D.,

Columbia University

Elissa Koff

Associate Professor of Psychology

Associate Dean of the College

B.S., Queens College of CUNY; M.S., Ph.D., Tufts

University

Philip L. Kohl

Associate Professor of Anthropology

B.A., Columbia University; A.M., Ph.D., Harvard

University

258 Faculty

Karen Kol.uik

lustriutur in Physical Education lunl Alhlclics

B.S., M.S., Indiana State Llniversits

Nancy Harrison Kolodny

Professor of Chcnii<liy

B.A., Wellesley College; Ph.D., Massachiisens

Institute of Technologs

Kathleen A. Kopec''

Lecturer in the Writing Program

Director, Academic Assistance

B.A., TrinitN College; M.A., Ohio llni\ersit\

Joel Kriegcr ^-

Associate Professor of Political Science
B.A., Yale College; Ph.D., Harvard University

Christopher Krueger''

Instructor in Flute

B.M., New England Conser\at()ry of Music

Jens Kruse

Assistant Professor of German
M.A., Indiana University; Staatse.xamen,
University of Hamburg; Ph.D., University of
California (Los Angeles)

Frangois P. Lagarde

Assistant Professor of French
Associate Director, Wellesley-in-Aix
Licence et Maitrise es Lettres, Universite de
Toulouse-LeMirail; M.A., West Virginia
Universit); Ph.D., Stanford Universitv

Yuan-Chu Ruby Lam

Associate Professor of Chinese
B.A., M.A., Ph.D., Harvard University

Brigitte D. Lane ^

Assistant Professor of French *

B.A., Universite de Paris (Sorbonne); M.A.,
University of Kansas; Ph.D., Harvard Uni\ersit\

G. Michael Larue''

Instructor in History

A.B., University of Michigan; M.A., Boston

University

Mary Rosenthal Lefkowitz

Andrew W. Mellon Professor in the

Humanities

Professor of Greek and Latin

B.A., Wellesley College; A.M., Ph.D., Radcliffc

College

Bonnie D. Leonard ''

Lecturer in Education

Dean of Continuing Education

B.A., Wellesley College; M.Ed., Ed.D., Boston

University

Norman Levenberg, Jr.

Assistant Professor of Mathematics

B.S., Case Western Reserve University; M.A.,

Ph.D., University of Michigan (Ann Arbor)

Eric Lcvenson ^

IfCturer in Iheaire Studies

Design Director, Wellesley College Theatre

A.B.I Harvard College; M.KA., Brandeis

Uni\ersit\

Jesse Levine''

Instructor in Intmi>('l
B.M., Boston Uni\trsit\

Laura Levine

Instructor in English

B.A., Bryn Mawr College; M.A., M.KA.,

C^olumbia University; M.A., jolms Hopkins

University

Andrea Gayle Levitt

Associate Professor of French and Linguistics
B.A., Wellesley College; M.A., .M.Phil., Ph.D.,
'V;ile University

Emanuel Levy

Visiting Associate Professor of Sociology
B.A., M.A., Tel-Aviv University; M.Phil., Ph.D.,
Columbia University

Mark Leymaster''

D'cturer ni Political Science

A.B., Princeton University; J. D., Yale University

Law School

Elizabeth C. Lieberman

Laboratory Instructor in Chemistry
Director of Sponsored Research
B.A., Wellesley College; M.A., Brandeis

University

Lars Lih

Assistant Professor oj Political Science

B.A., Yide University; B.Phil., Oxford University;

Ph.D., Princeton LIniversity

David Lindauer

Associate Professor of Economics

B.S., City College of CUNY; A.M., Ph.D.,

Harvard University

Irene R. Little-Marenin''

Assistant Professor of Astronomy

B.A., Viissar College; M.A., Ph.D., Indiana

University

James Herbert Loehlin

Professor of Chemistry

B.A., College of Wooster; Ph.D., Massachusetts

Institute of Technology

Douglas L. Long

Assistant Professor of Computer Science
B.A., Svvarthmore College; M.A., Ph.D.,
Princeton Uni\ersitv

Faculty 259

Eleanor D. Lonskc

Lecturer in Computer Science
Associate Director, Academic Computing
B.S., Boston College; M.Ed., Worcester State
College

Margery Lucas

Assistant Professor of Psychology

B.S., Pennsylvania State University; M.S., Ph.D.

University of Rochester

Robert A. Lupi''

Instructor in Mathematics
B.S., Boston State College; M.A.
Massachusetts (Boston)

University of

Barry Lydgate

Professor of French

B.A., M.Phil., Ph.D., Yiile University

Irina Borisova-Morosova Lynch '^

Professor of Russian

A.M., Ph.D., Radcliffe College

Kathryn L. Lynch ^'

Assistant Professor of English

B.A., Stanford University; M.A., Ph.D., University

of Virginia

David Alexander Macaulay^

Visiting Professor of Art

B.A., Rhode Island School of Design

Martin A. Magid

Associate Professor of Mathematics
B.A., Ph.D., Brown University; M.S., \;ile
University

William J. MaloneP

Instructor in Saxophone

B.M., Wichita State University; M.M., New

England Conservatory of Music

Franco Manai''

Instructor in Italian

Laurea, Pisa University; A.M., Brown Llniversity

Helen C. Mann

Laboratory Instructor in Chemistry

B.A., Fresno Pacific College; M.A., Wellesley

College

Annick F. Mansfield''

Associate Professor of Psychology
A.B., Radcliffe College; Ph.D., Columbia
University

Beatrix Manz''

Associate Professor of Anthropology
B.A., State University of New York (College of
Potsdam); M.A., Ph.D., State University of New
York (Buffalo)

Stephen Anthony Marini''

Associate Professor of Religion

B.A., Dickmson College; Ph.D., Harvard

University

Louise Marlow

Instructor in Religion

B.A., Cambridge University; M.A., Princeton

University

Dale Rogers Marshall

Professor of Political Science

Dean of the College

Acting President

A.B., Cornell University; M.A., University of

California (Berkeley); Ph.D., University of

California (Los Angeles)

Anthony C. Martin

Professor of Black Studies
Barrister-at-Law, Gray's Inn (London); B.S.,
University of Hull (England); M.A., Ph.D.,
Michigan State University

Miranda Constant Marvin

Professor of Art and of Greek and Latin
B.A., Bryn Mawr College; Ph.D., Harvard
University

Julie Ann Matthaei

Associate Professor of Economics

B.A., University of Michigan (Ann Arbor); M.A.,

M.Phil., Ph.D., Yale University

M. Cecilia Mattii

Assistant Professor of Italian

Dott. in Lett., University of Florence; Ph.D.,

Harvard University

Fred Everett Maus

Instructor in Music

B.A., Cornell University; M.F.A., Princeton

University; M.Litt., Oxford University

Monica McAlpine

Visiting Associate Professor of English
B.A., Nazareth College of Rochester; M.A.,
Ph.D., University of Rochester

Katherine T. McClain ^'

Instructor in Economics

B.A., Pennsylvania State University; M.A.,

University of California (San Diego)

Cynthia B. McGowan

Assistant Professor of Chemistry

B.S., Russell Sage College; M.A. , Ph.D., Brandeis

University

Glenda Medeiros''

Instructor in Physical Education and Athletics
B.A., Catholic University of America; M.Ed.,
Lesley College

260 Faculty

Ifeanyi A. Mcnkiti

Profci^sor of Philosophy
B.A., Pi)mona College; M.S., Columbia
University; M.A., New York University; Ph.D.,
H.irwini University

Bill BrovvncllMerrelKJr.i'

Instructor in Pl.'ys!i\il Ediajtion j)id Athletics
A.B., Northwestern Uni\cTsit\; 1.1 .R., St.inford
University Law School

Margaret V. Merritt

Assocuitc Professor of Chemistry
B.A., College of Wooster; Ph.D., Cornell
University

Sally Engle Merry ^

Associate Professor of Antljropology

B.A., Wellesley College; M.A., Yale University;

Ph.D., Brandeis University

Linda B. Miller

Professor of Political Science

A.B., Radcliffe College; M.A., Ph.D., Columbia

University

Vicki E. Mistacco^'

Professor of French

B.A., New York University; M.A., Middlebury

College; M.Phil., Ph.D., Y;ile University

Joel Moerschel ''

Instructor in Cello

Instructor, Performance Workshop

B.M., Performance Certificate, Eastman School of

Music

Michele M. Moody-Adams

Assistant Professor of Philosophy

B.A., Wellesley College; B.A., Oxford University;

A.M., Ph.D., Harvard University

Carolyn A. Morley

Assistant Professor of Japanese Studies

B.A., Oberlin College; M.A., University of British

Columbia; Ph.D., Columbia University

Rodney J. Morrison

Professor of Economics

B.S., M.A., Boston College; M.S., Ph.D.,

University of Wisconsin (Madison)

Patrick Morton

Assistant Professor of Mathematics

B.A., University of Arizona; Ph.D., University of

Michigan (Ann Arbor)

Wanda Mourant''

Assistant Professor of Mathematics

B.A., Ph.D., Indiana University (Bloomington)

Barbara F. Muise

Laboratory Instructor in Biological Sciences
B.A., Bates College; M.A., Smith College

Katherine Miirdock''

histiictor til Viola
B.M., Bosion University

Craig Murphy

Associate Professor of Political Science

B.A., (irinnell College; M.A., Ph.D., University of

North Carolina (Chapel Hill)

Barbara G. Nathanson

Assistant Professor of Religion

A.B., Princeton University; M.A., Ph.D., Duke

University

Yudith Nave''

Instructor in Religion

B.A., University of Tel Aviv; M.A., University of

Haifa; Ph.D., Brandeis University

Len M. Nichols

Associate Professor of Economics

B.A., Hendrix College; M.A., University of

Arkansas; M.S., Ph.D., University of Illinois

(Urbana)

Linda Normandeau''

Instructor in Physical Education and Athletics
B.A., University of Vermont

Bruce Norton ^

Assistant Professor of Economics

B.A., University of Chicago; M.S., University of

Wisconsin (Madison); Ph.D., University of

Massachusetts (Amherst)

Wellington Nyangoni''

Professor of Black Studies

B.A., University of Ghana; M.A., Ph.D., Howard

University

Hazel EO'Donnell''

Instructor in Voice

B.M., M.M., Boston University

James F. O'Gorman

Grace Slack McNeil Professor of American Art
B.A., Washington University; M.A., University of
Illinois (Urbana); A.M., Ph.D., Harvard
University

Robert L. Paarlberg

Associate Professor of Political Science

B.A., Carleton College; Ph.D., Harvard University

Marco Pagnotta

Assistant Professor of Chemistry

B.S., Fordham University; M.A., Ph.D., Harvard

University

Katharine Park

Associate Professor of History

A.B., Radcliffe College; M.Phil., University of

Lxjndon; Ph.D., Harvard University

Faculty 261

Ellen M. Parker

Assistant Professor of Mathematics

B.A., Wellesley College; M.S., Ph.D., Purdue

University

Elizabeth C. Pastan

Assistant Professor of Art

B.A., Smith College; M.A., Columbia University;

Ph.D., Brown University

Carol Ann Paul

Laboratory Instructor in Biological Sciences
B.A., Keele University (Staffordshire, England)

Joanne 1. Paul

Assista)it Professor of Physical Education and

Athletics

B.S., Viilparaiso University; M.S., Indiana

University

Suzanne M. Pearce

Laboratory Instructor in Geology
B.A., University of Virginia

Timothy Walter Hopkins Peltason

Associate Professor of English

A.B., Harvard College'; M.A., Ph.D., \ale

University

David Burrell Pillemer

Associate Professor of Psychology

B.A., University of Chicago; Ed.D., Harvard

University

Isabelle C. Plaster''

Instructor in Bassoon

Assistant Director, Chamber Music Society
B.A., Wellesley; M.M.A., New England
Conservatory of Music-
Robert Polito

Assistant Professor of English
B.A., Boston College; A.M., Ph.D., Harvard
University

Elinor Preble''

Instructor in Flute

B.M., New England Conservatory of Music

Kathryn Conway Preyer

Professor of History

B.A., Cioucher College; M.A., Ph.D., University

of Wisconsin (Madison)

Ruth Anna Putnam

Professor of Philosophy

B.S., Ph.D., University of ('alifornia (Los Angeles)

William Quivers ''

Assistant Professor of Physics

B.S., Morehouse College; S.M., Ph.D.,

Massachusetts Institute of Technology

Sabine Raffy ^

Assistant Professor of French

Director, Wellesley-in-Aix

License, Maitrise, Doctorat Certificate, Universite

de Paris; Ph.D., New York University

Arati Rao''

Instructor in Political Science

B.A., Wellesley College; M.A., M.Phil., Columbia

University

Robert J. Ratner^

Assistant Professor of Religion
B.A., University of California (Los Angeles);
M.A.|.S., Hebrew Union College (Los Angeles);
Ph.D., Hebrew Union College (Cincinnati)

James Wilson Rayen

Elizabeth Christy Kopf Professor of Art
B.A., B.EA., M.F.A., Yale University

Gail Reimer""

Assistant Professor of English

B.A., Sarah Lawrence College; M.A., Ph.D.,

Rutgers University

Thomas Reinert

Instructor in English

B.A., University of Puget Sound; M.A., Cornell

University

Joy Renjilian-Burgy

Lecturer m Spanish

B.A., Mount Holyoke College; A.M., Harvard

University

Michele M. Respaut

Associate Professor of French

Faculte des Lettres, Universite de Montpellier;

M.A., Assumption College; Ph.D., Brown

UniversitN

UlrikeS. Rettig''

Assistant Professor of German

B.A., M.A., University of Manitoba; Ph.D.,

Harvard University

Susan M. Reverby ^

Assistant Professor of Women's Studies
B.S., Cornell University; M.A., New York
University; Ph.D., Boston Universit\

John G. Rhodes''

Assistant Professor of Art

A.B., M.A., Ph.D., Harvard University

JillE. Rierdan''

Ircturer m Psychology

B.A., M.A., Ph.D., Clark University

Alice Birmingham Robinson

Professor of Historv

B.A., Wellesley College; A.M., Ph.D., I larvard

Universitv

262 Faculty

Elizabeth Jane Rock"^

Nellie Ziickernuin Cohen jnd Anne Cohen
Heller Professor of Health Sciences,
Professor of Chemistry

B.S., College of Mount St. Vincent; M.A., Smith
College; Ph.D., Pennsylvania State University

Steven Roens ''

Assistant Professor of Music

B.A., Swarthmore College; M.A., Brandeis

University; D.M.A., Columbia University

Guy M. Rogers

Assistant Professor of Greek and Latin and
of History

B.A., University of Pennsylvania; B.A., University
of London; M.A., Ph.D., Princeton University

Glenn D. Rosen''

Assistant Professor of Psychology
A.B., Swarthmore College; M.S., Ph.D.,
University of Connecticut

Erik Rosenthal

Associate Professor of Computer Science
B.A., Queens College, New York; M.S., State
University of New York (Albany); M.A., Ph.D.,
University of California (Berkeley)

Lawrence A. Rosenwald

Associate Professor of English

B.A., M.A., Ph.D., Columbia University

Lorraine Elena Roses

Professor of Spanish

B.A., Mount Holyoke College; A.M., Ph.D.,

Harvard University

Jean Michel Roy''

Assistant Professor of French

Ecole Normal Superieure, Agregation de

Philosophic; Maitrise de Linguistique, Paris-I

(Sorbonne); Doctorat de Linguistique, Paris-VII

(Jussieu)

Angel Rubio''

Lecturer in Spanish

Cert., Teachers' College of Madrid; M.A.,

Washington University

Elena Russo

Instructor in French

Licence es Lettres, University of Geneva

Margery M. Sabin

Professor of English

A.B., Radcliffe College; A.M., Ph.D., Harvard

University

Donald Sanders''

Instructor m Trombone

B.A., Texas Christian University; M.M.A., New

England Conservatory of Music

Alan Henry Schechter

Professor of Political Science

B.A., Amherst College; Ph.D., Columbia

University

R. Steven Schiavo

Professor of Psychology

B.A., I^high University; Ph.D., Columbia

University

Jennifer G. Schirmer

Assistant Professor of Women's Studies
B.A., University of Arizona; M.A., Ph.D.,
Washington University

Marilyn J. Schneider

Assistant Professor of Chemistry

B.S., State University of New York (Brockport);

Ph.D., Vanderbilt University

Richard C.Schofield I'

Lecturer in Computer Science
Director of Academic Computing
B.S., University of New Hampshire

Marion Schouten

Instructor in Art

M.A., Tufts University (Jackson)

Daniel N. Schowalter''

Instructor in Religion

B.A., St. Olaf College; M.Div., Harvard

University

Michael Secor

Manager and Supervisor of Recreation and

Physical Education Facilities

B.A., B.S., M.S., Washington State University

Adam Seitchik

Instructor in Economics

B.A., University of Texas; M.A., Boston

University

Lois Shapiro''

Instructor in Piano

B.Mus., Peabody Institute of Music; M.Mus., Yde
University School of Music; D.Mus., Indiana
University School of Music (Bloomington)

Sharon Sharpe

Instructor in Physical Education and Athletics

Athletic Trainer

M.S., Purdue University (West Lafayette)

Karen J. Shedlack''

Assistant Professor of Psychobiology
B.A., Wellesley College; M.D., University of
Massachusetts

Faculty 263

Vernon L. Shetley ^

Assistiint Proft'ssur of English

A.B., Princeton Universitv; M.A., M.Phil., FMi.D.,

Columbia University

Annemarie A. Shimony

Professor of Aiithrofiofogy

B.A., Northwestern University; Ph.D., Y.ile

University

Alan Shuchat

Professor of Matlicnnitics

B.S., Massachusetts Institute of Technology; M.S.,

Ph.D., University of Michigan (Ann Arbor)

Randy Shull

Assistant Professor of Computer Science
B.A., Humboldt State University; M.S., University
of New Hampshire; M.A., Ph.D., Dartmouth
College

Frederic W. Shultz

Professor of Matioeniatics

B.S., California Institute of Technology; Ph.D.,

University of Wisconsin (Madison)

Marilyn Sides

Assistant Professor of Englisli

B.A., M.A., University of Utah; Ph.D., Johns

Hopkins University

Susan S. Silbey''

Associate Professor of Sociology

B.A., Brooklyn College; M.A., Ph.D., University

of Chicago

Rachel Sing

Teaclnng Assistant ni Chinese
B.A., Wellesley College

Dennis M. Smith

Associate Professor of Biological Sciences
B.S., Ph.D., Loyola University (Chicago)

Elaine L. Smith''

Laboratory Instructor in Cloemistry
B.A., M.A., Wellesley College

John Beebe Smith

Laboratory Instructor in Physics

B.S., University of Massachusetts (Amherst);

M.S., Yale University

Sharon E. Soltzberg

Laboratory Instructor in Biological Sciences
B.A., University of Delaware; M.S., University of
Pennsylvani.i

Alexia Henderson Sontag

Associate Professor of Mathematics

B.A., Pacific Lutheran University; M.A., Ph.D.,

University of Minnesota (Minneapolis)

Ingrid H. Stadler ^-

Professor of Philosof)hy

B.A., Vassar C;ollege; A.M., Radcliffe College;

Ph.D., Harvard Universitv

George Stambolian ^'

Professor of French

B.A., Dartmouth College; M..^., Ph.D., University

of Wisconsin (Madison)

Lisa Standley

Assistant Professor of Biological Sciences
B.S., M.S., Cornell University; Ph.D., University
of Washington

Jean A. Stanley

Assistant Professor of Chemistry
B.S., University of London; M.S., Ph.D.,
University of Nebraska (Lincoln)

Glenn Stark

Assistant Professor of Physics

S.B., Massachusetts Institute of Technology;

M.A., Ph.D., University of California (Berkeley)

Raymond James Starr

Associate Professor of Greek and Latin

B.A., University of Michigan (Ann Arbor); M.A.,

Ph.D., Princeton University

Edward A. Stettner

Professor of Political Science

Dean of the Faculty

Acting Dean of the College

B.A., Brown LIniversity; M.A., Ph.D., Princeton

University

Daniel Stillman''

Instructor in Recorder
Instructor in Collegium Musicum
B.A., Brandeis University

Marcia C. Stubbs''

Lecturer in English

Administrative Coordinator, Writing Program

B.A., M.A., University of Michigan (Ann Arbor)

Suzanne E. Stumpf

Concert Coordinator, Department of Music
B.A., Wellesley College

Marina H. Sung

Instructor in Chinese

B.A., University of California (Los Angeles);

M.A., University of Wisconsin (Madison)

Brian Joseph Swift''

Assistant Professor of Art

B.A., University of Connecticut; M.F.A., Rhode

Island School of Design

Leslie Taylor''

Lecturer in Theatre Studies

B.A., Wellesley College; M.F.A., New York

Lhii\ersity

Margaret D. Thompson

Associate Professor of Geology

B.A., Smith College; M.A., Ph.D., Harvard

University

264 Faculty

Avril Thorne

Asststiint Professor of Psychology

B.A., University of Utah; M.A., Arizona State

University; Ph.D., University of California

(Berkeley)

Marie-Paulc Tranvoue/

AssisLuit Professor of French
D.U.T., Institut Universitaire de Technologie
(Brest); M.A., State University of New York
(Stony Brook); Ph.D., University of California
(Santa Barbara)

Nina Tumarkin

Associate Professor oj History

B.A., University of Rochester; M.A., Ph.D.,

Har\ard University

L. Terrell Tyler, Jr.

Associate Professor of English

B.A., Southwestern University (Memphis); M.A.,

M.Phil., Ph.D., Y.\\e University

Robert Umans''

Assistant Professor in the Writing Program
A.B., Columbia University; M.S., Ph.D., Yale
University

Guy Urban''

Instructor in Piano

Instructor in Basic Keyboard Skills

B.M., M.M., New England Conservatory of

Music

Linda Kent Vaughan

Professor of Physical Education and Athletics
B.S.", M.A., Russell Sage College; Ph.D., Ohio
State University

Julie A. VaverkaP

Instructor in Clarinet

B.M., Eastman School of Music

Carlos Alberto Vega

Assistant Professor of Spanish

A.B., Columbia University; A.M., University of

Virginia; Ph.D., Harvard University

Maurizio S. Viano '^

Assistant Professor of Italian

Laurea in Lettere Moderne, University of Genova;

Ph.D., University of Oregon

Lynne Sigelmeier Viti''

Assistant Professor in the Writing Program
B.A., Barnard College; M.A., New York City
Technical College; Ph.D., J.D., Boston College

Richard William Wallace

Professor of Art

B.A., Williams College; M.F.A., Ph.D., Prmceton

University

Helen P. Wang ^

Associate Professor of Mathematics

B.A., University of Wisconsin (Madison); M.A.,

Ph.D., Harvard University

Margaret Ellen Ward ^-

Pro/essor of Cierman

B.A., Wilson College; M.A., Ph.D., Indiana

University

Lois Wasserspring''

Lecturer in Political Science

B.A., Cornell University; M.A., Prmceton

University

Deborah Weaver''

Instructor in Physical Education and Athletics
Certificate, London School of Contemporary
Dance

Andrew C. Webb

Professor of Biological Sciences
B.S., Ph.D., University of Southampton

Caroline Webb

Instructor in English

B.A., University of Sydney; M.A., Cornell

University

Dorothea]. Widmayer

Professor of Biological Sciences
Academic Director, Science Center
B.A., M.A., Wellesley College; Ph.D., Indiana
University

Howard J. Wilcox

Professor of Mathematics

B.A., Hamilton College; Ph.D., Uni\crsity of

Rochester

Mary Louise Willey''

Lecturer in English

A.B., Vassar College; M.A., University of

Massachusetts (Boston)

Wilburn Williams

Assistant Professor of English

B.A., Amherst College; Ph.D., Yale University

Kenneth P. Winkler

Whitehead Associate Professor in Critical
Thought, Associate Professor of Philosophy
B.A., Trinity College; Ph.D., University of Texas
(Austin)

AnnD. Witte ^

Professor of Economics

B.A., University of Florida; M.A., Columbia

University; Ph.D., North Carolina State University

Adele Wolfson

Assistant Professor of Chemistry

B.A., Brandeis University; Ph.D., Columbia

University

Faculty 265

Winifred Jane Wood ''

Lecturer in the Writing Program

B.A., University of Illinois (Urbana); M.A.,

University of Iowa

David D. Wright P

Assistant Professor of Computer Science
B.A., Dartmouth College; M.S., Ph.D., Cornell
University

Theresa C. Yao ■'

Lecturer in Chinese

B.A., Taiwan Normal University

Arlene Zallman

Associate Professor of Music

Diploma, JuiJliard School of Music; M.A.,

University of Pennsylvania

Claire Zimmerman

Professor of Psychology

B.A., Wellesley College; Ph.D., Radcliffe

College

Professors Emeriti

Waclaw Jedrzejewicz

Associate Professor of Russian

Ella Keats Whiting Ph.D.

Professor of English and Dean

Mary Lellah Austin Ph.D.

Professor of Zoology

Lucy Winsor Killough Ph.D.

A. Barton Hepburn Professor of Economics

Magdalene Schindelin Ph.D.

Associate Professor of German

Dorothy Mae Robathan Ph.D.

Professor of Latin

Agnes Anne Abbot

Professor of Art

Edith Brandt Mallory Ph.D.

Professor of Psychology

Evelyn Faye Wilson Ph.D.

Alice Freeman Palmer Professor of History

Dorothy Hey worth Ph.D.

Professor of Physics

Barbara Salditt Ph.D.

Associate Professor of German

Louise Wilson Roquemore Ph.D.

Professor of Biology

Barbara Philippa McCarthy Ph.D.

Ellen A. Kendall Professor of Greek

Sylvia Leah Berkman Ph.D.

Professor of English

Herbert Morrison Gale Ph.D.

Professor of Religion and Biblical Studies

Delaphine Grace Rosa Wyckoff Ph.D.

Professor oj Bacteriology

Hannah Dustin French M.S.

Research Librarian, Special Collections

Virginia Onderdonk B.A.

Alice Freeman Palmer Professor of Philosophy

Virginia Fleming Prettyman Ph.D.

Professor of English

Thelma Gorfinkle Alper Ph.D.

Helen /. Sanborn Professor of Psychology

Hubert Weldon Lamb A. B.

Hamilton C. Macdoiigall Professor of Music

Harriet B. Creighton Ph.D.

Ruby F. H. Farwell Professor of Biology

266 Professors Emeriti

Sarah J. Hill Pli.D.

/.£'«';.< Attcrhiiry Stunsmi Pro/o.sor <)/

Astronomy

Justina Ruiz-dc-Condc Ph.D.

Helen J. Siinhoni Pro/fssor of S[>iinish

Virginia M. Fiske Ph.D.

Ellen A. Kendall Professor of Bioloi^u\il
Sciences

Owen S. Stratton Ph.D.

Ralph Emerson Pro/essor of Political Science

Ruth Deutsch M.A.
Lecturer in German

Helen Margaret Brow n M.S.
Librarian

Janet Guernsey Ph.D.

Louise S. McDowell Professor of Physics

Lucetta Mowry Ph.D.

Professor of Religion and Biblical Studies and
Andrew W. Mellon Professor in the
Humanities

Grazia Avitabile Ph.D.

Professor of Italian

Fred Denbeaux S.T.M.

Professor of Religion and Biblical Studies

Edward Gulick Ph.D.

Elizabeth Hodder Professor of History

Alice T.Schafer Ph.D.

Helen Day Gould Professor of Mathematics

Helen Storm Corsa Ph.D.

Martha Hale Shackford Professor of English

Katherine Lever Ph.D.

Professor of English

Carlo R. Francois Ph.D.

Professor of French

Beverly J. Layman Ph.D.

Professor of English

Jean V. Crawford Ph.D.

Charlotte Fitch Roberts Professor of Chemistry

Patrick F. Quinn Ph.D.

Professor of English

Eleanor R. Webster Ph.D.

Professor of Chemistry

Evelyn C. Barry A.M.

Professor of Music

Gabriel H. Lovett Ph.D.

Professor of Spanish

Presidents

Ada Howard

1875-1881

Alice Freeman Palmer

1881-1887

Helen Shafer

1887-1894

Julia Irvine

1894-1899

Caroline Hazard

1899-1910

Ellen Fit?. Pendleton

1911-I9:!6

Mildred McAfee Horton

1936-1949

Margaret Clapp

1949-1966

Ruth M. Adams

1966-1972

Barbara W. Newell

1972-1980

Nannerl Overholser Keohane

1981-

Presidents 267

Board of Trustees

Luella Gross Goldberg B.A.

Chairman

Minneapolis, Minnesota

Robert A. Lawrence B.A.
Vice Chairman
Westvvood, Massachusetts

Walter M. Cabot M. B.A.

Treasurer

Dover, Massachusetts

Madeleine Korbel Albright Ph.D.
Washington, D.C.

Robert A. Charpie D.Sc.

Weston, Massachusetts

Allison S. Covvles M.A.

Spokane, Washington

Prudence Slitor Crozier Ph.D.

Wellesley, Massachusetts

Kathryn Wasserman Davis Ph.D.

Tarrytown, Nev\ York

Henry A. DePhillips, Jr. Ph.D.

Wethersfield, Connecticut

John M. Deutch Ph.D.

Cambridge, Massachusetts

Camilla Chandler Frost B.A.
Pasadena, California

Peter John Gomes M.Div.

Cambridge, Massachusetts

Margaret Jewett Greer B.A.

Chevy Chase, Maryland

Daniel S. Gregory M.B.A.

Westwood, Massachusetts

Jerome H. Grossman M.D.

Chestnut Hill, Massachusetts

Bernice A.E. Harleston B.A.

Silver Spring, Maryland

Anne Cohen Heller M.D.

New York, New York

David O. Ives M.B.A.

Cambridge, Massachusetts

Barbara Loomis Jackson Ed.D.

Baltimore, Maryland

Carol Johnson Johns M.D.

Baltimore, M.irvland

Mary Gardiner Jones LL.B.

Washington, D.C.

Gail Klapper j.D.

Denver, Colorado

Edward Lawrence LL.B.
Brookline, Massachusetts

Barbara Reade Levings B.A.
Wellesley Hills, Massachusetts

Claudine B. Malone M.B.A.
Bethesda, Maryland

Suzanne Kibler Morris B.A.
Houston, Texas

Suzanne Carreau Mueller B.A.

New York, New York

Allene Lummis Russell B.A.

Chestnut Hill, Massachusetts

William L. Saltonstall M.B.A.

Manchester, NLissachusetts

David B. Stone LL.D.

Marion, Massachusetts

Estelle N. Tanner B.A.

Scarsdale, New York

William O. Taylor B.A.
Medfield, Massachusetts

Margaret Westheimer Tishman M.A.

New York, New York

Shirley Young B.A.

New York, New York

Dale Rogers Marshall Ph.D., e\ officio
Acting President of Wellesley College
Wellesley, Massachusetts

Barbara Butterfield Bodine B.A., ex officio
President of the Wellesley College
Alumnae Association
Easton, Connecticut

Clerk of the Board of Trustees

Doris Drescher Cook B.S.
Needham, Massachusetts

268 Board of Trustees

Trustees Emeriti

Eleanor Wallace Allen B.A.

Boston, Massachusetts

O. Kclley Anderson M.B.A.
Boston, Massachusetts

Harriet Segal Cohn B.A.

Brookline, Massachusetts

Dorothy Dann Collins B.A.
Dallas, Tex.is

Nelson J. Darling, Jr. LL.B.

Swampscott, Massachusetts

Sirarpie Der Nersessian

Paris, France

Byron Kaufftnan Elliott D.Sc.

Boston, Massachusetts

Alexander Cochrane Forbes B.A.
Manchester, Massachusetts

Mary Cooper Gaiser B.A.

Spokane, Washington

Barbara Barnes Hauptfuhrer B.A.
Huntingdon Valley, Pennsylvania

Walter Flunnewell M.B.A.

Wellesley, Massachusetts

Betty K.F. Johnson M.A.
Cincinnati, Ohio

Howard Wesley Johnson M.A.

Cambridge, Massachusetts

Hilda Rosenbaum Kahne Ph.D.

Lexington, Massachusetts

George H. Kidder LL.B.

Concord, Massachusetts

James Lawrence

Brookline, Massachusetts

Elisabeth Luce Moore B.A.

New York, New York

Horace S. Nichols B.S.
Boston, Massachusetts

George Putnam M.B.A.

Manchester, Massachusetts

Rose Clymcr Rumford B.A.
Baltmiore, Maryland

John K. Spring M.B.A.
Concord, Massachusetts

Mary Ann Dilley Staub B.A.
Winnetka, Illinois

Nancy Angell Streeter B.A.

New York, New York

Edward A. Weeks, Jr. LL.D.

Boston, Massachusetts

Mary Sime West B.A.

Somers, New York

Trustees Emeriti 269

Administration

Office of the President

Dale Rogers Marshall Ph.D.
Acting President
Dean of the College
Professor of Political Science

Vanessa L. Alleyne M.Ed.
Assistant to the President
Affirmative Action Officer

Katherine M. MacDonald B.A.

Execiiti\e Secretary to the President

Office of the Secretary of the
College and Clerk of the
Board of Trustees

Doris Drescher Cook B.S.

Secretary of the College
Clerk of the Board of Trustees

Dorothy M. McCarthy

Secretary to the
Secretary of the College

Chaplaincy

The Rev. Constance Chandler-Ward M.Di

College Chaplain

The Rev. John Culloty

Catholic Chaplain

Donna Tarutz

Jewish C haplam

Mary Holden O'Brien

Assistant to the College Chaplam

Office of Admission

Natalie Aharonian B.A.
Director

Karen S. Andrews M.S.S.W.
Associate Director

Nancy Steves Hogan M.Hd.
Associate Director

Deborah W. Zatkowski M.Ed.

Associate Director

Kim M. Capobianco B.A.
Senior Assistant Director

Janet Isenberg B.A.
Assistant Director

Marcy Abelson B.A.
Assistant Director

Brenda Harris B.A.

Assistant Director

Stephanie Wick B.A.
Assistant Director

Martha Carroll Sherman B.A.
Admission Counselor

Office of the Dean of the College

Edward A. Stcttncr Ph.D.

Dean of the Faculty and
Acting Dean of the College
Professor of Political Science

ElissaKoff Ph.D.

Associate Dean of the College

Associate Professor of Psychology

Carol A. Millen

Secretary to the Dean of the College

Ruth Anne Nuwayser M.A.

Assistant to the Dean of the College,
Faculty Appointments

Barbara Viechnicki B.A.
Assistant to the Dean of the College
Curriculum and Budget

Audiovisual Services

Margaret Haigis

Director of Audio\ isual Services and
Language Laboratory

Academic Computing Department

Richard C. Schofield B.S.
Director, Academic C^ompiiting
[.ecturer in Computer Science

Eleanor D. Lonske M.Ed.

Associate Director, Academic CompLiting

Lecturer in Computer Science

Lawrence M. Baldwin Ph.D.
User Services Coordinator
Lecturer in Computer Science

Scott Shurr M.S.
Systems Programmer

Susan Hafer B.A.

Microcomputer Specialist

Office of Sponsored Research

Elizabeth C. Lieberman M.A.
Director

270 Administration

Libraries

Eleanor Adams Ciistafson M.S.
Librarian

Anne M. Anninger M.S.
Special C;i)ilcctu)ns Librarian

Micheline E. Jedrey M.S.

Associate Librarian for Technical Services

Caleb C. Hanson M.S.
Technical Services Librarian

EUeen D. Hardy M.L.S.

Acquisitions Librarian

Irene Shulman Laursen M.S.
Science Librarian

Sally Blumberg Linden M.S.

Readers Services Librarian

Claire Tucker Loranz M.S.
Documents Librarian

Richard McElroy M.S.
Art Librarian

Jane Ann McNichols M.S.

Serials Librarian

Sheila Tevvksbury Morrison M.S.
Catalog Librarian and Coordinator of
Library Automation

Wilma Ruth Slaight Ph.D.

Archivist

Joan Spillsbury Stockard M.S.
Readers Services Librarian

Katherine Topulos M.S.

Catalog Librarian

Ross Wood D.M.A.

Music Librarian

Whitin Observatory

D. Scott Birney I'h.I).

Director

Professor of Astronomy

Registrar

Barbara Bowers Farquhar M.Ed.

Registrar

Director of Institutional Research

Erin Harrington VanSpeybroeck A.B.

Assistant Registrar

Eleanor Witten

Assistant to the Registrar

Science Center

Dorothea J. Widmayer Ph.D.

Academic Director, Science Center
Professor of Biological Sciences

Rosamond V. White B.S.
Administrative Director, Science Center

Office of the Dean of
Students

Molly S. Campbell M.A.
Dean of Students

Charleen Vanelli

Secretary to the Dean of Students

Wynne Holmes

Director, Harambce House

Sylvia S. Hiestand M.A.

Director, Slater International Center and

Foreign/Multicultural Student Advisor

Barbara Brown Ph.D.
Foreign Study Coordinator

Class Deans

Pamela Daniels M.A.
Dean of the Class of 1988

Susan R. Cohen Ph.D.
Dean of the Class of 1989

Lorraine Garnett Ward M.A.

Dean of the Class of 1990

Dawn Lawson Monmouth B.A.
Dean of First Year Students and
Exchange Coordinator

Kathleen A. Kopec M.A.

Director, Academic Assistance Programs

Continuing Education

Bonnie D. Leonard Ed.D.
Dean of Continuing Education

Judith E. Rich M.Ed.

Continuing Education Coordinator

Career Center

Marcie Schorr Hirsch Ed.M.
Director

Nancy Tobin A.B.
Associate Director

Catherine E. Solmssen M.Ed.
Associate Director

Floy Stryker M.L.S.
Resource Center Librarian

Administration 271

Patricia Murray M.Ed.
Assistant Director

Marianne Nee

Assistant Director/ Internship Coordinator

Eleanor V. Perkins M.A.
Assistant Director

Irma Tryon

Assistant Director/ Recruitment Coordinator

Barbara Peoples

Assistant Director

Joanne Murray Ed.M.

Assistant Director

College Health Service

Thomas J. Keighley M.D.
Director, Health Service

Gertrude E. Murray M.D.

Associate Physician

Ann Stewart-Burton M.D.

Staff Gynecologist

Charlotte Sanner M.D.

Associate Physician

Stone Center for Developmental
Services and Studies

Carolyn Swift Ph.D.
Director

Rona Klein M.D.

Co-Clinicai Director of the
Counseling Service

Alexandra Kaplan Ph.D.

Co-Clinical Director of the
Counseling Service

Nancy Gleason M.S.W.

Senior Social Worker

Coordinator of On-Campus Prevention

Programming

NitiSeth, Ed.D.

Staff Psychologist

Robin Cook-Nobles M.Ed.
Staff Psychologist

Residence

David H. Drinan M.Ed.
Director

June Murphy-Katz M.Ed.
Assistant Director

Jane McMurrich

Rooming Coordinator

Wendy Cerio M.Ed.

Head of House, Beebe

Susan Christopher M.Ed.
Head of House, Cazenove

Nancy Clark-Chiarelli B.S.
Head of House, Tower Court

Barbara Lehn M.Ed.
Head of House, Claflin

Margaret Marino M.Ed.

Head of House, Dower

Ann Ogletree M.B.A.
Head of House, Bates

Janet Overman M.A.
Head of House, Severance

Laura Roebuck B.S.
Head of House, McAfee

Tracy Robinson B.S.
Head of House, Lake House

Diane Schowalter M.S.
Head of House, Shafer

Margaret VanSciver M.A.

Head of House, Munger

Schneider College Center

Mattie Travis Turner M.A.
Director

Jean T. Collette

Secretary

Office for Finance and
Administration

Burton Sonenstein M.B.A./C.P.A.

Vice President

Frances E. Adams

Manager, College Post Office

Paul Bates

Chief of Campus Police

Robert A. Bower M.B.A. /C.PA.

Controller

Fay DeAvignon B.A.
Campus Facilities Planner

Stephanie Lorber Karger M.S./C.P.A.

Associate Controller and Bursar

Amy Koch B. A., C.PA.

Assistant Controller

James A. Leech

Director, Printing Services

272 Administration

John Louis Leiievrc

Director, Purchasing

Barry F. Monahan M.A.

Assistant Vice President for AJminisiraiion

Molly A. Ostwald M.B.A.
Director, Personnel

Anthony R. Oteri

Assistant Director, Physic.il IMant

Raju Patcl N4.S.

Associate ('oniroller

Jacqueline D. Reichard

Secretary to the Vice President

Adel A. Rida B.S.
Director, Physical Plant

Lynne Spence B.S.

Manager, Weliesley College Club and

Conference Director

Office of Budget and Financial
Planning

Elizabeth K. Bark B.A.

Director, Budget and Financial Planning

Thomas J. Abdella B.S.

Assistant to the Director

Laura G. Stettner M.A.
Budget Anai\st

Office of Administrative
Information Systems

Perry Hanson HI Ph.D.
Director

Bethany Keech B.S.
Information Center Manager

Janice Gildawie LaRosee M.S.
Data Base Manager

David T. Wolff B.S.
Technical Services Manager

Office of Financial Aid

Amelia Botsaris Nychis M.A.
Director

Kathryn Osmond M.A.
Deputy Director

Phyllis Kelley M.S.
Associate Director

Pauline Foss B.A.

Assistant Director and CoordiiLiior ot
Student Work

Sylvia Watkins B.S.

Associate Director and Coordinator of

Student/ Parent Loans

Office for Resources

Peter R. Ramsey B.A.

Vice President

Barbara M. Colonna

Securities Administrator

Marguerite F. Eckles B.S.
Information Systems Coordinator

Molly M. Fannon M.A.

Assistant Director, Major (iifts

Betty C. Fuchs B.A.

Director of Development

Christine M. Horigan B.A.

Assistant Director, Class Fund Programs

Ilisa Hurowitz J.D.

Director, Planned Giving

Dawn Fleming Jackson B.A.
Director, Major Gifts

Carmen L. Linares

Secretary to the Vice President

Janet S. Nicholatos B.A.

Development Coordinator

Emiko I. Nishino B.A.

Director, Special Programs and Bequests

Coordinator for Handicapped Student Services

Janet B. Rosen M.S.

Director, Production Services/Phonathons

Katherine C. Small B.A.

Assistant Director, Class Fund Programs

Lorraine S. Tamaribuchi M.A.

Director, Class Fund Programs

E. Theresa Taylor B.A.

Assistant Director, Class Fund Programs

Raffaella Torchia-Attili B.A.

Assistant Director, Resources Administration

Ann Wadsworth

Director, Resources Administration

Administration 273

Office for Public Affairs

Nancy L. Agnew M.B.A.

Vice President

Rosemarie K. Cummings

Director, Publications
Assistant to the Vice President

Elizabeth Freedman B.A.
Publications Assistant

Ann Jackson O'Sullivan B.A.
Director, Media Relations

Judith Shapiro

Assistant Director, Special Events

Nancy DuVergne Smith B.F.A.
Editorial Director

Trixie G. Stetson

Director, Special Events

Harriet T. Thompson B.A.
Secretary to the Vice President

Wellesley College Museum

Susan M. Taylor A.M.
Director

Marjorie A. Dings B.S.
Administrator

Jennifer A. Dowd B.A.

Registrar

Sanda Boyd B.A.

Membership and Public Relations Assistant

Polly Giragosian B.A.
Curatorial Assistant/Secretary

Robert Higgins

Preparator

Center for Research on Women

Susan McGee Bailey Ph.D
Director

Carolyn Arnold D.Sc.
Research Associate

Grace Baruch Ph.D.

Associate Director

Rosalind Barnett Ph.D.
Research Associate

Patricia Boyle Ph.D.

Research Associate

Sumru Erkut Ph.D.

Research Associate

Jacqueline Fields Ph.D.

Research Associate

Dale Fink M.Ed.
Project Associate

Ellen Gannett M.Ed.
Project Associate

Linda Gardiner Ph.D.
Project Director

Barbara Hernberg B.S.
Administrative Manager

Pauline Houston

Grants Accounting Manager

NazliKibriaPh.D.

Post-Doctoral Fellow

ElissaKoffPh.D.

Research Associate

Nancy Marshall Ph.D.

Research Associate

Fern O. Marx, M.HSM

Research Associate

Margaret Mcintosh Ph.D.

Associate Director

Joann Montepare Ph.D.

Post-Doctoral Fellow

Jan Putnam B.A.

Assistant Director

Deborah Reed-Danahay Ph.D.

Post-Doctoral Fellow

Jill Rierdan Ph.D.

Research Associate

Toby Schlein Ed.M
Research Assistant

Michelle Seligson M.A.
Associate Director

Freya L. Sonenstein Ph.D.

Research Associate

Margaret Stubbs Ph.D.
Research Associate

Bette Woody Ph.D.
Research Associate

274 Administration

Child Study Center

Marian S. Blum A.M.
Educational Director

Mary E. Ucci M.Ed.
Head Teacher

Susan H. Kerr B.A.
Teacher

Nancy B. Kocher M.Ed.
Teacher

Trase D. Rourke

Assistant to the Director

Administration 275

Alumnae
Organization

Alumnae Office

Anne Mitchell Morgan B.A.
Executive Director

Laura Lobenthal Katz B.A.
Director for Clubs

Caroline Canterbury Riem B.A.

Director for Classes and Reunions

Leigh Maccini A. A.

Assistant Director

Jean MacKinnon Perkinson B.A.
Assistant Director

Alumnae Magazine

Phyllis Meras M.S.

Editor

Mary Jane Ertman B.A.

Associate Editor

Alumnae Association
Board of Directors

President

Barbara Butterfield Bodine
Lantern Hill Road
Easton, Connecticut 06612

First Vice President

V. Janet McDonald Hill
2107 Lirio Court
Reston, Virginia 22091

Second Vice President

Jean Schlifflin Sampson

745 Villey Road

Glencoe, Illinois 60022-1503

Treasurer/Secretary

Ellen Gill Miller

3215 Old Dominion Boulevard

Alexandria, Virginia 22305

Chairman, Campus Committee

Mary-Alice Ewing Raymond

458 South Street

Wrentham, Massachusetts 02093

Chairman, Class Officers

Barbara Martini Johnson
25 Merritt Drive
Virginia, Minnesota 55792

Chairman, Class Fund Programs

Virginia Guild Watkin
Covington & Burling
1201 Pennsylvania Ave. NW
P.O. Box 7566
Washington, D.C. 20044

Chairman, Clubs

Jean Benneyan Kordalewski
114 Kessler Lane
Fayetteville, New York 13066

Chairman, Alumnae — Student Communications

Libby Chiu

100 Charles Street South

Boston, Massachusetts 02116

Chairman, Academic Programs

Karen Hun/icker Putnam

U Papermill Road

Newtown Square, Pennsylvania 19073

Chairman, Alumnae Admission
Representatives

C. Anne Davis Kennedy

1734 Lorain Road

San Marino, California 91108

Ex Officiis

Anne Mitchell Morgan
Executive Director

Phyllis Meras

Editor, Welleslry, the alumnae magazine

Alumnae Trustees

Claudine B. Malone (1982-1988)
Bethesda, Maryland

Estelle Newman Tanner (1983-1989)
Scarsdale, New York

Barbara Reade Levings (1984-1990)
Weilesley Hills, Massachusetts

Bernice A.E. Harleston (1986-1989)
Silver Spring, Maryland

276 Alumnae Organization

National

Development Fund
Council

The National Development Fund Council sets
policy and provides leadership for all efforts to
seek voluntary financial support of the Clollege.
Wellesley welcomes all gifts in support of its
educational and charitable missions. 1 he gener-
ous contributions of alumnae, friends, and par-
ents provide the means by which the C^)llege is
able to maintain the standards of excellence that
are the hallmark of a Wellesley education.

For 1987-88 the members of the National
Development Fund Council are as follows.

Mrs. S.I. Morris, Jr. (Stizdinic Kiblcr '44]

Chairman

Two Waveriy Place

Houston, Texas 77005

Mrs. Thomas Muiiarkey (Theresa Mall '60)

Vice Chairman

Crabapple Lane

Locust Valley, New York 11560

Mrs. Patrick M. Coiagiuri (Patricia Ann Kop) '55)

Vice Chairman, Durant Society

20 Elston Road

Upper Montclair, New Jersey 07043

Mrs. Shelby Cullom Davis

(Kathryn Wasserman '28)

Trustee

Broad Oak, Wilson Park

Tarrytovvn, New York 10591

Mrs. F. Daniel Frost (Camilla Chandler '47)

Trustee

Member-at-Large

470 Columbia Circle

Pasadena, California 91105

Mrs. William H. Hopple, Jr.
(Phyllis A. Siehenthaler '44)
Chairman, Planned Giving
3685 Traskwood Circle
Cincinnati, Ohio 45208

Dr. Carol J. Johns (Carol Johnson '44)

Trustee

203 East Highfield Road

Baltimore, Maryland 21218

Mrs. Andrew P. Kordalewski
(]ean L. Benneyan '46)
Chairman, Clubs
14 Kessler Lane
Fayetteville, New York 13066

Mrs. Carl M. Mueller (Suzanne Carreau '46)

Trustee

435 East 52nd Street

New York, New York 10022

Mrs. Donald C. Platten (Margaret Wycko/f'39)
Chairman, Durant Society
Nine Pasture Lane
Darien, Connecticut 06820

Ms. Jane A. Risser 73

(Chairman, National Piion.itlioii Programs

Apple (Computer

20525 Mariani .'\venue

Mail Stop 23-AC

Cupertino, California 95014

Mr. William O. Tiylor

Trustee

The Boston Clohe

135 Morrissey Boulevard

Boston, Massachusetts 02107

Mrs. Alan V. Tishman (Margaret Westheinier '41)

Trustee

1095 Park Avenue

New York, New York 10128

Mrs. Frank Wadsworth (Deborah Yohalem '60)
Chairman, Corporations and Foundations
Sterling Road
Harrison, New York 10528

Ms. Virginia G. Watkin (Virginia Guild '46)
Chairman, Class Fund Programs
Post Office Box 7566
Washington, D.C. 20044

Mr. and Mrs. John A. Weed (Elizabeth and John)

Chairmen, Parents Committee

434 Ponus Ridge Road

New Canaan, Connecticut 06840

Ex Officiis

Mrs. Dale Rogers Marshall
Acting President

Mrs. Stanley M. Goldberg (Luella Jane Cross '58)

Chairman, Board of Trustees

7019 Tupa Drive

Minneapolis, Minnesota 55435

Mr. Robert A. Lawrence

Vice Chairman, Board of Trustees

State Street Research & Management Company

One Financial Center, 38th Floor

Boston, Massachusetts 02111

Mr. Walter M. Cabot

Treasurer, Wellesley College

Harvard Management Company, Inc.

70 Federal Street

Boston, Massachusetts 02110

Mrs. Richard P. Bodine
(Barbara Ann Butterfield '48)
President, Alumnae Associ.ition
Lantern Hill Road
Easton, Connecticut 06612

Mr. Peter R. Ramsey

Vice President for Resources

National Development Fund Council 277

Index

Academic advising, 52
Academic assistance, 53
Academic calendar, 1987-88, 3
Academic distinctions, 67-74

academic prizes, 72-74

departmental honors, 67-69

honors awarded, 1987, 68

other academic distinctions, 67

Phi Beta Kappa, Class of 1987, 70

Sigma Delta Pi, Class of 1987, 70

Sigma Xi, Class of 1987, 71

trustee scholarships, 71
Academic policies and procedures, 57-62

academic standards, 57

academic review board, 57-58

acceleration, 61

adding or dropping courses, 61

auditing courses, 61

credit for advanced placement examinations, 58

credit for other academic work, 58

credit for summer school, 59

examinations, 60

exemption from required studies, 58-59

grading system, 59

leave of absence, 62

readmission, 62

registration for courses, 60-61

required withdrawal, 62

research or individual study, 59

transcripts and grade reports, 60

voluntary withdrawal, 62
Academic prizes, 72-74
Academic program, 52-74

see academic distinctions

see academic policies and procedures

see curriculum

see special academic programs
Academic standards, 57
Academic review board, 57-58
Acceleration, 61
Adding or dropping courses, 61
Administration, 268-273
Admission, 28-34

see admission plans

see continuing education

see criteria for admission

see foreign and transfer students
Admission plans, 30-32

deferred entrance, 31

early admission, 31

early decision, 31

early evaluation, 31

regular decision, 30

U.S. citizens living abroad, 32
Advanced placement examinations,

credit for, 58
Advising

academic, 52

career, 24
Aix-en-Provence, France, 65
Alumnae

Association, board of directors, 274

Hall, 13

National Development Fund Council, 275

organization, 274

trustees, 274

American studies,

interdepartmental major, 76-79
Anthropology courses, 79-83
Application form

admission, 29

financial aid, 48

financial aid form, early version, 48
Applying for financial aid, 48
Archaeology, classical and near eastern,

interdepartmental major, 115
Architecture,

interdepartmental major, 83-84
Art courses, 85-95

history, 85-91

studio, 91-93
Arts center, 11

Assistance for families not eligible for aid, 47
Astronomy courses, 94-95
Athletic facilities, 12
Auditing courses, 61

Bachelor of arts degree

Continuing Education candidates, 32

requirements for, 53
Biological chemistry,

interdepartmental major, 96
Biological sciences courses, 96-100
Black student center, 13
Black studies courses, 101-105
Board of Trustees, 266

Brandeis University, cross registration with, 64
Buildings, see campus

Calendar, 3
Campus, 10-14

see facilities and resources
Campus map, 280
Campus visit, 29
Career counseling, 24
Career center, 24-25

counseling, 24

graduate schools, 24

internships, 25

job notices, 24

recommendations, 25

recruiting, 24

scholarships and fellowships, 25
CEEB, see College Board tests
Center for Research on Women, 14
Chapel, 13
Cheever House, 14
Chemistry courses, 105-108
Child Study Center, 12
Chinese courses, 108-111
Chinese studies,

interdepartmental major, 111-112
Choir, 187

Class reservation payment, 38
Classical civilization,

interdepartmental major, 113-114
Classical and near eastern archaeology,

interdepartmental major, 115
Classrooms, 10
Cognitive science,

individual major, 115-116

278 Index

College, description of, 6-9

College Board tests, 29-30

College government, 22

College health service, 20

Colloquia, first year student-sophomore

description, 67

directions for election, 75
Community involvement, 66
Computer facilities, 11
Computer science courses, 116-119
Confidentiality of student records, 22-23
Contents, 2
Continuing Education

admission, 32

bachelor ot arts degree candidates, ?>1

fees, 39

financial aid, 47

house, 12

special students, 32, 39
Cordoba, Spain, 67
Correspondence, 4
Costs, 36-44

see fees and expenses

see financing programs

see payment plans
Counseling and advising resources, 19, 24
Courses, registration for, 60-61
Courses of instruction

first year student-sophomore colloquia,
directions for elections, 75

legend, 75
Credit

for advanced placement examination, 58

for community involvement, 66

for other academic work, 58

for summer school, 59
Criteria for admission, 28-30

application, 29

campus \isit, 29

College Board tests, 29-30

dates of College Board tests, 30

general requirements for first year student
applicants, 28-29

interview, 29
Cross-registration program

Massachusetts Institute of Technology, 63

Brandeis University, 64
Curriculum, 52-56

academic advising, 52

academic assistance, 53

distribution requirements, 53-54

foreign language requirement, 54-55

major, 56-57

minor, 57

other requirements, 55

preparation for engineering, 55

preparation for law school, 55

preparation for medical school, 56

requirements for degree, 53

writing requirement, 55

Dates of College Board tests, 30

Deferred entrance, 31

Deferred monthly payment plan, 40

Degree

B.A., requirements for, 53

double degree program, 63-64

Departmental honors, 67-70
Development, National Fund (^)uncil, 27S
Directions for election, 75
Directory information, 23
Distribution requirements, 53-54
Dormitories, see residence halls
Double degree program, 63-64
Drama, see Theatre studies. Hi
Dropping courses, 61

Early admission, 31
Early decision, 31
Early evaluation, 31
East Asian studies,

individual major, 112
Economics courses, 119-125

economics, complement: see

directions for election, 125
Education courses, 125-128
Emeriti

professors, 264-265

trustees, 267
Employment, student, 46
Engineering, preparation for, 55
English courses, 128-135
Enrollment statistics, 25-26
Examinations

advanced placement, 58

exemption, 60
Exchange programs

Twelve College, 64

Wellesley-Mills, 64

Wellesley-Spelman, 64
Exemption

required studies, 58-59

examinations, 60
Expenses, see fees and expenses
Experimental courses, 248
Extradepartmental courses, 245-247

Facilities and resources, 10-14

Alumnae Hall, 13

Center for Research on Women, 14

chapel, 13

Child Study Center, 12

classrooms, 10

computer facilities, 11

Continuing Education house, 12

Green Hall, 14

greenhouses, 10

Harambee House, 13

infirmary, 14

Jevvett Arts Center, 11

Margaret Clapp Library, 12

physical education facilities, 12

president's house, 14

Schneider College Center, 13

Science Center, 10

Slater International Center, 13

societv houses, 14

Wellesley College Club, 14

Whitin observatt)ry, 11
Facilities fee, 36
Faculty, 250-264

Index 279

Fees and expenses, 35-39

class reservation payment, 38

continuing education, 39

facilities fee, 36

general deposit, 38

personal expenses, 38

refund policy, 38

room retainer payment, 38

special fees and expenses, 37

special student fees and refunds, 39

student activity fee, 36

student health and insurance program, 37
Fellowships,

information, 25

undergraduate and graduate, 49-50
Financial aid, 45-48

application form, 48

applying for, 48

assistance for families not eligible, 47

continuing education students, 47

financial aid form, 48

form, early version, 48

further information, 48

grants, 46

loans, 46

repayment of loans from the college, 46

ROTC, 47

town tuition grants, 46

transfer students, 47

Wellesley Students' Aid Society, 47

work, 46
Financial assistance for families not eligible, 47
Financing programs, 43-44

Massachusetts Family Education Loan Program
(MFEl.P), 44

other financing, 44

SHARE Loan, 43

Wellesley Parent Loan Plan (WPLP), 43
First year student admission requirements, 28-29
First year cluster program, 135-138
First year student-sophomore colloquia

description, 63

directions for election, 75
Foreign language requirement, 54-55
Foreign students

admission of, 33
Foreign study, 65

Aix-en-Provence, France, 65

Cordoba, Spain, 65

Konstanz, West Germany, 65
French courses, 138-143
French studies,

interdepartmental major, 143-144
Freshman, see first year student . . .

General deposit, 38

General requirements for first year student

applicants, 28-29
Geographic distribution chart, 26
Geology courses, 144-146
German courses, 146-149
German studies,

interdepartmental major, 149-L50
Grade reports, 60

Grading system, 59

Graduate fellowships,
for Wellesley graduates, 49-50
for graduates of other institutions, 50

Graduate school information, 24

Grants, 46

Greek courses, 150-152

Green Hall, 14

Greenhouses, 10

Group A, B, C requirements, 53-54

Harambee House, 13
Health service, 20

infirmary, 14

medical insurance, 37
History courses, 155-166
History of art courses, 85-92
Honor code, 21
Honors, 68-71

awarded, 1986-87, 68

departmental, 67-70

Phi Beta Kappa, 70

Sigma Delta Pi, 70

Sigma Xi, 71

Trustee scholarships, 71
Houghton Memorial Chapel, 13

Individual

majors, 56

study, 59
Infirmary, 14

Inquiries, visits & correspondence, 4
Insurance, medical, 37
International center, 13
Internships,

information, 25

summer, 66
Interview, 29
Italian courses, 167-169
Italian culture,

interdepartmental major, 169-170

Japanese, 170-171
Jewett Arts Center, 11
Jewish studies,

interdepartmental major, 171-172
Jobs,

notices, 24

recruiting, 24

work-study, 46
Junior year abroad, 65

Konstanz, West German)', 65

Language studies,

interdepartmental major, 173-174
Latin courses, 152-154
Law school, preparation for, 55
l^ave of absence, 62
Library

Margaret Clapp, 12

science, 10
Literature in translation, 248-249
Loans, 46

280 Index

Major, 56-57

Margaret Clapp library, 12

Margaret C. Ferguson Cireenhoiises, 10

Massachusetts Fainil\ Edueaiioii loan

Program (MFE IP); 44
Massachusetts Institute of leclinology

cross-registration, 63

double degree program, 63-64
Mathematics courses, 175-178

mathematics complement, see

directions for election, 178
Medical insurance, 37
Medical school, preparation for, 56
Medieval /Renaissance studies,

interdepartmental major, 179-180
Mills-Wel!esle> exchange program, 64
Music courses, 181-186

performing music, 185-186

performing organizations, 186-187

National Development Fund Council, 275
Nondiscrimination, policy of, inside back co\er

Observatory, 11
Orchestra, 187

Parent loan plan, 43
Payment plans, 39-42

charts, 41-42

deferred monthly payment plan, 40

payments for financial aid students, 42

prepaid tuition stabilization plan (PTSP), 41

semester plan, 40
Peace Studies Program, 249-250
Perkins loan, 40
Personal expenses, 38
Phi Beta Kappa, 70
Philosophy courses, 187-192
Physical education and athletics courses, 192-194
Physical education facilities, 12
Physics courses, 195-197
Placement examinations, see individual
departments

Political science courses, 197-206
Prepaid Tuition Stabilization Plan (PTSP), 42
Preparation

for engineering, 55

for law school, 55

for medical school, 56
Presidents, 265
President's house, 14
Prizes, academic, 72-74
Professors emeriti, 264-265
Psychobiology,

interdepartmental major, 206
Psychology courses, 207-212

Radio station, 16
Readmission, 62
Recommendations, 25
Recruiting, 24
Refund policy, 38
Registration for courses, 60-61
Regular decision, 30

Religion courses, 212-219

Religious resources. 19

Repayment of loans frt)m the College, 46

Rec|uired studies

exemption from, 58-59
Required withdrawal, 62
Requirements

admission, 28-29

bachelor of arts, 53

distribution, 53-54

exemptions, 58-59

foreign language, 54-55

other, 55

writing, 55
Research or individual studv, 59
Residence halls, 17-18
Resources and facilities, 10-14
Room retainer payment, 38
ROTC, 47
Russian courses, 220-221

Schneider College (Center, 13

Scholarships and fellowships, 25, 50-52

Scholastic aptitude and achievement tests, 29-30

Science Center, 10

Semester payment plan, 40

SHARE loan, 43

Sigma Delta Pi, 70

Sigma Xi, 71

Simpson Infirmary, 14

Slater International Center, 13

Slater scholarships, 65

Society houses, 14

Sociology courses, 222-226

sociology complement, see

directions for election, 226
Spanish courses, 226-230
Special academic programs, 63-66

community involvement, 66

cross-registration, Brandeis University, 64

cross-registration, MIT, 63

directions for election, 75

first year student-sophomore colloquia, 63

study abroad, 65

summer internships, 66

summer study abroad, 65-66

Twelve College exchange program, 64

Wellesley double degree program, 63-64

Wellesley-Mills exchange program, 64

Wellesley-Spelman exchange program, 64
Special fees and expenses, 37
Special students

admission, 32

fees and refunds, 39
Spelman-Wellesley exchange program, 64
Sports facilities, 12
Stecher scholarships, 65-66
Student activity fee, 36
Student center, 13
Student government, 21-23

college government, 22

confidentiality of student records, 22-23

directory information, 23

honor code, 21
Student health and insurance program, 37

Index 281

Student life, 16-26 Women s research center, 14

see career center Women s studies,

see geographic distribution interdepartmental major, 236-240

see student government ^)°''^' "^^ -iaa 94c

see student residences and resources Writing program, 240-245

see summary of students Writing requirement, 55

Student records, confidentiahty of, 22-23 v^ ^Li . io

Student residences and resources, 17-20
College health service, 20
counseling and advising resources, 19
religious resources, 19, 24
residence halls, 17-18
Students
foreign and transfer, 33-34
geographic distribution, 26
summary of, 25
Studio art courses, 93-95
Study abroad, 65-66
junior year, 65
summer, 65-66
Summary of students, 25
Summer
internships, 62
school credit, 59
study abroad, 65-66

Technology studies program, 231-232
Theatre studies courses, 233-234
Theatre studies,

individual major, 235-236
Town tuition grants, 47
Transcripts and grade reports, 60
Transfer students,

admission, 34

financial aid, 47
Travel instructions, 275
Trustees

alumnae, 274

board of, 266

emeriti, 267
Trustee scholarships, 71
Tuition

see payment plans
Twelve College exchange program, 64

Urban politics summer internship program, 66
U.S. citizens living abroad, 32

Visitors, 4

Voluntary withdrawal, 62

Waddell scholarships, 65-66

Washington summer internship program, 66

Wellesle) College Center for Research on

Women, 14
Wellesley College Club, 14
Wellesley double degree program, 63-64
Wellesley-Mills exchange program, 64
Wellesley Parent Loan Plan (WPLP), 43
Wellesley-Spelman exchange program, 64
Welleslev Students' Aid Society, 47
Withdrawal

required, 62

voluntary, 62

282 Index

Travel Instructions

IF YOU DRIVE

From the West:

Take the Massachusetts Turnpike to the Weston I'xit
(Exit #14). Then go south on Route 128 for one-half
mile to the Route 16 Exit. Follow Route 16 West to the
entrance to the College, opposite the golf course (you
will dri\e through the Town of Wellesley).

From the East:

Take the Massachusetts Turnpike to the West New-
ton Exit (Exit #16). Follow the above directions from
Route 16 West.

From the North:

Take Route 128 South to Route 16 West Exit (Exit
#22a/22). Follow the above directions from Route
16 West.

From the South:

Take Route 128 North to the Route 16 West Exit (Exit
#22). Follow the above directions from Route 16 West.

IF YOU ARRIVE BY PLANE

MBTA (subway). Take the Shuttle Bus (free) at the ter-
minal to the Airport MBTA stop, then take
an inbound Blue Line car to Government Center
(60c). Go upstairs and change to a car marked
"RI VERSIDE-D" on the Green Line. Get off at Wood-
land (the second to last stop).

From Woodland you have two options:

1. Take the Marathon Lines bus (SI. 50) marked
"Framingham Local" (there is regular service from
Woodland) and ask the driver to let you off at

Wellesley College. The bus will stop in front of
Cazenove Hall, a short walk from Green Hall.

2. Take a taxi (approximately $8. .50). If necessary,
call Wellesley Community Taxi at 235-1600.

Allow about two hours for the trip to the College from
the Airport by public transportation. Be sure to have
plenty of change! Exact fare is required on bus and
subway systems.

Taxi

The taxi cost from Logan Airport is approximately
$30.00 including tolls if you call Wellesley Commu-
nity Taxi at 235-1600 when you arrive. There is a
small additional charge when more than three peo-
ple share a cab. The Community Taxi Service runs
from approximately 5:30 a.m. to 11:00 p.m. Other
taxis may charge different rates.

IF YOU ARRIVE BY TRAIN

Get off at South Station. Take the Red Line to Park
Street (60C ). Change to a car marked "RIVERSIDE-
D" on the Green Line and follow the above directions
from Woodland to the College.

IF YOU ARRIVE BY BUS

Greyhound, Trailways &C Peter Pan

Get off the bus at the RIVERSIDE terminal (a stop
prior to Boston). From there, take a taxi to the Col-
lege (approximately S8.50). If necessary, call for a cab
at Wellesley Community Taxi at 235-1600.

All prices quoted are subject to change.

Miles

0 1

"-^it^

^^ ' 4>Logan^

^^^ Airport

B().ston

93_128

Travel Instructions 283

^ c ^

Wellesley College admits students, without
regard to race, color, religion, or national
origin, to all the rights, privileges, pro-
grams, and activities generally accorded or
made available to students at the College.
The College does not discriminate on the
basis of race, color, religion, national ori-
gin, or sexual orientation, in administration
of its educational policies, scholarship and
loan programs, athletic and other college-
administered programs or in its employment
policies.

Wellesley College, as an independent, un-
dergraduate educational institution for
women, does not discriminate on the basis
of sex against its students in the educational
programs or activities which it operates,
and does not discriminate on the basis of
sex in its employment policies, in compli-
ance with Title IX of the Education Amend-
ments of 1972, nor does the College
discriminate on the basis of handicap in vio-
lation of Section 504 of the Rehabilitation
Act of 1973.

September 1987 20M

Wellesley College Bulletin
Wellesley, Massachusetts 02181

Second Class Postage

Paid at Boston, Massachusetts

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