SWARTHMORE i» 1979 1980 * .CO LLEG E XIBUAIO& PLEASE USE IN THE LIBRARY: . SWARTHMORE COLLEGE BULLETIN CATALOGUE ISSUE I. ■ 1979-1980 I— Volume LXXVII ■ Number 1 ■ September 1979 D IRECTIO N S FO R C O R R ESPO N D EN C E SWARTHMORE COLLEGE, SWARTHMORE, PA 19081 Theodore Friend, President ACADEMIC POLICY Harrison M. Wright, Provost ADMISSIONS, SCHOLARSHIPS, AND Robert A. Barr, Jr., CATALOGUES Dean o f Admissions RECORDS AND TRANSCRIPTS Jane H. Mullins, Registrar FINANCIAL INFORMATION Lawrence L. Landry, Vice President Lewis T. Cook, Jr., Associate Vice President — Business Affairs Caroline Shero, Controller CAREER PLANNING AND PLACEMENT Judith Kapustin Katz, Director ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS Kendall Landis, Vice President EQUAL OPPORTUNITY INFORMATION Phyllis M. Teitelbaum, Equal Opportunity Officer GENERAL INFORMATION Maralyn Orbison Gillespie, Associate Vice President and Director o f Information Services GENERAL COLLEGE POLICY Swarthmore College does not discriminate in education or employment on the basis of sex, race, color, age, religion, national origin, or handicap. This policy is consistent with relevant governmental statutes and regulations, including those pursuant to Title IX of the federal Education Amendments of 1972 and Section 504 of the federal Rehabilitation Act of 1973. The S w a r t h m o r e C o l l e g e B u l l e t in (USPS 530-620), of which this is Volume LXXVII, number 1, is published twice in November and once in September, December, January, May, and July by Swarthmore College, Swarthmore, PA 19081. Second-class postage paid at Swarth­ more, PA 19081 and additional mailing offices. Postmaster: send address changes to S w a r t h m o r e C o l l e g e B u l l e t in , Swarthmore, PA 19081. COVER: View of Campus from Sharpies Dining Hall. Photographs by Elizabeth Burchard ’81, Walter Holt, Martin Natvig, and Bob Wood. (Printed in U.S.A.) _ , S c o a rth L O S \ 2 lo . C3 n i 5/s& TABLE OF CONTENTS CALENDAR 5 INTRODUCTION 9 EDUCATIONAL RESOURCES 11 ADMISSION 21 EXPENSES 26 FINANCIAL AID 29 COLLEGE LIFE 47 STUDENT COMMUNITY 52 EDUCATIONAL PROGRAM 59 FACULTY REGULATIONS 76 DEGREE REQUIREMENTS 81 AWARDS AND PRIZES 83 FELLOWSHIPS 86 COURSES OF INSTRUCTION 88 Art 90 Asian Studies 97 Astronomy 99 Biology 101 Black Studies 107 Chemistry 108 Classics 112 Economics 118 Education 124 Engineering 127 English Literature 136 History 146 International Relations 154 Linguistics 155 Literature 157 Mathematics 158 Medieval Studies 165 Modern Languages and Literatures 167 Music 180 Philosophy 186 Physical Education and Athletics 191 Physics 193 Political Science 198 Psychology 204 Public Policy 210 Religion 212 Sociology and Anthropology 218 THE CORPORATION and BOARD OF MANAGERS 228 ALUMNI OFFICERS and COUNCIL 231 FACULTY 232 ADMINISTRATION 247 VISITING EXAMINERS 253 DEGREES CONFERRED 254 AWARDS AND DISTINCTIONS 258 ENROLLMENT STATISTICS 260 INDEX 261 PLAN OF COLLEGE GROUNDS 262 DIRECTIONS FOR REACHING THE COLLEGE Inside back cover 483964 1979 1980 ip split SEPTEMBER SUM tUES W ED 1 - .2 -, /3;k0 '5 6 7 8 1 0 9 m: 12. 13 14 15 . 16 17 18 19 20 21 22 t i l 24 2 5 :26 27 28 29 30 J||| ||f|S i s i OCTOBER SUM Mm:iW Eft THO- 'tri; .sàKv W 2 3 w$. 5 6: 1:7"' 8 fm 11 12 13: 14:is Wmvm'18 19 201 21 22 23 24 i25 26 27 28 29 .30.;3X MON TUO FRI SÀI MON 10 NOVEMBER ED- THU SUN roes;- W ?1 'Z : 3 5 ; 14 .6 TO 8 9 10 a 12 13 14 15 16 17 18 19 20 m '■-li': 23 24 ||||| 26 27 28 .29 30 MON FRI :sun 2 -3 ■9 10 16 M: ¥23-. 24 '.'30; 31 SAT DECEMBER 'W EIT' ERI 1 4 ' 5‘' M 71 8 m 12 13 14 15 18 ,19 20 21 22 25 26 27 28 29 MON TUES' SAT MAY SUN MON TUE WED THU SAT 5 2 3 4 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 TUE WEO THU SAT 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 MON TUE WED THU SAT 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 6 13 20 27 MON 6 13 20 27 WED THU FRI SAT 1 2 3 4 5 9 1 0 11 12 16 17 18 19 23 24 25 26 28 29 30 22 FEBRUARY THU FRI SAT SUN MON ■TUÉT . 2 -Si3;: 8 9 10 15 16 17 22 23. m m WED THU FRI SAT 1 2 3 4 5 7 8 14 15 9 1 0 11 12 16 17 18 19 23 24 25 26 28 29 30 31 22 MON TUE SUN 1 8 1 15 22 29 AUGUST SUN WED THU TUE WED THU SAT MON TUE WED THU SAT MON TUE WED THU SAT MON TUE WED THU 14 21 28 $0N MON tuÈ :wéo 1 : 5 6 >7 8 12 13". 14 a s 20 21 22 w ; 2€i g i g 28 ,29 FRI SAT| 2 9 10 --1T0 16 17 18 23 2 4 30 SUN MON TUE iilii iil É 4 10 n 12 17 18 19 24 25, 26 31 WED TDU FRI :m .13 20 27 SAT w z m m 8 9 l 14 15 21 22 28 29 16 23 30 . SUN MON m i ' WED 1 2 1 7 9 10 8 14 15 16 17 21 22 23 24 28 29 30 THO 4 11 18 25 FRI SAI -5:' 6 12 13 19 20 26 27 THÙ 2 9 16 23 30 FRI 3 ' 10 17 24 31 SAT 4 11 18 25 SUN MON TUE WED THU FRI :2 9 16 23 30 7 14 21 28 SAT 1 8 15 22 29 JULY FRI SAT 1 3 4 5 6 7 8 2 15 14 11 12 13 9 10 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SUN FRI 4. 6 1& 12 13 t a 19 20 25 2 6 27 JUN E FRI 1 2 3 4 5 8 9 10 11 6 7 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SUN FRI SAT 6 13 14 2Ó '2 i •: 27: 28 MAY FRI 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SUN THU <5, 12 19 26 A P R IL FRI 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MON WEO 4 ill 18 25 MARCH WED ;thu. MON :TOE 2 io 9 16 17 23 24 30. '•'.31 SuN MÓN TUE WED 1 5 6 7 8 12 13 14 15 19 2 0 21 22 ;-:2'6; 27 28 29 DECEMBER TUE 7 8 14 15 21 WED TUE 21 APRIL MON TUE NOVEMBER FRI 1 SUN SUN MON: tue WED Thu fft.i SAT 1 12 3 4 5 :v6- - : i y 8 9 ..io 11 12 13 14 15 16 17 18 19 20 21: 22 2 3 24 25 26 28 29 w M m JULY SUN MARCH MON SAT OCTOBER FRI 1 SUN FRI 7 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 FEBRUARY MON THU JUNE SUN SUN FRI 1 SUN JANUAR Y WED SEPTEMBER JANUARY MON TUE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1980 SUN 1981 AUGUST FRI SAT 1 2 3 5 4 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 3 10 17 24 31 4 m 18 25 5 12 19 26 6 13 20 27 College Calendar 1979 September 5-9 September 7 September 8 September 10 September 28-29 November 16 November 26 Nov. 30 — Dec. 1 December 7 December 10-14 December 14 December 15 December 17 December 21 December 22 1980 January 14 February 22-23 February 29 March 10 April 21-25 April 25 April 25-26 April 28 May 3 May 3 May 10 May 13-14 May 14 May 15-17 May 23-24 May 25 May 26 May 31 Fall Semester Freshman placement days Meeting of Honors candidates Registration Classes and Seminars begin Meeting of the Board of Managers Thanksgiving vacation begins, 6:00 p.m. Thanksgiving vacation ends, 8:30 a.m. Annual meeting of the Board of Managers Enrollment for spring semester Reading period (at option of instructor) Classes end Meeting of Honors candidates Midyear examinations begin Seminars end Midyear examinations end Spring Semester Classes and Seminars begin Meeting of the Board of Managers Spring vacation begins, 6:00 p.m. Spring vacation ends, 8:30 a.m. Reading period (at option of instructor) Classes and Seminars end Meeting of the Board of Managers Enrollment for fall semester Written Honors examinations begin Course examinations begin Course examinations end Senior comprehensive examinations Written Honors examinations end Oral Honors examinations ' Meeting of the Board of Managers Baccalaureate Day Commencement Day Alumni Day 5 — Va V. I INTRODUCTION TO SWARTHMORE COLLEGE EDUCATIONAL RESOURCES President Friend, and Students INTRODUCTION TO SWARTHMORE COLLEGE Swarthmore College, founded in 1864 by members of the Religious Society of Friends as a co-educational institution, occupies a campus of more than 300 acres of rolling wooded land in and adjacent to the borough of Swarthmore in Delaware County, Pennsylvania. It is a small college by deliberate policy. Its present enrollment is about 1270 men and women students. The borough of Swarthmore is a residential suburb within half an hour’s commuting distance of Philadelphia. College students are able to enjoy both the advantages of a semi-rural setting and the opportunities offered by Philadelphia. The College’s location also makes possible cooperation with three nearby institutions, Bryn Mawr and Haverford Colleges and the University of Pennsylvania. OBJECTIVES AND PURPOSES In accordance with the College’s Quaker tradition, Swarthmore students are expected to prepare themselves for full, balanced lives as individuals and as responsible citizens through exacting intellectual study supplemented by a varied program of sports and other extra­ curricular activities. The purpose of Swarthmore College is to make its students more valuable human beings and more useful members of society. While it shares this purpose with other educational institutions, each school, college, and university seeks to realize that purpose in its own way. Each must select those tasks it can do best. By such selection it contributes to the diversity and richness of educational opportunity which is part of the American heritage. VARIETIES OF EDUCATIONAL EXPERIENCE Education is largely an individual matter, for no two students are exactly alike. Some need detailed help, while others profit from considerable freedom. The Course and External Examination (Honors) Programs are designed to give recognition to this fact. They provide alternative systems of instruction for students during their last two years. Both seek to evoke the maximum effort and development from IN TRO D U C TIO N each student, the choice of method being determined by individual need and capacity. The Honors Program in which Swarthmore pio­ neered, provides an enriching and exciting intellectual experience. It has as its main ingredients close association with faculty members, often in small seminars, concentrated work in various fields of study, and maximum latitude for the development of individual responsibility. Within the Course Program, options for independent study and interdisciplinary work offer opportunities for exploration and develop­ ment over a wide range of individual goals. These opportunities typically include considerable flexibility of program choices from semester to semester, so that academic planning may be responsive to the emerging needs of students. THE RELIGIOUS TRADITION Swarthmore College was founded by members of the Religious Society of Friends, and it seeks to illuminate the life of its students with the spiritual principles of that Society. Although it has been non­ sectarian in control since the beginning of the present century, and although the children of Friends compose a minority of the student body, the College seeks to preserve the religious traditions out of which it grew. The essence of Quakerism is the individual’s responsibility for seeking truth and for applying whatever truth he believes he has found. As a way of life, it emphasizes hard work, simple living, and generous giving; personal integrity, social justice, and the peaceful settlement of disputes. The College does not seek to impose on its students this Quaker view of life, or any other specific set of convictions about the nature of things and the duty of man. It does, however, encourage ethical and religious concern about such questions, and continuing examination of any view which may be held regarding them. TRADITION AND CHANGE A college draws strength from tradition, and energy from the necessity of change. Its purposes and policies must respond to new conditions and new demands. By being open to change, Swarthmore tries to provide for its students, by means appropriate to the times, the standard of excellence it has sought to maintain from its founding. - 10 - | EDUCATIONAL RESOURCES The primary educational resources of any college are the quality of its faculty and the spirit of the institution. Financial as well as physical resources play an important supportive role. THE ENDOWMENT The educational resources at Swarthmore College have been provided by gifts and bequests from many alumni, foundations, corporations, parents and friends. In addition to unrestricted gifts for the operating budget, these donors have contributed funds for buildings, equipment, collections of art and literature, and permanently endowed professor­ ships, scholarships, awards, book funds and lectureships. Their gifts to Swarthmore have not only provided the physical plant, but also have created an endowment fund of more than $68,000,000 at market value on February 1979. Income from these funds during the academic year 1977-78 contributed approximately $2,182 to meet the total expense of educating each student, and thus accounted for 27% of the College’s educational and general income. The College’s ability to continue to offer a high quality of education at a reasonable level of tuition depends on continuing voluntary support. Swarthmore seeks additional gifts and bequests for its current operations, it permanent endowment, and its capital development programs to maintain and strengthen its resources. The Vice President in charge of development will be pleased to provide information about various forms of gifts: bequests, outright gifts of cash or securities, real estate or other property, and deferred gifts through charitable remain­ der trusts and life income contracts in which the donor reserves the right to the annual income during his or her lifetime. PHYSICAL FACILITIES Laboratories, well equipped for undergraduate instruction and in some cases for research, exist in physics, chemistry, zoology, botany, psychology, astronomy, and in civil, mechanical and electrical engin­ eering. The Sproul Observatory, with its 24-inch visual refracting telescope, is the center of much fundamental research in multiple star systems. The Edward Martin Biological Laboratory provides facilities 11 EDUCATIONAL RESOURCES for work in zoology, botany, and pre-medical studies. The Pierre S. duPont Science Building provides accommodations for chemistry, mathematics, and physics. Beardsley and Hicks Halls contain the engineering laboratories, including a computer laboratory equipped with a DEC PDP 11/40 system with disc storage and laboratory peripherals. Papazian Hall provides facilities for work in psychology, and for the engineering shops. The Arts Center contains the Paul M. Pearson Experimental Theatre and studios for various arts and crafts. The Florence Wilcox Gallery for art exhibitions is located in Commons on the second floor of Parrish Hall. The Eugene M. and Theresa Lang Music Building, opened in 1973, contains an auditorium seating approximately 500, the Daniel Under­ hill Music Library, classrooms, practice and rehearsal rooms, and an exhibition area. It is the central facility for the program of the Music Department and for musical activities at the College. The Computer Center, located in Beardsley Hall, is equipped with an IBM 1130 computer, several IBM 5100 portable computers with APL, and appropriate supporting equipment as well as terminals for either remote job entry or interactive computing in APL with an IBM 370/168 facility. All systems are available to students and faculty for instruction and research. The Center fo r Social and Policy Studies in Beardsley Hall is closely related to the Computer Center. It is intended to encourage interacion and a common focus among departments, especially the social and natural sciences, engineering, and mathematics, in empirical work on social and policy issues. It facilitates student and faculty work and supports the concentration in Public Policy through its physical facilities, data archives, program of events and by making available statistical consulting to students and faculty. The Language Laboratory in Beardsley Hall, made possible by a contribution from the James Foundation of New York, provides stations for 24 students and has the equipment for effective use in language teaching. The Thomas B. annd Jeannette E. L. McCabe Library contains reading rooms, offices and the major portion of the College library collection. Total College library holdings amount to 530,000 volumes. Some 20,000 volumes are added annually. About 2,300 periodicals are received regularly. The general collection is housed in the library it- 12 — EDUCATIONAL RESOURCES building, situated on the front campus. The Science Libraries (DuPont, Martin and Observatory) house some 46,000 books and journals in chemistry, engineering, mathematics and physics. The Daniel Under­ hill Music Library contains about 11,500 books and scores, 6,800 recordings, and listening equipment. A small collection of relevant material is housed in the Black Cultural Center. The library is definitely a collection of books and journals for undergraduate use. The demands of reading for Honors, however, make necessary the provision of large quantities of source material not usually found in collections maintained for undergraduates. It is a point of library policy to try to supply, either by purchase or through inter-library loan, the books needed by students or members of the faculty for their individual research. SPECIAL COLLECTIONS The library contains certain special collections — the British Ameri­ cana collection, the Wells Wordsworth and Thomson collections, the Auden collection, the Bathe collection of the history of technology and a collection of the publications of 650 private presses. A number of special features enrich the academic background of the College. Among these are the following: The Friends Historical Library, founded in 1871 by Anson Lapham, is one of the outstanding collections in the United States of manuscripts, books, pamphlets, and pictures relating to the history of the Society of Friends. The library is a depository for records of Friends Meetings belonging to Baltimore, Philadelphia, and other Yearly Meetings. More than 3,200 record books, dating from the 1680’s until the present, have been deposited. Additional records are available on microfilm. The William Wade Hinshaw Index to Quaker Meeting Records lists material of genealogical interest. Special collections include materials on various subjects of Quaker concern such as abolition, Indian rights, utopian reform, and the history of women’s rights. Notable among the other holdings are the Whittier Collection (first editions and manuscripts of John Greenleaf Whittier, the Quaker poet), the Mott manuscripts (over 400 autographed letters of Lucretia Mott, antislavery and women’s rights leader), and the Hicks manuscripts (more than 300 letters of Elias Hicks, a prominent Quaker minister). The library’s collection of books and pamphlets by and about Friends numbers approximately 30,000 volumes. About 100 Quaker periodicals are currently received. There is also an extensive collection of photo- 13 — EDUCATIONAL RESOURCES graphs of meetinghouses and pictures of representative Friends, as well as a number of oil paintings, including two versions of “The Peaceable Kingdom” by Edward Hicks. It is hoped that Friends and others will consider the advantages of giving to this library any books and family papers which may throw light on the history of the Society of Friends. The Swarthmore College Peace Collection is of special interest to research students seeking the records of the peace movement. The personal papers of Jane Addams of Hull-House, Chicago, (approxi­ mately 10,000 items) formed the original nucleus of the Collection (1930). Over the years other major collections have been added including the papers of Devere Allen, Emily Greene Balch, Julien Cornell, Homer Jack, Lucy Biddle Lewis, A. J. Muste, Lawrence Scott, William Sollmann, E. Raymond Wilson, and others, as well as the records of the American Peace Society, A Quaker Action Group, Another Mother for Peace, Fellowship of Reconciliation, Friends Committee on National Legislation, Lake Mohonk Conferences on International Arbitration, National Interreligious Service Board for Conscientious Objectors, National Council for Prevention of War, National Council to Repeal the Draft, SANE, War Resisters League, Women’s International League for Peace and Freedom, World Confer­ ence of Religion for Peace, and many others. The Peace Collection serves as the official repository for the archives of many of these organizations, incorporated here in 6,400 document boxes. The Collec­ tion includes a library of 6,100 volumes and files of 1,200 peace periodicals published in the United States and abroad over the past 150 years; approximately 250 periodicals in eleven language are currently received from twenty-one countries. A more nearly complete description of the Collection will be found in the Guide to the Swarthmore College Peace Collection, published by the College and available on loan. The Potter Collection o f Recorded Literature, established in 1950 with accumulated income from the William Plumer Potter Public Speaking Fund, includes a wide variety of recorded poetry, drama and prose. Among the 880 titles on disc and tape are contemporary writers reading from and discussing their works; full length versions of Shakespearean plays and other dramatic repertoire; the literature of earlier periods read both in modern English and in the pronunciation of the time; British and American ballads; lyrical verse in musical settings; and recordings of literary programs held at Swarthmore. These materials are used as adjuncts to the study of literature. The collection is housed in the McCabe Library. 14 EDUCATIONAL RESOURCES The Betty Dougherty Spock Memorial Fund, established through the generosity of friends of the late member of the Class of 1952, provides income for the purchase of dramatic recordings. These are kept with the Potter Collection. SPECIAL FUNDS AND LECTURESHIPS The William J. Cooper Foundation provides a varied program of lectures and concerts which enriches the academic work of the College. The Foundation was established by William J. Cooper, a devoted friend of the College, whose wife, Emma Mcllvain Cooper, served as a member of the Board of Managers from 1882 to 1923. Mr. Cooper bequeathed to the College the sum of $100,000 and provided that the income should be used “in bringing to the college from time to time eminent citizens of this and other countries who are leaders in statesmanship, education, the arts, sciences, learned professions and business, in order that the faculty, students and the college community may be broadened by a closer acquaintance with matters of world interest.” Admission to all programs is without charge. The Cooper Foundation Committee works with the departments and with student organizations in arranging single lectures and concerts, and also in bringing to the College speakers of note Who remain in residence for a long enough period to enter into the life of the community. Some of these speakers have been invited with the understanding that their lectures should be published under the auspices of the Foundation. This arrangement has so far produced eighteen volumes. The Arthur Hoyt Scott Horticultural Foundation. About three hundred twenty-five acres are contained in the College property, including a large tract of woodland and the valley of Crum Creek. Much of this tract has been developed as a horticultural and botanical collection of trees, shrubs and herbaceous plants through the provisions of the Arthur Hoyt Scott Horticultural Foundation, established in 1929 by Mrs. Arthur Hoyt Scott and Owen and Margaret Moon as a memorial to Arthur Hoyt Scott of the Class of 1895. The plant collections are designed both to afford examples of the better kinds of trees and shrubs which are hardy in the climate of Eastern Pennsylvania and suitable for planting by the average gardener, and to beautify the campus. All collections are labeled and recorded. There are exception­ ally fine displays of hollies, Japanese cherries, flowering crab apples, 15 9 EDUCATIONAL RESOURCES magnolias and tree peonies, and a great variety of lilacs, rhododendrons, azaleas, and daffodils. Many interested donors have contributed generously to the collections. The Foundation offers horticultural educational programs to the general public and an extracurricular course in horticulture to Swarthmore students. These workshops, lectures and classes are designed to cover many facets of the science/art called gardening. Special programs have been prepared to acquaint the youth of the area with the significance of plants with classes from local elementary schools coming to the campus to receive instruction in plants and their relationship to people. Tours are conducted throughout the year for college people and interested public groups. Aiding the Foundation’s staff, in all of its efforts are the “Associates of the Scott Horticultural Foundation.” This organization provides not only financial support but also assistance in carrying out the myriad operations which make up the Foundation’s total program, such as public lectures and bus tours to other gardens. The Associates’ newsletter, Hybrid, serves to publicize their activities and provides upto-date information on seasonal gardening topics. The Boyd and Ruth Barnard Fundfor the Advancement o f Music at Swarthmore was established in 1964 by two graduates of the College, Mr. and Mrs. Boyd T. Barnard of Rosemont, Pennsylvania. The fund has been augmented by the 50-year class gifts from the classes of 1917 and 1919, and other friends. The income from the fund may be used for any activity that contributes to the advancement of music at the College. It has been used, for example, for concerts on the campus, for the purchase of vocal and orchestral scores and other musical literature, and to provide scholarship for students in the Department of Music who show unusual promise as instrumentalists or vocalists. The Gene D. Overstreet Memorial Fund, given by friends in memory of Gene D. Overstreet (1924-1965), a member of the Political Science Department, 1957-1964, provides income to bring a visiting expert to the campus to discuss problems of developing or modernizing nations and cultures. The Benjamin West Lecture, made possible by gifts from members of the class of 1905 and other friends of the College, is given annually on some phase of art. It is the outgrowth of the Benjamin West Society which built up a collection of paintings, drawings, and prints, which are exhibited, as space permits, in the college buildings. The lecture — 16 EDUCATIONAL RESOURCES owes its name to the American artist, who was born in a house which stands on the campus and who became president of the Royal Academy. The Swarthmore Chapter o f Sigma Xi lecture series brings eminent scientists to the campus under its auspices throughout the year. Local members present colloquia on their own research. — 17 — ter-í II ADMISSION EXPENSES FINANCIAL AID ADMISSION Inquiries concerning admission and applications should be addressed to the Dean of Admissions, Swarthmore College, Swarthmore, Penn­ sylvania 19081. GENERAL STATEMENT In the selection of students the College seeks those qualities of character, social responsibility, and intellectual capacity which it is primarily concerned to develop. It seeks them, not in isolation, but as essential elements in the whole personality of candidates for admission. Selection is important and difficult. No simple formula will be effective. The task is to choose those who give promise of distinction in the quality of their personal lives, in service to the community^ or in leadership in their chosen fields. Swarthmore College must choose its students on the basis of their individual future worth to society and of their collective realization of the purpose of the College. It is the policy of the College to have the student body represent not only different parts of the United States but many foreign countries, both public and private secondary schools, and various economic, social, religious, and racial groups. The college is also concerned to include in each class sons and daughters of alumni and of members of the Society of Friends. Admission to the freshman class is normally based upon the satisfactory completion of a four-year secondary school program. Under some circumstances, students who have virtually completed the normal four-year program in three years will be considered for admission, provided they meet the competition of other candidates in general maturity as well as readiness for a rigorous academic program. All applicants are selected on the following evidence: 1, Record in secondary school. 2. Recommendations from the school principal, headmaster, or guidance counselor, and from two teachers. — 21 — ADMISSION 3. Scores in the Scholastic Aptitude Test and in three Achievement Tests of the College Entrance Examination Board. 4. A brief essay (subject specified). 5. Reading and experience, both in school and out. Applicants must have satisfactory standing in school, in aptitude and achievement tests, and strong intellectual interests. Other factors of interest to the College include strength of character, promise of growth, initiative, seriousness of purpose, distinction in personal and extra-curricular interests, and a sense of social responsibility. The College values the diversity which varied interests and backgrounds can bring to the community. PREPARATION Swarthmore does not require a set plan of secondary school courses as preparation for its program. The election of specific subjects is left to the student and his school advisers. In general, however, preparation should include: 1. Accurate and effective use of the English language in reading, writing, and speaking. 2. Comprehension and application of the principles of mathematics. 3. The strongest possible command of one or two foreign languages. The College encourages students to study at least one language for four years, if possible. 4. Substantial course work in (a) history and social studies, (b) literature, art and music, (c) the sciences. Variations of choice and emphasis are acceptable although some work in each of the three groups is recommended. Those planning to major in engineering should present work in chemistry, physics, and four years of mathematics including algebra, geometry, and trigonometry. APPLICATIONS AND EXAMINATIONS Application to the College may be submitted through one of three plans: Regular Admission, Fall Early Decision, or Winter Early Decision. Applicants follow the same procedures, submit the same supporting materials, and are evaluated by the same criteria under each plan. — 22 — ADMISSION The Regular Admission plan is designed for those candidates who wish to keep open several different options for their undergraduate education throughout the admissions process. Applications under this plan will be accepted at any time up to the February 1 deadline. The two Early Decision plans are designed for candidates who have thoroughly and thoughtfully investigated Swarthmore and other col­ leges and found Swarthmore to be an unequivocal first choice. The Winter Early Decision plan differs from the Fall Early Decision plan only in recognizing that some candidates may arrive at a final choice of college later than others. Early Decision candidates under either plan may file regular applications at other colleges with the understanding that these applications will be withdrawn upon admission to Swarth­ more; however, one benefit of the Early Decision plans is the reduction of cost, effort, and anxiety inherent in multiple application procedures. Application under any of the three plans must be accompanied by a non-refundable application fee of $20. Timetables for the three plans are: Fall Early Decision Closing date for applications Final date for all supporting materials Notification of candidate November 15 November 30 on or before December 15 Winter Early Decision Closing date for applications Final date for all supporting material Notification of candidate January 4 January 15 on or before February 1 Regular Admission Closing date for applications Final date for all supporting materials Notification of candidate Candidates reply date February 1 February 20 on or before April 15 May 1 Any Early Decision candidate not accepted through either the Fall or Winter will be reconsidered without prejudice among the regular Admission candidates. All applicants for first-year admission are required to take the Scholastic Aptitude Test and three Achievement Tests given by the College Entrance Examination Board. English Composition is required, — 23 — ADMISSION and the other two Achievement Tests should be selected from two different fields. Applicants for Engineering must take one Achievement Test in Mathematics. Application to take these tests should be made directly to the College Entrance Examination Board, Box 592, Princeton, New Jersey 08540. A bulletin of information may be obtained without charge from the Board. Students who wish to be examined in any of the following western states, provinces, and Pacific areas — Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico' Oregon, Utah, Washington, Wyoming, Alberta, British Columbia,' Manitoba, Saskatchewan, Mexico, Australia, and all Pacific Islands including Formosa and Japan r&t should address their inquiries and send their applications to the College Entrance Examination Board, Box 1025, Berkeley, California 94701. Application should be made to the Board at least a month before the date on which the test will be taken. No additional tests are required of candidates for scholarships. All applicants who would like to be considered for any of our scholarships should complete their applications at the earliest possible date. Infor­ mation concerning financial aid will be found on pages 29-44. THE INTERVIEW An admissions interview with a representative of the College is a recommended part of the application process. Applicants should take the initiative in arranging for this interview. Those who can reach Swarthmore with no more than a half day’s trip are urged to make an appointment to visit the College for this purpose.* Other applicants should request the Office of Admissions to arrange a meeting with an alumni representative in their own area. Interviews with alumni representatives take longer to arrange than interviews on campus. Applicants must make alumni interview arrangements well in advance of the final dates of receipt of supporting materials. Arrangements for on-campus or alumni interviews can be made by writing the Office of Admissions or calling 215-447-7300. * Directions for reaching the College can be found inside the back cover of this catalogue. — 24 — ADMISSION ADVANCED PLACEMENT Freshmen may apply for advanced standing or placement in partic­ ular courses if they have taken college level courses and the Advanced Placement Tests of the College Entrance Examination Board. Decisions are made by the departments concerned. Every effort is made to place students in the most advanced courses for which they are qualified. Those freshmen who wish to have courses taken at another college considered for either advanced placement or credit must provide an official transcript from the institution attended as well as written work (papers, examinations), syllabi, and reading lists in order that the course work may be evaluated by the department concerned. Such requests for credit must be made within the freshman year at Swarthmore. APPLICATIONS FOR TRANSFER The College welcomes well qualified transfer students. Applicants for transfer must have had a good academic record in the institution attended and must present full credentials for both college and preparatory work, including a statement of honorable dismissal. They must take the Scholastic Aptitude Test given by the College Entrance Examination Board if this test has not been taken previously. As a general practice, transfer students are not admitted to advanced standing later than the beginning of the sophomore year. Four semesters of study at Swarthmore College constitute the minimum requirement for a degree, two of which must be those of the senior year. Applications for transfer must be filed by April 15 of the year in which entrance is desired. Decisions on these applications are an­ nounced by June. Application for transfer at mid-year must be received by November 15. A limited amount of financial assistance is available for transfer students in their first year at Swarthmore. 25 — EXPENSES TUITION AND FEES For many years actual tuition charges have covered approximately half the educational costs at Swarthmore. The remainder has been covered by endowment income and annual giving. During four years each student currently benefits from a subsidy from these sources of over $12,000. Charges for the academic year 1978-79 (two semesters): General F e e .......................................... Board and R oom ................................................ ’ ^40 2 040 Total Resident Charges . . . . ; ............................... $7 qso While a general charge for board and room is made, this may be divided into $1020 for board and $1020 for room. Approximately $76 of the General Fee of $340 has been designated Student Activity Fee. The balance covers library and laboratory fees, athletic fees, student health services and other items. An advance deposit of $100 is required of all new students in order to reserve a place in college for the coming year. A similar deposit of $100 is required of returning students prior to registration for each semester. These deposits are credited against the bill for tuition, board, and room. Payment of one-half of the total sum is due not later than the first day of classes each semester. Payments received during the first fifteen days after the beginning of classes will be subject to a one per cent late payment fee and any payments received after the fifteen-day period will be subject to a five per cent late payment fee. Bills are mailed before the opening of each term. Payments should be made by check or draft to the order of S w a r t h m o r e C o l l e g e . A student is not a registered student at Swarthmore College, nor on any class roll, until his or her bill is paid. Correspondence about financial matters should be addressed to Miss Caroline Shero, Controller.* * T“!,'!?" ,StUdunt.S are n an educational setting, and to prepare students to be certified for entry into public school teaching. Substantive courses in the Program in E ducation are intended to be integral to the College’s academ ic offerings. The Program s m ost im portant goal is to help students learn to think critically and creatively about the process o f education and the place of education in society. To this end, both its introductory and upper level courses necessarily draw on the distinctive approaches o f Psychology, Sociology, Political Science, Philosophy and History. Because students m ajor in one o f the traditional disciplines, courses in E ducation offer both an opportunity to apply the particular skills o f their chosen i s * to .a new dom ain and to interact with others whose disciplinary approaches mav differ significantly from their own. A competency-based program fo r preparing secondary teachers is offered for students who seek public school certification from th e Com m onwealth of Pennsyl­ vania. Competency is judged by an interdisciplinary com m ittee of the faculty whose members have established criteria for certification in Biology, Chemistry, English French, G erm an, M athem atics, Russian and Social Studies. Individual program s are developed in conjunction with departm ental representatives and members o f the E ducation staff. There is no m ajor in Education. All students seeking certification m ust meet Sw arthm ore College’s general requirem ents for course distribution and a major. R equirements for T eacher C ertification Students planning to seek secondary certification should take Introduction to Education, Educ. 14, by the end of their Sophom ore year and enroll for Practice Teaching and Seminar, Educ. 16 (a double credit course), no earlier than the Spring Semester of their Junior year. In addition, they must complete the following sequence of courses: M • Introduction to Psychology, Psychology 3, or Educational Psychology, Educ. 21 (Educational Psychology required in place o f Introduction to Psychology for students in class o f ’82 and thereafter). • Child Development,Psychology 39; Adolescence, Educ. 23; or Psychological An­ thropology, Sociology-Anthropology 104 (Psychological A nthropology will not fulfill this requirem ent for students in the class o f ’82 and thereafter). • An additional course from the following: a. Educational Psychology, Educ. 21 b. Adolescence, Educ. 23 c. Counseling: Principles and Practices, Educ. 25 124 EDUCATION d. Education and Society, Educ. 47 e. Education in America, Educ. 52 f. Political Socialization and Schools, Educ. 61 g. U rban Education, Educ. 81 h. Special Topics, Educ.91 Students preparing for certification must attain a t least a grade point average of C in courses in their m ajor field o f certification and a grade of C+ or better in Introduction to Education in order to undertake Practice Teaching. In addition, students m ust be recommended by their m ajor departm ent and by their cooperating teacher in Introduction to Education. Placement o f students in schools for Practice Teaching is contingent on successful interviews with members o f the Education Program staff and appropriate secondary school personnel. At present Sw arthm ore College is not authorized by the Com m onwealth o f Penn­ sylvania to certify elementary teachers. However, students taking courses in the Education Program have an opportunity to concentrate their field w ork in an elementary setting and may do practice teaching for credit in an elementary school. Placements for students who do not desire certification are also available in a variety of special education or counseling settings. 14. Introduction to Education. A survey o f issues in education within an interdisci­ plinary framework. In addition to considering the im pact o f individuals such as Dewey, Skinner and Bruner, the course will explore some m ajor economic, historical and sociological questions in American education and discuss alternative policies and programs. The course will give students an opportunity to determine their own interest in preparing to teach, as well as furnish them with first-hand experience in current elementary and secondary school practice. Field work is required. Each sem ester. Travers and Gross. 16. Practice Teaching. Supervised teaching in either secondary or elementary schools, with an accom panying sem inar for curriculum and methods. Double credit. (Single credit practice teaching may be arranged for individuals not seeking certification.) Each sem ester. Travers and Gross. 21. Educational Psychology (also listed as Psychology 21). This course will focus on the psychological dimensions of the learning process in the classroom. Specific issues will include: methods and styles o f learning; student motivation, social and emotional climate of the classroom, role problems of teachers, and individual diagnosis and assessment. Fall sem ester. Gross. 23. Adolescence (also listed as Psychology 23). This course will review recent studies of adolescent development as a basis for establishing a theoretical framework. These, in turn, will be brought to bear on adolescent behavior, especially in schools and other social institutions. There will be an emphasis on the relationship between adolescence as a stage of development and the curriculum and programs of the institutions serving adolescents. The course will include a com ponent of field obser­ vation and research. Spring sem ester. Gross. 25. Counseling: Principles and Practice. An introductory course focusing on theories, techniques and issues in school and agency counseling. Field work, guest lectures, role playing and analysis o f case studies will provide practical inform ation and experience. Recommended for students considering graduate program s in educa­ tional counseling o r those planning to teach or do youth work in an agency setting. Enrollment limited. Fall sem ester. Dickerson. — 125 - EDUCATION 47. Education and Society (also listed as Sociology and A nthropology 47). Classical views o f education and society including Dewey and D urkheim . C om parative study of the functions of schools from the perspective of sociology and anthropology. A mong the topics to be discussed are the relation o f educational institutions to other sectors of society, and the question o f alternatives to schooling in both modernizing and “post-industrial” societies. N o t o ffe re d 1979-80. Bramson. 48. Sociology o f Higher Education (also listed as Sociology-Anthropology 48). This course will explore the theory and practice o f higher education from a sociological point of view. Students, faculty, curriculum, governance and decision-making, nontraditional approaches, and the college and university as key institutions in modern industrial sociey will be the focus of study. Field observation and interviewing at one of the many institutions in the G reater Philadelphia area will represent an im portant com ponent of the course. N o t o ffe re d 1979-80. Bramson. 52. Education in America(also listed as History 52). A history of prim ary, secondary and higher education in America from the European and colonial orgins to the present. The course will consider both theory and practice within the context of American society and culture, and in relation to other agencies of socialization. Prerequisite: Introductory level History course. N o t o ffe re d 1979-80. Bannister. 64. Political Socialization and Schools (also listed as Political Science 64). The course will consider the developm ent of political concepts, attitudes and behavior in students through the period o f form al education. The inter-related but often incon­ sistent influences of family, school, peers, media and critical events in the socio­ political system will be examined; special emphasis will be given to the form al and inform al messages of schooling. Disillusionment and dissent, as responses to the events of the past decade, will be explored. The course will include a com ponent of field research. S p rin g sem ester. Travers. 81. Urban Education. The course will focus on topics o f particular significance to urban educators, including desegregation, school finance, com pensatory education, curricular innovation, comm unity control and teachers’ unions. The current situation in urban schools will be viewed in historical perspective. N o t o ffe re d 1979-80. Travers. 91. Special Topics. W ith the permission of the instructor, qualified students may choose to pursue a topic o f special interest, which for thorough investigation will usually require field work as well as research. Each sem ester. Travers and Gross. 126 ENGINEERING C A R L B A R U S, P ro fe sso r D A V ID L. B O W L E R , Professor% H. SEARL DUNN, P ro fe s so r a n d C h a irm a n M. JOSEPH WILLIS Professorf EDWARD N. KRESCH, A s s o c ia te P ro fe sso r NELSON A. MACKEN, A s s o c ia te P ro fe sso r MAURICE F. ABURDENE, A s s is ta n t P ro fe sso r ARTHUR E. McGARITY, A s s is ta n t P ro fe sso r FREDERICK L. ORTHLIEB, A s s is ta n t P ro fe sso r The professional practice o f engineering requires skill and resourcefulness in applying scienitific knowledge and methods to the solution of engineering problems of ever growing technical complexity. In addition, the role of engineers in our society dem ands that the engineer recognize and take into account the economic and social factors that bear upon technical problems. O ur to tal program supports these needs by providing the student with a broad technical knowledge, together with the foundation of a liberal education. The overall plan leading to a degree of Bachelor of Science with the m ajor in engineering is accredited by the Engineers’ Council for Professional Development. In recent years, an increasing num ber of students have majored in engineering with the purpose of preparing themselves for careers in different areas, e.g. medicine, law, architecture, or business. Furtherm ore, since it is possible with careful planning for an engineering student to carry a dual m ajor, students with strong interests in the hum anities or social sciences can simultaneously pursue two m ajor fields. The D epartm ent’s facilities include a wide range o f laboratories devoted to instruc­ tional purposes and student projects in the areas of electronics, system control, comm unications, instrum entation, strength of materials, solid and structural me­ chanics, fluid mechanics, soil mechanics, and environm ental diagnostics. Supporting these laboratories with on-line d ata acquisition and graphical display is the D epart­ m ent’s com puter laboratory which is equipped with a P D P 11/40 system as well as with smaller digital and analog com puters. Engineering students also have access to the College C om puter Center located in Beardsley Hall. C ourses A vailable to N o n -M a jo rs Courses in the D epartm ent are open to all students with the requisite backgrounds. The D epartm ent offers courses in com puter education for students throughout the College; courses numbered 21 through 26 serve this purpose. A lthough Engineering 6 is primarily for prospective m ajors, other interested students are encouraged to enroll. Engineering 3, 4, Introduction to Engineering Concepts, and Problems in Technology, respectively, are designed chiefly for students n o t contem plating further work in engineering or the natural sciences. Engineering 32 is a group study project t Absent on leave, spring semester, 1980. + Absent on leave, 1979-80 127 - ENGINEERING intended for an interdisciplinary enrollment. Operations Research (56), and Environ­ mental Engineering (68) will also appeal to many students m ajoring in other depart­ ments. Students m ajoring in the physicial sciences or mathematics frequently enroll in advanced engineering courses. Students may m inor in the External Exam ination (H onors) Program in the Engi­ neering D epartm ent by taking appropriately related advanced engineering courses as preparation for external exam inations. Generally the advanced engineering courses require one or more introductory courses as prerequisites. In particular, advanced work in com puter science must be preceded by E24, Numerical Methods. P rogram f o r E ngineering M ajors Educational plans available to engineering students are as follows: (1) F our year Course program s with the major in engineering, with elected concentrations o f study in the professional branches of engineering such as Civil, Electrical, and Mechanical Engineering, and related engineering areas. (2) F our year Course program s with the major in engineering, with elected combinations of study in Biology, Chemistry, Economics, M athematics, Polit­ ical Science, etc. (3) F our year and five year Course program s leading to a double m ajor and two degrees; the B.S. degree in engineering and the B.A. degree in a second academic area. Com pletion o f the double m ajor in four years requires careful planning and students are strongly encouraged to consult frequently with their course advisers in the freshm an and sophom ore years. A candidate for a degree of Bachelor o f Science in Engineering must meet the requirem ents o f the College as well as the requirem ents o f the D epartm ent of Engineering. The general departm ental requirem ents fall into three categories: suc­ cessful completion of a t least (i) twelve engineering courses, (ii) four courses in the sciences including General Physics 3 and 4, to be taken in the freshm an year, and (iii) four courses in mathematics, including M ath 5 and 11 to be taken in the freshman year, and M ath 22 in the sophom ore year. W ithin the D epartm ent, the following core courses are required o f all engineering students: Physical Systems Analysis, Introduction to Fields and C ontinua, Therm o­ dynamics, Experim entation fo r Engineering Design, and Engineering Design. In addition, each student must complete an approved program o f a t least four additional advanced engineering courses,, selected from those numbered 21 or higher. Preparation for the m ajor in the freshman and sophom ore years normally includes Engineering 6 to be taken in the second semester of the first year and Engineering 11, 12 in the second year. In special cases, students with preparation com parable to, but differing from , Engineering 6 and 11 may apply to m ajor in engineering after consultation with the D epartm ent Chairm an. Fields o f C oncentration Each engineering student designs a program with his or her course adviser during the second year. The following suggested plans of study for the last tw o years are listed to indicate the flexibility of choice open to the student. O ther plans may also be arranged. A t least four elected and approved advanced courses in engineering must be included in the program o f the ju n io r and senior years. — 128 ENGINEERING CIVIL ENG IN EERIN G General Civil Engineering Structures Pre-Architecture Sequences in general civil engineering will norm ally include Mechanics of Solids, Struc­ tural Theory & Design, and Civil Engineering Design, with a fourth course chosen from Envi­ ronm ental Engineering, Soil Mechnanics, Wa­ ter Resources, or Fluid Mechanics. ELECTRICA L EN G IN EER IN G General Electrical Engineering Electronics and Inform ation Processing Systems and Control Comm unications M EC H A N ICA L EN G IN EER IN G General Mechanical Engineering Applied Mechanics Thermodynamics and Energy Conversion Fluid Mechanics and Heat Transfer Machine Design Students w ho plan to do work in electrical engineering will norm ally include the following courses in their programs: Circuit Theory, Elec­ tromagnetic Theory, Electronic Circuit Analysis & Design I. The full program may be chosen to emphasize an area of study such as those listed at the left, according to individual interst. Sequences in general mechanical engineering will normally include, in addition to the required engineering core, courses in solid mechanics, fluid mechanics and heat transfer, and auto­ matic control theory. Courses in thermodynam­ ics, applied mechanics, fluids, and heat transfer, can be used to develop such specialized se­ quences as those shown at the left. C O M PU TER EN G IN EER IN G Logic Devices M achine Architecture L aboratory Systems C om puter Science H ardware and Software In addition to the core requirem ents, course work would normally include Digital Logic and Com puter O rganization, along with a selection of courses oriented toward the systems approach, e.g. Systems Theory, Operations Research, and Com m unication Systems; or courses oriented toward com puter software and methodology, e.g. C om puter Systems and Simulation Theory. Courses in mathematics can be used to broaden the theoretical foundation of the program. ENVIRONM ENTAL ENG IN EERIN G Engineering principles applied to solution of environm ental and natural resource problems. Students will normally include, in addition to the required num ber of science and mathematics courses and the engineering core, advanced courses in biology, chemistry, fluid mechanics, heat transfer, water resources, and environmen­ tal engineering, as well as appropriate research and policy oriented courses chosen from economics, and social science courses. E n g in e e r in g 3. Introduction to Engineering Concepts. Designed primarily for those not planning to m ajor in science or engineering, this course is intended to provide some depth of understanding of technlogy and its im pact by examining one or two selected areas. The scientific basis and engineering design principles o f the technology under study will be emphasized. The technological problems studied will shift from year to year, depending on the instructor’s areas of competence and the timeliness of issues in 129 - ENGINEERING various technical fields; for example, biomedical engineering, d ata processing, envi­ ronmental engineering, communications, transportation, energy. Includes laboratory. A strong background in high school mathematics is assumed. This course, along with the com panion course, Problems in Technology, is designed to satisfy the science requirement. Fall sem ester. 4. Problems in Technology. A selective introduction to typical problems that engi­ neers and other decision m akers will be called upon to deal with in the coming decades. Examples are taken from the fields o f structures, energy, and electrical systems. An introduction to experimental problem solving is also included. The use of the com puter is integrated into the course where appropriate. This course is designed for those not planning to m ajor in Engineering. Open to all students with a strong high school mathematics background. S p rin g sem ester. 6. Mechanics. Fundam ental areas of statics and dynamics. Elementary concepts of deformable bodies including stress-strain relations, beam, torsion, and long column theory. L aboratory work is related to experiments on deformable bodies and a spring field engineering project is generally scheduled during laboratory periods. Prerequisite: Physics 3, o r equivalent. S p rin g sem ester. Ur Electrical Science. Behavior of electrical circuits including transient and steady state harm onic excitation. Modeling of active devices. Introduction to semiconductor circuit elements and their use in signal processing. Electromagnetic fields and forces; application to engineering devices such as transform ers and rotating machines. Prerequisite: To be preceded by Physics 4 or equivalent. Fall sem ester. 12. Physical Systems Analysis. The study o f physical phenom ena and sytems which may be represented to a good degree of approxim ation by a linear model or a lum ped-param eter pictorial model. The form ulation o f the mathem atical model from basic physical laws and the treatm ent of the ordinary differential equations resulting therefrom . Emphasis will be placed upon the unity resulting from the m athem atical representation for many types of physical systems: mechanical, electri­ cal, electromechanical, therm al, etc. Techniques o f analysis will include classical solution of differential equations including power series solutions, and also solution by Laplace transform m ethods. Transient and steady state response, frequency response, pole-zero concepts, notions o f stability, and energy considerations. Analog and digital com putation will be used extensively. Includes laboratory. Prerequisite: E l l , or equivalent. S p rin g sem ester. 21. Digital Logic. An introduction to the theory and design of digital logic circuits. Following a discussion of num ber systems and Boolean algebra, m inim ization and realization techniques are studied for com binational systems. The latter part of the course will be concerned with the treatm ent of sequential systems. Switching devices will be characterized only as to their term inal behavior and no consideration will be given to the physical basis for th eir operation. The course is intended for students with a good background in basic mathem atics through algebra. Includes laboratory. F ait sem ester. 22. Computer Organization. A study of the ways in which the functional units o f a typical digital computer may be interconnected. Hardware implementation o f registers, counters, adders and the functional units themselves. M icro-programm ed control.' Characteristics of the several types of memory. Includes laboratory. Prerequisite: E21. Sp rin g sem ester. 130 — ENGINEERING 23. Digital Computers: Programming and Applications. The algorithmic method, problem solving, and inform ation processing by computers. The languages taught will be FO RTR A N IV and A PL with a brief introduction to an assembly language; com ponents of a com puting system; survey o f various fields of com puter science. Com puter applications in education, industry and government. Extensive use of the com puter center facilities. Prerequisite; none; intended for non-Engineering majors. Fall sem ester 24. Numerical Methods (also listed as M athem atics 34). This course will deal with the numerical solution of various mathem atical problems, pure and applied. The com­ puter will be used extensively. Prerequisites: M ath 11 and E23, or equivalent. S p rin g sem ester. 25. Computer Systems: Organization and Programming. An introduction to the organization and system design o f a small computer. Machine language, addressing techniques, assembly language, and m acro instructions. R e-entrant and recursive programming techniques. In p u t/o u tp u t programming. Operating systems and system interrupts. Extensive use o f com puter laboratory. Prerequisite: E23 or E24. Fall sem ester. 26. Simulation Theory and Methodology. Modeling of continuous and discrete dynamic systems. Sim ulation of deterministic and stochastic systems: M onte Carlo methods and error analysis: optimization of simulated systems: the use and com par­ ison of simulation languages to model and simulate physical science, social science, and behavioral science phenomena. Interactive sim ulation and real time simulation. Role and use of com puter graphics in simulation. Extensive use of com puter center facilities and the com puter laboratory. Prerequisite: E23 or E24. Spring sem ester. 32. Public Technology Project. An interdisciplinary group project. The class will be constituted as a study panel charged with assessing various aspects of a particular public-service technology. The group will jointly prepare a report setting forth its findings and recommendations. Examples of the type of technology to be investigated are solar and other new energy systems, transportation systems, autom ated health care, waste management, applications of com m unication satellites, water manage­ ment in the west, etc. The class will meet weekly in seminar format. Prerequisite: completion of science requirement. O ffered in either sem ester w hen sta ffin g p erm its. 51. Introduction to Fields and Continua. Analysis o f field phenomena in a variety of continuous media. Fluid-flow, elastic, thermal, electromagnetic, and other fields are treated with emphasis on their comm on properties. The partial differential equations governing time-invariant fields, diffusion, wave motion, etc., are developed from basic principles. A pplication is made to realistic engineering situations. Includes laboratory or conference section. Prerequisite: E l 2, or equivalent. Fall sem ester. 52. Thermodynamics. An introduction to the principles of thermodynam ics based on the macroscopic point of view. Topics to be covered include properties of a pure substance, first and second laws of thermodynamics, entropy, thermodynam ics o f an ideal gas, availability. Principles will be applied to examples of engineering interest. Includes laboratory. Spring sem ester. 131 - ENGINEERING 54. Energy Policy Issues. (Also listed as Economics 54.) An exploration, in seminar form at, o f governm ent policy tow ard energy resource development and implementa­ tion of new energy technologies. Investigation of the interaction am ong federal, state, and local governments and agencies, energy companies, public utilities, and consum er and environmental interest groups. Topics include OCS oil, leasing, western coal and oil shale development, energy price regulation, nuclear safety and safeguards, solar energy developm ent and end-use conservation. One or two meetings each week. Enrollment by permission of instructors; suggested preparation includes Economics 1 & 2, Political Science 2, and a m athem atics course. S p rin g sem ester. 55. Systems Theory. M athem atical analysis of an assemblage of interacting elements composing a generalized system. Fourier methods and the Laplace transform . State variables, the system state transition m atrix and canonical forms. Probabilistic systems analysis and decision theory. Response to random inputs. C orrelation func­ tions and spectral distribution. Some applications in the socio-economic and urban system domain. Includes conference or laboratory. Prequisite: E l2, or equivalent. F all sem ester. 56. Operations Research. (Also listed as Economics 56). The principles of operations research as applicable to defining optim um solutions o f engineering and financial problems as an aid to managerial decision making. Probability and probability distributions, reliability, random num ber simulation, queuing theory, linear pro­ gramming, dynamic program m ing, allocation and transportation theory. The w ork­ ing principles of engineering economy are introduced and combined with operations research topics. Normally for junior and senior students. S p rin g sem ester. 58. Control Theory and Design. An introduction to classical and m odem control theory. Concepts o f state, controllability and observability. Analysis and design of linear control systems by means of the ro o t locus m ethod. Over-driven operation of linear systems. Design by m atrix methods and state variables. Stability criteria. Com puters and logic systems in control. Analog to digital conversion. Introduction to optim um control. Special topics; sampled data systems, nonlinear processes, etc., according to class interest. Includes laboratory. Prerequisite: E12. S p rin g sem ester. 59. Mechanics o f Solids. This course deals with the internal stresses and changes of form when forces act on solid bodies. State o f stress and strain, strength theories, stability, deflections, and photoelasticity. Elastic and Plastic theories. Includes laboratory. Prerequisite: E6, o r equivalent. Fall sem ester. 62. Structural Theory and Design. Principles of structural systems and mechanics of deformable bodies pertaining to deflection and stability. Structural mechanics of space and plane framed structures including stress analysis, and deflections of determinate and indeterminate structures. Includes elements of design o f determinate structures. Includes laboratory. Prerequisite: E59. S p rin g sem ester. 63. Water Resources. An introduction to the fundam entals o f water resources engi­ neering. Pertinent areas of hydrology, hydraulics, and systems analysis are included. Fundam entals are related to engineering aspects of planning and designing water resources projects. Includes laboratory. Prerequisite: E12; E 5 1 recommended (may be taken concurrently). Fall sem ester. 132 — ENGINEERING 64. Soil Mechanics Theory and Design. Using the basic concepts of physical geology as a unifying framework, the principles of soil mechanics are studied. Subjects introduced include form ation o f soils, clay mineralogy, transport and deposition of soils, soil type identification, consolidation theory, flow through porous media, stresses in earth masses, and slope stability. These topics are applied to engineering design problems. Includes laboratory. Prerequisite: E59. S p rin g sem ester. 65. Civil Engineering Design. An introduction to the design of civil engineering works with emphasis on structural components and structural materials; design projects involving planning, analysis and synthesis, culm inating in a design project by the entire class. Includes laboratory. Prerequisite: E62; E64 recommended. Fall sem ester. 66. Solar Energy Systems. Fundam ental principles in the analysis and design of systems which collect, store, and use the direct and indirect forms o f solar engergy. Examples of current solar technology are used as illustrations. Stochastic and deter­ ministic mathem atical models are used to describe the performance o f components and systems. Cost functions are developed for use in economic assessments. Tech­ niques for system optim ization are discussed. Prerequisite: E l2, or equivalent; E26, E55 recommended. Sp rin g sem ester. 68. Environmental Engineering. An introduction to the fundam entals o f applied ecology in water resources engineering, with emphasis on pertinent areas of hydrolgy, hydraulics, water quality, and energy considerations. Fundam entals are related to stream quality management and planning for w ater resources and land use projects by means of student design projects, including field studies, on a local drainage basin. Includes laboratory. Prerequisite: Two semesters of science or engineering. Spring sem ester. 71. Circuit Theory. Transient and steady-state analysis of electric circuits and net­ works with emphasis on state variable as well as classical methods and s-plane interpretation. Network topology, equilibrium equations, theorems, network func­ tions and their properties. Energy in electric networks. M atrix form ulation for the systematic representation of generalized networks for com puter analysis. Linear, nonlinear, time-varying and time-invariant cases. Extensive use of the digital com pu­ ter. Includes laboratory. Prerequisite: E12 or equivalent. Fall sem ester. 72. Electromagnetic Theory. Engineering applications of Maxwell’s equations. M a­ croscopic field treatm ent o f magnetic, dielectric and conducting materials. Forces, m otion and energy storage. Field basis of circuit theory. Electromagnetic waves; wave-guides, transm ission lines, and antennas. Includes laboratory. Prerequisite: E51, or equivalent. S p rin g sem ester. 73. 74. Electronic Circuit Analysis and Design. This course begins with an introduc­ tion to the physics of sem iconductor devices and m odern device technology. The rem ainder of the year is devoted to the study of digital and analog circuits using both bipolar and field effect devices. The m aterial is covered in such a way th a t E73 alone provides a working knowledge o f digital logic and operational amplifiers. Use of a linear circuit analysis program for circuit sim ulation is stressed. L aboratory w ork is oriented tow ard circuit design. Prerequisite: E l 2, or equivalent. E73 is a prerequisite for E74. — 133 — ENGINEERING 75. Energy Conversion. The laws o f therm odynam ics and basics o f therm odynam ic cycles will be reviewed. Principles and applications of therm al energy sources and heat exchange will be analyzed in detail. Fossil fuel, nuclear, solar, geotherm al and ocean therm al energy are to be studied along with analytical techniques for solving problems of heat transfer by conduction, convection and radiation. A short intro­ duction to direct energy conversion devices is also presented. Includes problem session. Prerequisite: E52, or permission o f the instructor. Fall sem ester. 77. Communication Systems. Theory and design principles of analog and digital electronic comm unications. Such topics as inform ation theory, coding, analog and digital m odulation, multiplexing, noise, filtering, digital signal processing, and data transm ission will be treated. Emphasis will be placed on theoretical and practical limitations and functional design. A pplication will be made to a variety of practical systems including television relay, facsimile, telemetry, broadcasting, and data com ­ munications. Satellite, cable, and microwave links will be considered. Includes laboratory. Prerequisite: E l2, or equivalent. Fall sem ester. 80. Engineering Materials. The integration of the selection of engineering materials into overall design is emphasized. Such a process blends a basic understanding of material behavior, a knowledge o f the m anner in which properties may be altered, and fam iliarity o f com patible m anufacturing processes, together with mechanical and therm al design to produce a successful functional product. In this course, the basic laws and concepts relating the structure of solids to their physical and mechan­ ical properties are emphasized. Both metals and non-metals including wood, concrete, plastic and composite materials, are included. Various means of altering properties such as heat treatm ent and cold working are then discussed. M anufacturing processes are studied in detail. Includes laboratory. Prerequisite: E59, or permission o f instructor. S p rin g sem ester. 82. Fluid Mechanics. Fluid mechanics is treated as a special case of continuum mechanics in the analysis o f fluid flow systems. Relevant equations for the conserva­ tion of mass, m om entum , and energy are derived. These are then applied to the study of flows of inviscid and viscous, incompressible and compressible fluids. Includes laboratory. Prerequisites: E51 or equivalent. S p rin g sem ester. 83. Heat Transfer. A basic introduction to the physical phenom ena involved in heat transfer. Analytical techniques are presented together with empirical results to devel­ op tools for solving problems in heat transfer by conduction, forced and free convec­ tion, boiling, condensation, and radiation. Numerical techniques are discussed for the solution of conduction problems. Includes laboratory. Prerequisites: E51 or equivalent. F all sem ester. 89. Experimentation for Engineering Design. Consideration o f the theory of engi­ neering experim entation and its use in research and development. Topics covered include design of experiments, instrum entation, data acquisition, reduction and analysis, static and dynamic scaling. Techniques are developed for estim ating cost and behavior of pilot and full-scale systems using laboratory data. M ethods of scheduling technical developm ent projects are also introduced. L aboratory and project w ork includes preparation, delivery and criticism o f technical reports. Prerequisites: E12 and E51 (E51 may be taken concurrently). F all sem ester. 134 ENGINEERING 90. Engineering Design. This project-oriented course serves as a final exercise for all engineering majors. Three concurrent sections, each comprised of students sharing a com m on disiplinary interest, meet separately to examine and synthesize a solution to a preselected design problem. The three sections also meet jointly to study general design methodology and to discuss the economic, social, and environmental aspects of the overall design. Individual student contributions to the design project will be evaluated by both a w ritten report and an oral presentation. S p rin g sem ester. 91. Special Topics. Subject m atter dependent on a group need or individual interest. Normally restricted to senior students and offered only when staff interests and availability make it practicable to do so. 93. Directed Reading. W ith the permission of a staff member who is willing to supervise it, a qualified student may undertake a program of directed reading in an area of engineering as an extension of one of his or her courses. 96. Thesis. With approval, a student may undertake a thesis project as a part of his or her program in the senior year. The student is expected to subm it a prospectus o f the thesis problem before the start o f the semester in which the thesis project is carried out. — 135 — ENGLISH LITERATURE T H O M A S H. B L A C K B U R N , P ro fe sso r D A V ID C O W D E N , P r o fe s s o r J L E E D E V IN , P ro fe s so r a n d D ir e c to r o f T he T h ea tre H A R O L D E. P A G L IA R O , Professor% S U S A N S Y N D E R , P ro fe s so r a n d C h a irm a n D E R E K T R A V E R S I, P ro fesso r* C H A R L E S JA M E S , A s s o c ia te P ro fe sso r P H IL IP M . W E IN S T E IN , A s s o c ia te P ro fe sso r C R A IG W IL L IA M S O N , A s s o c ia te Professor% C H A R L E S B A L E S T R I, A s s is ta n t P ro fe sso r E R IC A. G. B IN N IE , A s s is ta n t P ro fe sso r a n d T ech n ica l D ire c to r o f T h e T h ea tre B A R R Y G R A D M A N , A s s is ta n t P ro fe s so r JO H N H IN C H E Y , A s s is ta n t P ro fe sso r L U C Y S. M c D IA R M ID , A s s is ta n t P ro fe s so r This D epartm ent offers courses in English literature, American literature, theatre, and some foreign literatures in translation. The departm ental curriculum is’planned’ to provide experience in several critical approaches to literature and play production, in the intensive study o f works of m ajor writers, the study of literature of limited periods, and the study o f the development of literary types. The D epartm ent also provides instruction in the techniques o f writing, acting, and design for the theatre. R equirements and R ecommendations A ny introductory course — English 2 through 10 — o r its equivalent by depart­ mental exam ination, is the prerequisite for all other courses in literature and theatre. (This prerequisite does not apply to seniors, nor is it required of those who wish only to take studio courses.) Introductory courses are characterized by syllabi with less reading than in advanced courses, by frequent short papers, and by considerable attention to class discussion; they are viewed by the D epartm ent as particularly appropriate for freshmen. Enrollm ent will be limited to 25 students per course; priority is given to freshmen and sophom ores. Students will not norm ally take a second introductory course unless approved by the instructor of the first course. Only one such course may be counted tow ards the major. The minim um requirem ent for admission as a m ajor or as a m inor in English is two sem ester-courses in the D epartm ent. Students considering a m ajor in English are strongly urged to take one or two additional courses during the sophom ore year. M ajors and prospective majors should consult a member of the English D epartm ent for inform ation about courses in other departm ents com plem entary to their work in English. Students w ho plan to * Absent on leave, fall semester, 1979. t Absent on leave, 1979-80 136 — ENGLISH LITERATURE do graduate work, to follow a course of professional training, or to seek teacher certification in English, should see a mem ber of the D epartm ent for early help in planning their program s, as should students who plan to include w ork in English literature in a program with a m ajor in Literature or Medieval Studies. Students planning to qualify for teacher certification in English are reminded th at a course in linguistics or the history of the English language is required in addition to specified work in literature. M a jo r in the C ourse P rogram : The w ork o f a m ajor in Course consists of a minim um of eight semester courses in the D epartm ent, including Shakespeare (English 97), Senior Essay (English 98), and at least two other courses in literature written before 1800; such courses are m arked with an asterisk. M a jo r in the E xtern a l E x a m in a tio n (H o n o rs) P rogram : Majors in the Honors Program must prepare three or four papers in the D epartm ent, two of which m ust be on subjects covered in sem inars in G roup I or on other early m aterial decided upon after consultation with the D epartm ent. M in o r in th e H o n o rs Program : M inors are ordinarily required to prepare two papers in the D epartm ent. Theatre C oncentration: The w ork o f a m ajor in Course with a concentration in Theatre consists of a minimum of eight semester courses in the Departm ent, including Shakespeare (English 97), Senior Essay (English 98), Play Directing (English 78), Introduction to Design (English 76), and one other course in dram atic literature written before the m odern period. The remaining work in Theatre may include studio courses to a m aximum of two credits. Students are urged to consult the announcem ents of other departm ents which offer courses appropriate to the concentration. It is useful for those anticipating a theatre concentration to plan their program s early to avoid possible conflict with the twenty-course rule. IA . Analytic Reading and Composition. Individual and group w ork as intensive preparation for further work and with applications to a variety of fields. F or students to whom the course is recommended. Does not meet the distribution requirements. May be taken in m ore than one semester, but for a m aximum of one and one half credits. Each sem ester. IB. English for Foreign Students. Individual and group work on an advanced level for students with non-English backgrounds. Each sem ester. 2. The Tragic Vision. An exploration of traditional and m odern conceptions of the tragic experience, based on a close study of narrative, dram atic, and lyric form s of tragedy. The authors read will be Sophocles, Shakespeare, Flaubert, Faulkner, and Yeats. Each sem ester. Balestri. 3. The Divided Self. A study of internal conflict in works by C onrad, Hardy, Faulkner, Penn Warren, Updike, and selected poets. N o t o ffe re d 1979-80. Cowden. 4. Writers and Their Art. A study of literary works with comic structures, including novels by Austen and Woolf, plays by Shakespeare, and poetry by Pope and Audem The course will explore the ways in which private im agination is first indulged and then adjusted to the demands of social reality; and the more tentative and ironic nature of that adjustm ent in twentieth-century writers. Each sem ester. Me Diarmid. 137 — ENGLISH LITERATURE 5. Studies in Anti-Rationalism. This course will explore the developing interest in non-rational processes — im agination, instinct, passion — as that interest is expressed in m ajor writers from the late 18th to the early 20th century. Two poets — Blake and Yeats — and two novelists — Dickens and Lawrence —i will be intensively studied. Nietzsche and Freud will also be discussed in an attem pt to understand the larger cultural dimensions o f this interest. The prim ary focus o f the course, however, will be upon the specific concerns o f the individual writer and the artistry through which he expresses those concerns. F all sem ester. Weinstein. 6. Rites of Passage. The course will focus on various rites of passage, symbolic actions which chart crucial changes in the hum an psyche, as they are consciously depicted or unconsciously reflected in different literary modes, and will examine the shared literary experience itself as ritual process. Topics will include innocence and experience, transition and stasis, com m unity and liminality, and the mediation of the sacred and the profane. M ajor authors will include the B eow ulf-poet, Blake, Shake­ speare, C onrad and Lawrence. F all sem ester. N o t o ffe re d 1979-80. Williamson. 7. Personal Testament in American Literature. A study of the creation of private worlds both as a release from and as a base for the possible renovation o f existing forms of collective experience. This year’s authors will be Thoreau, W hitm an, Mel­ ville, Twain, Faulkner, Williams, and Mailer. Each sem ester. Hinchey. 8. The Ironic Spirit. A critical approach to reading prose, verse, and dram a focussing on the effectiveness of the ironic spirit as a literary device. Selections will be drawn from English and American authors. Each sem ester. James. 9. Figures o f Prophecy. This course will deal with four writers y-r Blake, Conrad, Shakespeare, and Faulkner — whose sadness and outrage at m ankind’s penchant for self-injury often compels them to assume the role of adm onisher or prophet in their work. A ttention will be given to the nature and scope o f each w riter’s prophecy and to the literary techniques he uses in expressing it. Each sem ester. G radm an. 15. Advanced Expository Prose. The course is designed to assist students in recogn­ izing and developing effective writing styles. There will be some discussion o f model essays and m odern rhetoric, b u t the prim ary emphasis will be on advancing through practice each student’s capacity to write descriptive, analytic, and argum entative prose. Weekly writing assignment, group discussion of essays, and individual confer­ ences. S p rin g sem ester. Balestri. 18. Dante.* See C EL 18. The course will aim at exploring D ante’s C om m ed ia as a comprehensive image of hum an life. All three parts of the poem will be read, and the Vita N u o v a will be considered in its relation to the greater work. The reading will, as far as possible, use the original Italian text with an English prose translation to supplement it as required. S p rin g sem ester. Traversi. 19. Introduction to Old English: Language, Literature, and Culture.* The course will be an introduction to Old English language, literature, and culture with an emphasis upon elegiac and heroic poetry. Initially, two days a week will be devoted to learning the language and to reading selected prose passages. One day a week will be spent on a cultural topic such as history, art, architecture, religion, o r Germanic traditions. The latter p art of the course will be devoted entirely to the study o f Old English poetry. With the permission of the instructor this course may be taken w ithout the Sr 138 — ENGLISH LITERATURE usual prerequisite course; however, it may not serve in the place of a prerequisite for other advanced courses. N o t o ffe re d 1979-80. Williamson. 20. Medieval English Literature.* The course is a survey o f English literature, primarily poetry, from the 8th through the 15th century. Readings will include: Old English riddles, elegies, and charm s, B e o w u lf several of C haucer’s C anterbury Tales and Troilus a n d Criseyde, selected mystery plays, E verym an, Sir G awain a n d the Green K night, Pearl, portions of Piers P low m an, and M alory’s L e M o r te D arthur. Selected lyrics and C anterbury Tales will be read in Middle English; other works in translation or modernized forms. No previous knowledge of Middle English is required. N o t o ffe re d 1979-80. Williamson. 22. Satire. Exam ination o f satire as a literary genre. F all sem ester. James. 23. Studies in English Fiction. This course will study developments in fiction (mainly English) from Dickens, George Eliot, and Flaubert to Lawrence and Joyce. S p rin g sem ester. Weinstein. 24. Austen, Eliot, and Woolf. M ajor works by three novelists, including E m m a, M iddlem arch, To th e L ighthouse. The course will concentrate on such issues as subjective views of reality, the roles of the sexes, the moral education of the protagonist, the role of the artist, and the perception of time. A ttention will also be given to the form al and stylistic development of the novel during the period spanned (1813-1941). S p rin g sem ester. Me Diarmid. 25a, 25b. Shakespeare (for non-m ajors). The English D epartm ent’s annual offering is to be given tw ice during the 1979-80 session. Each course will be complete in itself, will aim at covering a wide range o f Shakespeare’s career, and will avoid duplicating m aterial used in the other course. (Students may take both 25a and 25b.) F all sem ester, 25a — H enry I V Parts 1 a n d 2, H en ry V, M isu m m e r N ig h t’s D ream, M erch a n t o f Venice, A s You L ik e It, M easure f o r M easure, O thello, K ing Lear, C oriolanus, The Tempest. Snyder. S p rin g sem ester, 25b — R ich a rd III, R ic h a rd II, M u c h A d o a b o u t N oth in g , R o m eo a n d Juliet, Tw elfth N ight, Troilus a n d Cressida, H am let, M acbeth, A n th o n y a n d C leopatra, Julius Caesar, The W in te r’s Tale. Devin and Weinstein. 26. Criticism. An introduction to the m ajorcritical approaches — historical, psycho­ logical, and formalist. The focus will be on six m ajorcritical schools — Aristotelean, M arxist, Freudian, archetypal, structuralist, and New Critical — with emphasis upon applying the critical points o f view to selected literary texts such as B e o w u lf (in translation), H am let, Blake’s S o n g s o f Innocence a n d E xperience, and C onrad’s H eart o f D arkness. This course may be used, with additional tutorial work, to prepare for an external exam ination in Criticism. N o t o ffe re d 1979-80. W illiamson. 29. The Black American Writer. A survey o f prose fiction and poetry written by black Americans during the 19th and 20th centuries: a literature by artists conscious of their marginal place in a dynamic society attem pting to square their subjective visions with their art. Emphasis may shift from tim e to time, but authors include M artin Delaney, Charles Chesnutt, Jean Toomer, Langston Hughes, Richard Wright, Ralph Ellison, Gwendolyn Brooks, and Jam es Baldwin. S p rin g sem ester. James. 31. Chaucer.* Reading in Middle English of most of Chaucer’s m ajor poetry with emphasis on The C anterbury Tales and Troilus a n d Criseyde. The course attem pts to place the poetry in the context of Medieval culture. S p rin g sem ester. Traversi. 139 — ENGLISH LITERATURE 33. Renaissance Poetry.* Modes of the lyric: the lyric speaker as lover, sinner, shepherd, reflective moralist, and self-conscious artist. Works by Shakespeare, D on­ ne, M ilton, Marvell, Herbert, Spenser, and Jonson. N o t o ffe re d 1979-80. Snyder. 34. Renaissance Comparative Literature.* See CEL 34. Selected m ajor writers of the Continental Renaissance studied in translation. N o t o ffe re d 1979-80. Snyder. 35. Tudor-Stuart Drama.* Development o f the English dram a in the 16th and 17th centuries. The course focuses on the literary and theatrical values of the dram a of M arlowe, Jonson, and Webster. N o t o ffe re d 1979-80. Balestri. 36. Milton.* Study of M ilton’s poetry with particular emphasis on Paradise Lost. Fall sem ester. Balestri. 37. Literature and Society in the Age o f Classicism.* The course will study the relationship between social circumstances, moral ideas, and literary form in the poetry of A lexander Pope and the writings of Samuel Johnson. N o t o ffe re d 1979-80. 38. Romantic Poetry. A study of the poetry of Blake, W ordsworth, Coleridge, Keats, Byron, and Shelley. By focusing on the themes and literary procedures com m on to all six poets, the course aim s at a comprehensive definition of English Romanticism. F all sem ester. G radm an. 40. Narratives o f American Frontiers. A survey of narratives of the discovery and occupation of the various American frontiers, with emphasis on the resources of im agination (m yth, symbol, hum or) by which the “facts” of historical experience are enlarged and transform ed. Writers studied will include Cooper, Melville, Twain, Faulkner, and W illiam Carlos Williams. S p rin g sem ester. Hinchey. 41. Hawthorne, Melville, and James. A study of the m ajor novels and short fiction of each writer in terms o f his conception of the m oral basis of fiction. This will include such topics as the uses and abuses o f symbolism, allegory, and romance; the contrast­ ing claims of fact and fiction; the functions of narrative exposition and dram atic representations; the definition of realism, etc. N o t o ffe re d 1979-80. Hinchey. 43. Contemporary American Poetry. A survey of the work o f the more interesting post-w ar American poets. The first m onth o r so is spent working from anthologies before turning to a m ore extensive study o f individual poets (probably including Roethke, Berryman, Lowell, Plath, Ginsberg, Snyder, Levertov a n d /o r others). Students who plan to take this course and would like to have some input into the syllabus should contact the instructor during the previous semester. N o t o ffe re d 1979-80. Hinchey. 44a. Studies in American Fiction. Selected novels and short stories of Faulkner, Fitzgerald, Lardner, Anderson, and Hemingway. F all sem ester. Hinchey. 44b. Studies in American Fiction. Selected works o f Twain, Faulkner, and Flannery O’Connor. Topics will include the ‘confidence game,’ relations between blacks and whites, and the ways in which the writer’s im agination confronts some o f the ideals and contradictions o f American life. N o t o ffe re d 1979-80. Weinstein. 45a. Modern Poetry (American). A study of the m ajor works of Stevens, Pound, Williams and Crane, focusing on each poet’s invention of a characteristic idiom, and with emphasis on the achievement of each in the long poem. S p rin g sem ester. Hinchey. — 140 ENGLISH LITERATURE 45b. Modern Poetry (British). M ajor British poets o f the last hundred years. F all sem ester. M cD iarm id. 46. American Poetry from Whitman to Frost. A study of the tradition in American poetry that takes its start from “the simple, separate person,” with emphasis on W hitm an and Frost, but also including the m ajor works of Poe, Dickinson, and Robinson, and some prose o f Emerson and Thoreau. N o t o ffe re d 1979-80. Hinchey. 47. The Contemporary Black Writer o f the United States. An exam ination of the ideology and the artistic sensibilities of the contem porary black writer as reflected in his prose and verse. Selections will be made from works written since the mid-fifties, including (but not limited to) B araka (Jones), Baldwin, Brooks, Bullins, Demby’ M orrison, Reed, and Williams. N o t o ffe re d 1979-80. James. 48. Modern Drama. See CEL 48. An exam ination o f the range o f dram atic literature, theatre aesthetics, critical theories and production styles since Ibsen. F all sem ester. Binnie. 49. The American Autobiography. An exam ination of the creative impulse to order that is the key to the nature and form of the American autobiography. The course will set up pairings of black and white autobiographies that interrelate and interanimate each other. W riters include Benjamin Franklin, W. E. B. Du Bois, G ertrude Stein, M ark Twain, Langston Hughes, and Richard Wright. N o t o ffe re d 1979-80. James. 50. The Modern English Novel. Study o f the development of the m odern novel beginning with Jam es and continuing to the present. N o t o ffe re d 1979-80. Cowden. 52. T. S. Eliot. A close exam ination of T. S. Eliot’s work in relation to the problems and perspectives of poetry in the earlier part of the twentieth century. After discussion of the early poems, attention will be focussed on The W asteland and F our Quartets. N o t o ffe re d 1979-80. Traversi. 54. Proust, Joyce and Faulkner. Selections from Proust’s R em em b ra n ce o f Things Past, Joyce’s P ortrait o f th e A rtist and Ulysses entire, and selected Faulkner novels. Emphasis on fictional autobiography, the writers’ preoccupation with time and the past, and the ideological and formal tenets of modernism. F all sem ester. Weinstein. 55. The Black African Writer. An examination of literary themes and modes employed by the black African to express his own life and culture and to objectivize his peculiar relation to European colonialism. Readings will be chosen from works written in English and in translation including (but not limited to) those of Achebe, A rmah, Clark, Mphahlele, Senghor, Ngugi, and Soyinka. F all sem ester. James. 56. Fictions of American Naturalism. A study of the way scientific method, deistic faith, and biological discoveries converged in the im agination o f the American writer of fiction and led to tensions between hope and despair, rebellion and apathy, defying and subm itting to nature, and celebrating man’s impulses and trying to educate them. Writers will include Stephen Crane, Theodore Dreiser, Frank Norris, Sherwood Anderson, and Richard Wright. S p rin g sem ester. James. 57. The Nineteenth-Century English Novel. A study of the development of the novel during the R om antic and Victorian periods. The novelists discussed will include Austen, the Brontes, Dickens, Thackeray, Eliot, Trollope, Meredith, and Hardy. N o t o ffe re d 1979-80. Cowden. 141 ENGLISH LITERATURE 58. Literary Modes: Tragedy. A study o f the form al and them atic elements of literary tragedy. A uthors to be read will include Aeschylus, Sophocles, Euripides, Shake­ speare, Racine, Ibsen, Conrad, and Faulkner. Attention will be given to the distinctive features o f Classical, Renaissance, and M odern tragedy, but the prim ary concern will be to clarify, through com parative analysis and evaluation of individual works, the essential qualities o f tragic literature in any period. There will be substantial reading in the m ajor theories o f tragedy from Aristotle to N orthrop Frye. N o t o ffe re d 1979-80. Balestri. 60. Fiction Writers’ Workshop. The course is devoted to the analysis of stories subm itted by students. It meets once a week for three hours. In addition to receiving practical help from fellow writers, students have an opportunity to articulate and explore theoretical aspects of fiction writing. Students should subm it one story for admission, at a time announced during the fall semester. Admission and credit are granted at the discretion of the instructor. S p rin g sem ester. G radm an. 61. Poetry Workshop. A class, limited to twelve, in which students write, read, and talk about poetry. D uring the first half of the term students pursue form al exercises such as a riddle poem, a dram atic monologue, and a m editation poem; during the last half, their own individual projects. The workshop ends with the writing of a villanelle or sonnet. Students should submit 3-5 pages of poetry for admission to the workshop. Admission and credit are granted at the discretion of the instructor. N o t o ffe re d 1979-80. W illiamson. 62. Theatre: Play writing Workshop. Projects in playwriting. Discussion of playscripts supported by some reading and analysis of appropriate models. Students should subm it a completed one-act play in the fall preceding the semester they wish to take the course. Admission and credit are granted at the discretion of the instructor. S p rin g sem ester. Devin. 71. Theatre: Techniques o f Acting. Play and scene analysis for actors; rehearsal practices; exercises and warm-up. One-half semester course credit. (Studio course) F all sem ester. Devin. 72. Theatre: Scene Study. A studio for interm ediate and advanced actors. Students use scripted m aterial as the occasion for w ork on specific acting problems. Prerequi­ site: English 71 or the instructor’s permission. This course may be repeated for credit, with the instructor’s permission. O ne-half semester course credit. C red it/N o Credit grading. (Studio course) Each sem ester. Devin. 73. Theatre: Production Workshop. Introduction to theatre technology: problems in lighting, costume, sound, and scene design. O ne-half semester course credit. This w orkshop may be repeated for credit with the instructor’s permission. NOTE: Two sections of this course are offered each semester. Each section will be devoted to different aspects o f technology selected from those m entioned above. Interested students should consult with the instructor in choosing the section appropriate to their interests. (Studio course) E ach sem ester. Binnie. 74. Theatre: Play Analysis. E xam ination of play writing strategies and the solution of problem s in dram aturgy. Emphasis on A ristotle’s P oetics and other “architectural” criticism. A pplication o f critical principles to selected plays. F all sem ester. Devin. 75a. Theatre: Ensemble I. An intensive course in theatre technique consisting of a rehearsal period o f five weeks, five nights a week, 8:00-11:00 p.m . A com pany of 14 actors is selected at the beginning o f each semester through tryouts and interviews. 142 ENGLISH LITERATURE O ne-half semester course credit. This course may be repeated for credit with the instructor’s permission. (Studio course) F all sem ester. Devin. 75b. Theatre: Ensemble II. Study and rehearsal of a full-length play. Tryouts as announced. O ne-half semester course credit. This course may be repeated with the instructor’s permission. (Studio course) S p rin g sem ester. Devin. 76. Theatre: Introduction to Design. The philosophic grounding o f contem porary theatrical design — ’’w hat” and “why” as well as “how” o f all aspects of design. Exam ination o f the ways in which the designer works with other artists: playwright, director, actors. Investigation and practical application of basic techniques through lab work. all sem ester. Binnie. 77. Theatre: Design (Scenic). An intensive study of theatre/ environm ent design with emphasis on design responses to dram atic literature. Development of design presen­ tation techniques through lab work. Prerequisite: English 76, or the instructor’s permission. S p rin g sem ester. Binnie. 78. Theatre: Play Directing. Analysis of dram atic literature for production. Explora­ tion of perform ance and production possibilities. Lab sessions held jointly with Theatre: Design. Prerequisite: one credit o f studio course work in theatre, or the instructor’s permission. S p rin g sem ester. Devin. 79. Theatre: Theatre History (Survey). An exam ination of the history of the physical aspects o f theatre, both the theatre space o r building itself and the scenery, properties, costumes, and lighting. Changing styles in playwriting and criticism and in acting, directing, and theatre managem ent will also be studied. The course will trace the history of theatre in the West from Ancient Greece to the present day. N o t o ffe re d 1979-80. 81. Colloquium: Beowulf.* A close reading of the oldest English epic in the original Englisc. The course will combine the techniques o f close reading with a discussion of the larger literary and cultural themes. Critical readings will range from Tolkien to Sutton Hoo. M odern literary responses to the poem such as G ardner’s G ren d el may also be included. N o t o ffe re d 1979-80. Williamson. 82. Colloquium: Wright, Ellison, Baldwin. A lthough the novels written by these Afro-American writers will be the central focus o f study, this course will also examine selections from the short stories, the essays, and the Baldwin plays. Single credit. N o t o ffe re d 1979-80. James. 86. Folklore and Folklife Studies. An introduction to the m ajor forms of folklore and selected forms of folklife materials. The course includes the study of myth, legend, folktales, proverbs, jokes, riddles, and other verbal arts including folk music. It explores superstition, witchcraft, magic and popular beliefs; and considers the func­ tion of folklore in highly industrialized m odern societies as well as in traditional ones. Crosslisted as H istory 86. S p rin g sem ester. Morgan. 93. Directed Reading. Students who plan directed reading must consult with the appropriate instructor and subm it a prospectus to the D epartm ent by way of applica­ tion for such w ork before the beginning o f the semester during which the study is actually done. Deadlines for the receipt o f written applications are April 1 and November 13. Normally limited to juniors and seniors. 143 ENGLISH LITERATURE 97. Shakespeare (for Course m ajors only). Study o f the complete works of Shake­ speare, tracing the development of his craftsm anship and ideas. Required of Course m ajors in the D epartm ent, who meet weekly in small groups during the first semester o f the senior year. Students should read through the plays before beginning the course. Two credits. F all sem ester. Staff. 98, 99. Senior Essay, Senior Thesis. In the fall semester of the senior year, Course majors in the D epartm ent pursue a literary project (English 98) of their own choosing. The m ajor part of the semester is devoted to preparing an essay (or essays) under the supervision of a mem ber of the D epartm ent. A brief prospectus for the project must be subm itted for approval by the D epartm ent in April of the ju n io r year. Before subm itting this prospectus, Course m ajors should consult with the D epartm ent C hairm an and with the D epartm ent mem ber who might supervise the project. The project, culm inating in an essay (or essays) o f 20-25 pages, will be completed in D ecember of the senior year. Students who do well on this project and wish to develop it into a comprehensive thesis will take English 99 in the spring semester. The w ork on the thesis will norm ally deepen o r expand w ork completed during the fall; the relation o f the thesis to the fall essay (essays) will o f course vary according to the nature of the student’s project. English 98 is required o f all Course majors. English 99 is optional, depending upon the student’s performance in 98, interest in pursuing the project, and the D epartm ent’s approval. Courses Projected for Subsequent Years: 42. Victorian Literature. 53. Proust and Joyce. 59. Religion and Literature. S eminars G roup I 101. Shakespeare. Study o f Shakespeare as dram atist and poet. The emphasis is on the m ajor plays, with a m ore rapid reading o f the rem ainder o f the canon. Students are advised to read through all the plays before entering the seminar. E ach sem ester. Staff. 102. Chaucer and Medieval Literature. A survey of English literature, primarily poetry, from the 8th through thè 15th century with an emphasis upon Chaucer. Texts will include B e o w u lf and other selected Old English poems, S ir G awain and the Green K night, Chaucer’s Troilus and Criseyde and a major portion of The C anterbury Tales, Piers P low m an, Pearl, E verym an, selected mystery plays, and portions of M alory’s L e M o rte D arthur. Background readings will include selections from An­ dreas Capellanus, Augustine, and Boethius. Works in Chaucerian dialect will be read in Middle English; other works will be read in translation or in modernized versions. N o t o ffe re d 1979-80. Williamson. 103. Chaucer and Dante. This seminar will aim at exploring the civilization of the Middle Ages — a civilization very different from , but relevant to our own — through the w ork of two of its greatest poets. Emphasis will be placed on a close reading of Chaucer’s m ajor poems (Troilus and Criseyde and The C anterbury Tales) and on the D ivine C om edy. The reading o f D ante’s poem will use the original Italian with an English translation to supplement it as required. N o t o ffe re d 1979-80. Traversi. 104. Milton. Study of M ilton’s works with special emphasis on Paradise Lost. N o t o ffe re d 1979-80. Blackburn. 144 ENGLISH LITERATURE 105. Tudor-Stuart Drama. The development o f English dram a from medieval moral­ ity plays to Jacobean tragedy and comedy. Sp rin g sem ester. Balestri. 106. Renaissance Epic. The two m ajor English epics o f the period, Spenser’s Faerie Q ueene and M ilton’s Paradise L ost, considered in the context o f the w ork o f each poet and in relation to two antecedents, Virgil’s A e n e id and Tasso’s Jerusalem D elivered. S p rin g sem ester. Snyder. 108. Renaissance Poetry. Poetic modes and preoccupations of the English Renais­ sance, with emphasis on Sidney, Shakespeare, Spenser, D onne, Herbert, and M ar­ vell. N o t o ffe re d 1979-80. Snyder. 110. The Romantic Poets. Exam ination of the poetry of Blake, W ordsworth, Coler­ idge, Byron, Shelley, and Keats. F all sem ester. G radm an. G roup I I 112. The Nineteenth-Century English Novel. Studies in four novelists: Austen, Dickens, Eliot, and Hardy. N o t o ffe re d 1979-80. Cowden. 113. The Modern Novel. Studies in four novelists: Jam es, Conrad, Joyce, and Woolf. N o t o ffe re d 1979-80. Cowden. 115. Modern Comparative Literature. Studies in fiction from Flaubert and Melville to the present. Students are advised to read Ulysses before taking the seminar. Each sem ester. Weinstein. 116. American Literature. A study of the major works of W hitman, Melville, W. C. Williams, and Faulkner. Fall sem ester. Hinchey. 118. Modern Poetry. Study of the m odern tradition in English and American poetry. The sem inar will concentrate on the w ork of Yeats, Eliot and Auden. S p rin g sem ester. M cD iarm id. 119. M odem Drama. The range of dram atic literature since Ibsen. N o t o ffe re d 1979-80. Devin. 180. Thesis. A m ajor in the Honors Program may elect to write a thesis as a substitute for one seminar. The student must select a topic and subm it a plan for D epartm ent approval no later than the end of the junior year. Normally, the student writes the thesis, under the direction o f a mem ber of the D epartm ent, during the fall of the senior year. 183. Independent Study. Students may prepare for an H onors Exam ination in afield o r m ajor figure com parable in literary significance to those offered in the regular seminars. Independent study projects must be approved by the D epartm ent and supervised by a D epartm ent member. Deadlines for the receipt of written applications are April 2 and November 13. 145 HISTORY R O B E R T C. B A N N IS T E R , Professor% P A U L H. B EIK , P ro fe sso r JA M E S A. F IE L D , J R ., P ro fe sso r a n d A c tin g C h a irm a n B E R N A R D S. S M IT H , P ro fe s so r H A R R IS O N M . W R IG H T , P ro fe s so r M A R G A R E T A N D E R S O N , A s s o c ia te P ro fe s so r R O B E R T S. D U P L E S S IS , A s s o c ia te P ro fe s so r L IL L IA N M . L I, A s s o c ia te P ro fe sso r K A T H R Y N L. M O R G A N , A s s o c ia te P ro fe s so r JE R O M E H . W O O D , J R ., A s s o c ia te P ro fe s so r f The D epartm ent o f History attem pts to give students a sense of the past, an acquaintance with the cultural and institutional developments which have produced the world of today, and an understanding of the nature o fh isto ry asad iscip lin e.T h e courses of the D epartm ent emphasize less the accum ulation of data than the investi­ gation, from various points of view, of those ideas and institutions — political, religious, social, economic — by which people have endeavored to order their world. R equirements and R ecommendations Prerequisites: A ny one of the introductory history courses (those numbered 1 through 9), or its equivalent by Advanced Placement, is the prerequisite for advanced history courses open to students of all classes (those num bered 11 through 89). In the sophom ore and ju n io r years, with the consent o f the instructor and o f the departm ent chairm an, an advanced course may be taken concurrently with an introductory course. In the senior year advanced courses may, with the consent of the instructor, be taken w ithout prerequisite. The prerequisite for admission to the D epartm ent as a m ajor in the Course or H onors Program or as a m inor in the H onors Program is at least two history courses taken at Sw arthm ore and a satisfactory standard o f work in all courses. A d v a n c e d Placem ent: The D epartm ent will grant one sem ester’s credit for incoming students who have achieved a score of 3 ,4 , or 5 in Advanced Placement history tests. This credit may be counted tow ard the num ber of courses required for graduation. It may be used in partial fulfillment of the college distribution requirem ents. It may serve as the prerequisite for advanced courses in history and as partial fulfillment of the departm ental distribution requirem ents listed below. M a jo r in th e C ourse P rogram : The w ork o f the m ajor in C ourse consists o f a t least eight (and norm ally no more th an twelve) semester courses in the departm ent, chosen so as to fulfill the following requirem ents: t Absent on leave, spring semester, 1980. i Absent on leave, 1979-80 146 HISTORY (a) Course m ajors m ust fulfill certain departm ental distribution requirements. F or purposes of distribution the D epartm ent has divided its courses into four groups: (1) Ancient, Medieval, and Early M odern Europe; (2) M odem Europe; (3) the United States; and (4) Africa, Asia, and Latin America. Course majors must take at least two courses from any two of these groups and either two courses from a third group or one course each from the third and fourth. Beyond that, majors are encouraged to concentrate informally in topics that are of special interest to them. (b) By the time of graduation Course majors must have taken one o f the following: H istory 1, 2, or 3. (c) Course majors must take one o f the following options: (i) They may take Special Topics (H istory 91), which briefly considers the nature and m ethod of historical research and writing, but primarily involves an extended research paper, or thesis. Students who take Special Topics will have a comprehensive exam ination based on th at research paper and on three associated courses, (ii) Or they may take a course in historiography, of limited enrollm ent, which considers general historiographical problems. Students w ho take one of these courses will have a written comprehensive exam ination based on all their history courses. The exact nature and subject m atter of the courses in histori­ ography may change from year to year. For 1979-80, the two historiography courses involved are Medieval European H istoriography (History 15) and China: The Politics of History (History 77). M a jo r a n d m in o r in th e E x te rn a l E xa m in a tio n (H o n o rs) Program : Candidates for H onors may elect history as a m ajor or a m inor in the Division o f Humanities, in the Division o f the Social Sciences, or in cross-divisional programs. Majors in the H onors Program may take either three o r four seminars in the D epartm ent. Minors in the H onors Program are ordinarily expected to take at least two seminars. General: Students seriously considering a m ajor in history should try to take more than tw o history courses during their freshman and sophom ore years. Those who intend to continue their studies after graduation should bear in mind th a t a reading knowledge of one or two foreign languages (particularly French and German) is now generally assumed for admission to graduate school. 1. Early Europe. Europe from the rise of Christianity to the end of the M iddle Ages. This course will stress the uses of prim ary sources. F all sem ester. Smith. 2. Early Modern Europe. A topical survey of Europe from the late Middle Ages to the mid-eighteenth century. Readings in primary souces and secondary works. N o t o ffe re d 1979-80. DuPlessis. 3. Modern Europe. Europe from the Old Regime to the mid-twentieth century. Each sem ester. Anderson, Beik, or Du Plessis. 4. Latin America. The development o f the Latin American area from preconquest times to the present. Emphasis is on the political, economic, and social development of Brazil, Mexico, and A rgentina, and on recent attem pts at radical transform ation N o t o ffe re d 1979-80. Wood. 5. The United States to 1877. The colonial experience; independence, a new society and a new government; transcontinental expansion and the struggle between N orth and South. Fall sem ester. Bannister, Field, o r Wood. 147 HISTORY 6. The United States since 1877. Industrialism and its consequences; the United States as a great power; the problems o f a shrinking world. S p rin g sem ester. Bannister or Field. 7. African-American History. A survey of the African-American experience from its African background to the present. Topics will include politics, economics, education, philosophy, race relations, and selected forms of expressive culture. Fall sem ester. Morgan. 8. Africa. A survey of African history, with an emphasis on tropical Africa in modern times. S p rin g sem ester. 9. Chinese Civilization. An historical introduction to various aspects of traditional Chinese civilization and c u ltu re -— language, literature, philosophy, art, imperial and bureaucratic institutions. The im pact of Chinese civilization on other parts of Asia will be examined briefly. F all sem ester. Li. 10. Freshman-Sophomore Seminar. Collaborative small group investigation o f sub­ jects within the particular fields of interest of members of the D epartm ent. O ffered as o p p o rtu n ity perm its. Classics 31. History o f Greece. (See listing under D epartm ent of Classics.) Classics 32. The Roman Republic. (See listing under D epartm ent of Classics.) Classics 42. Greece in the Fifth Century B.C. (See listing under D epartm ent of Classics.) Classics 44. The Roman Empire. (See listing under D epartm ent of Classics.) 11. Early Medieval Europe. The history o f western Europe from the accession of Diocletian to the last Carolingians. Fall sem ester. Smith. 12. Later Medieval Europe. The history o f western Europe from the tenth to the fifteenth century, with emphasis on the role of the Papacy. Sp rin g sem ester. Smith. 13. England to 1509. The political, cultural, and religious history of England from the R om an occupation to the accession of Henry VIII. N o t o ffe re d 1979-80. Smith. 14. Medieval European Intellectual History. The history of ideas in western Europe from the fifth to the fourteenth century, with roughly equal attention being paid to the development of political theory, theology, philosophy, education, and science. F all sem ester. Smith. 15. Medieval European Historiography. Writings on history, from Augustine to Froissart, and the Middle Ages, from the fifteenth centry to the present, will be studied. The course’s purpose is to identify changes in each period’s conception o f the Middle Ages. S p rin g sem ester. Smith. 16. The Twelfth Century. A study of the most rapid period of change in the Middle Ages, seen through the careers of six representative figures: A belard, Bernard, Henry Plantagenet, Barbarossa, Louis VII and Pope A lexander III. N o t o ffe re d 1979-80. Smith. 19. The Renaissance. The Italian Renaissance from the fourteenth to the early sixteenth centuries; its spread and manifestations throughout Europe. F all sem ester. D u Plessis. 148 — HISTORY 22. The Rise of Western Europe. The development o f the early m odern state, society and economy during the sixteenth and seventeenth centuries. N o t o ffe re d 1979-80. DuPlessis. 23. Tudor and Stuart England. From the R eform ation through the Glorious Revolu­ tion. S p rin g sem ester. Du Plessis. 24. Studies in European Economic and Social History. Patterns of agrarian transfor­ m ation, commercial expansion and industrial development in Europe from the fourteenth to the early nineteenth centuries. S p rin g sem ester. Du Plessis. 27. The French Revolution and Napoleon. The place of the French Revolution and Napoleon in the developm ent of European political institutions and social theories. F all sem ester. Beik. 29. Victorian England. England from the 1830’s to the end of the nineteenth century. Topics will include landed and industrial society, the poor, and reform; piety and morality; liberalism and its aesthetic and moral critics; Ireland; Splendid Isolation and Empire; and representative figures of the age. Fall sem ester. Anderson. 32. Europe of the Dictators, 1914-1945. The assault of radical politics, left and right, on the social and political fabric of Europe; the interaction of domestic and interna­ tional conflict; the crisis o f industrial capitalism, nationalism , militarism, racism; the first effective experiments in the use of ideology, technology, and terror as means of social control. S p rin g sem ester. Anderson. 35. Modern France. The succession of political shocks and readjustments from 1814 to the present, studied in the context of social changes and popular aspirations. N o t o ffe re d 1979-80. Beik. 36. Modern Germany. G erm any’s development from Bismarck to Schmidt. F all sem ester. Anderson. 37. Modern Russia. The course begins with the reign of Peter and gives half its time to the twentieth century. S p rin g sem ester. Beik. 41. The American Colonies. The foundations of American civilization, 1607-1763. Topics treated include: the development of representative government; denominationalism and religious toleration; the emergence o f a new social structure; racism and ethnic relations; and England’s imperial policy. N o t o ffe re d 1979-80. Wood. 42. The American Revolution. The conflict between intensive self-government in the colonies and English ideas and projects for empire; the revolt against colonial status and the elaboration of a “republican” ethos and “republican” institutions, 1763-1789. N o t o ffe re d 1979-80. Wood. 43. Jeffersonianism and the American Experience. An interdisciplinary course which focuses intensively on contrasts between the Jeffersonian view of m an and America and other perspectives in American politics, constitutional law, social theory, religion, literature, and architecture. Limited enrollment. Prerequisite: A t least one course in United States history, o r the permission of the instructor. N o t o ffe re d 1979-80. Wood. 149 HISTORY 45. American Intellectual History to 1865. Puritanism , the Protestant Ethic, and national character; Enlightenm ent, Revolution and the liberal tradition; revivalism, Romanticism, and reform; Transcendentalism and the New England Renaissance; racism, nationalism , and the Civil War. N ot open to freshman. N o t o ffe re d 1979-80. Wood. 46. American Intellectual History since 1865. Liberalism from the “gospel o f wealth” , to the new industrial state; the “revolt against formalism” in philosophy, law, and the social sciences; literature and society from realism to the Beat G eneration; D uBois, Garvey, and Black Power; the Old Left and the New; culture and conservatism. N ot open to freshman. N o t o ffe re d 1979-80. Bannister. 47. American and the World: to 1900. The American role in world affairs from the Revolution through the W ar with Spain; independence and westward expansion; ideological and economic interaction with Europe and the outer world; the grow th o f industrial power and the problem of “im perialism .” Fall sem ester. Field. 48. America and the World: since 1900. New responsibilities in the Caribbean and the F ar East; the expansion of American economic and cultural influence; tw o world wars and the effort to prevent a third; the American "challenge” and the American “em pire.” S p rin g sem ester. Field. 51. America in the Progressive Era, 1896-1920. Public policy, social problems, and the “New Liberalism.” Topics include politics and governmental reform; trust busting; labor and socialism; poverty and “social control”; the urban crisis; women’s liberation; war and reform. N o t o ffe re d 1979-80. Bannister. 52. Education in America. (Also listed as Education 52.) A history of primary, secondary, and higher education in America from the European and colonial origins to the present. The course will consider both theory and practice within the context of American society and culture, and in relation to other agencies of socialization. Prerequisite: The usual exem ption for seniors is extented to juniors in the Program in Education. N o t o ffe re d 1979-80. Bannister. 54. Women and the Family in American History. A consideration of ideas about women, children, education, and the family from the seventeenth to the twentieth century. Topics covered are child-rearing practices, m arriage customs, attitudes tow ards sex, the women’s movem ent and changes in family life brought about by political, economic, and social change. F all sem ester. Frost (D epartm ent o f Religion). 55. Traditions in Twentieth-Century Black America. While the course will consider, the traditional element in the overall scheme o f black culture throughout the African diaspora, m ajor emphasis will be placed on the role o f tradition in Black America since 1900. Prerequisite: History 6, 7, or 8, or the permission of the instructor. S p rin g sem ester. Morgan. 56. Ex-Slave Narratives. An exploration of slavery and slave folklife as reflected in ex-slave reminiscences. Emphasis is placed on the relationship of the narratives to the understanding o f the black experience in the United States. Prerequisite: History 6, 7, or 8, or the permission of the instructor. S p rin g sem ester. Morgan. 150 — HISTORY 57. Oral History. By examining the living past this course seeks to emphasize the relevance of history to m odem life with special emphasis on American subject m atter. Students will be taught the skills requisite for the completion of an original research project th at involves the collection, classification, and analysis of data selected from both written and oral sources. General discussion topics include folk religion, the role of the family, local and personal history, and old ways in the new world. Some work will be done off campus. Fall sem ester. M organ. 58. The World of W. E. B. Du Bois. A study of Du Bois’s thought on im portant issues as reflected in a selection o f his creative writings, speeches, addresses, and major historical works. Topics include Du Bois’s views on the economic and political position of blacks in the United States, on Pan Africanism and on imperialism. Prerequisite: History 6, 7, or 8, or the permission of the instructor. Fall sem ester. Morgan. 59. Making the American Past. A n analysis of the nature of historical enquiry and of selected historians and “schools” of interpretation instrum ental in shaping our under­ standing of the American past. Limited enrollm ent. Open to majors with some American history and, with the permission o f the instructor, to non-majors. N o t o ffe re d 1979-80. Wood. Religion 17. History o f Religion in America. (See listing under D epartm ent of Religion.) Religion 18. Quakerism. (See listing under D epartm ent of Religion.) 63. South Africa. A survey of South African history with an emphasis on BlackWhite relations and on the development of contem porary problems. N o t o ffe re d 1979-80. W right. 67. The African in Latin America. The history of black men in French, Portuguese, and Spanish America: slavery, em ancipation, the contem porary scene. Special atten­ tion will be given to the im pact of African civilization on Latin countries, as well as to comparative analysis o f the experience of blacks in th a t region and in the United States. N o t o ffe re d 1979-80. Wood. 72. Japanese Civilization. Jap an ’s history from its origins to the early nineteenth century tracing its dom inant political, intellectual, religious, and cultural patterns. Sp rin g sem ester. Li. 74. Modern China. The history of China since the early 19th century. Topics include the im pact of the west, reform and revolution, nationalism , and the development of the com m unist movement. S p rin g sem ester. Li. 75. Modern Japan. The transform ation of Jap an into a m odem nation-state, from the early 19th century until the present. F all sem ester. Li. 77. China: The Politics o f History. This course will examine, with particular emphasis on political influences, the historiography of China from three perspectives: 1) the relationship of the traditional Chinese view of the past to the Confucian state; 2) m ajor ideological controversies from the late nineteenth century to the present; 3) the changing views of Western observers and historians, both popular and scholarly. Limited enrollment. Prerequisite: H istory 9, History 74, o r the permission of the instructor. Fall sem ester. Li. 151 HISTORY 86. Folklore and Folklife Studies. (Also listed as English 86.) An introduction to the m ajor form s o f folklore and selected forms of folklife materials. The course includes the study of myth, legend, folktales, proverbs, jokes, riddles, and other verbal arts including folk music. It explores superstition, witchcraft, magic, and popular beliefs; and considers the function o f folklore in highly industrialized m odern societies as well as in traditional ones. S p rin g sem ester. M organ. 87. Problems in Historiography. Readings and discussion centering on the nature of historical writing, on the relationship of historians to their times, and on historical method and its problems. Limited enrollm ent. Open to m ajors and, with the perm is­ sion of the instructor, to non-m ajors. N o t o ffe re d 1979-80. 91. Special Topics (thesis). A consideration of the nature and methods o f historical research and writing, norm ally for seniors in the D epartm ent w ho choose the thesis option. Individual and group meetings focus on preparation of an extended research paper. Open to non-m ajors with the consent of the chairm an and instructor. S p rin g sem ester. Members of the Departm ent. 93. Directed Reading. Individual or group study in fields of special interest to the student not dealt with in the regular course offerings. The consent of the chairm an and of the instructor is required. History 93 may be taken for one-half credit as History 93A. Members of the D epartm ent. S eminars The following seminars are offered by the D epartm ent, when possible, to juniors and seniors who are preparing to be examined for a degree with Honors. They may be taken w ithout regard to chronological order. Some prelim inary reading o r other preparation may be required for seminars on subjects in which no work has previously been done. 111. Medieval Europe. Western Europe from the Papal-Frankish alliance of the eighth century to about 1300. S p rin g sem ester, 1980; F all sem ester 1980-81. Smith. 116. The Renaissance. M ajor topics in Western European history from the fourteenth to the early sixteenth century, with concentration on the emergence of early m odern society and culture in Italy and their adoption by the rest o f Europe. Fall sem ester. Du Plessis. 117. Europe 1500 to 1650. A topical study of Western Europe from the R eform ation to the crisis of the seventeenth century. S p rin g sem ester. Du Plessis. 118. Tudor and Stuart England. Religious reform, political revolution, and socio­ economic transform ation during the sixteenth and seventeenth centuries. N o t o ffe re d 1979-81. Du Plessis. 122. Europe 1760 to 1870. The revolutionary transform ation of the old regime; the rise of liberalism and its critics. Fall sem ester. Beik. 124. England, 1815-1914. England in the liberal age. The rise o f the first modern industrial state and its social, political, and cultural problems and achievements. F all sem ester. Anderson. 152 — HISTORY 125. Fascist Europe. Italy, Spain, H ungary, Roum ania, and Germany in the early twentieth century. S p rin g sem ester. Anderson. 128. Eastern Europe. The origins and consequences of the Russian Revolution and the development of the nations of East C entral Europe. S p rin g sem ester. Beik. 130. Early American History. Political, economic, social, and cultural aspects of the period from the explorations to the early N ational era. S p rin g sem ester 1981. Wood. 132. The United States since 1787. Selected topics in the history of the United States. Each sem ester, 1979-81. Bannister, Field, o r Wood. 134. American Diplomatic History. A study of the evolution since 1776 of American relations with the outer world with emphasis on ideological, economic, and strategic developments. Fall sem ester, 1979; Spring 1981. Field. 136. American Intellectual History. Political, social, and literary culture from the late eighteenth century through World War I. S p rin g sem ester, 1981. Bannister. 140. M odem Africa. Studies in sub-Saharan African history with emphasis on the period since 1800. Spring sem ester. 141. South Africa. South Africa from the 17th century to the present. Fall sem ester.¡980. W right. 144. Modern East Asia. Political, social, and intellectual change in China and Japan since the early 19th century, comparing the different responses to western imperialism and the different approaches to modernization. Fall sem ester. Li. 148. Latin America. Selected topics in Latin American history. Fall sem ester. Wood. 180. Thesis. With the permission o f the D epartm ent, H onors candidates may write a thesis for either single or double course credit. Double-credit thesis will normally be written in the fall sem ester of the senior year for subm ission as papers to the visiting examiners. H onors candidates wishing to write a thesis for single (non-Honors) credit should elect History 91. 153 — INTERNATIONAL RELATIONS Students who plan to enter upon a career in the field o f international relations^ should include in their program s, during the first two years, introductory courses in economics, history, and political science and should complete the interm ediate course in one or more m odern languages. Advanced courses selected from the groups listed below may be incorporated in the program s of students who do their m ajor work in economics, history, political science, or m odern language. These students who wish to concentrate in international relations may take their Senior Comprehensive Examination in this field. Students preparing for this examin­ ation should take eight or more courses from am ong those listed below, including all of those listed in G roup 1, one or more in G roup II, and one or more in G roup 111. The exam ination is administered by a committee appointed by the chairm en of the D epartm ents of Economics, History, and Political Science, under the chairm anship of the D epartm ent of Political Science. Group 1 Political Science 4. In tern a tio n a l P olitics Political Science 14. A m erica n Foreign P olicy Economics 30. The In tern a tio n a l E co n o m y Group II History H istory History History History H istory H istory 4. 8. 37. 47. 48. 74. 75. L atin A m erica A frica M o d e m R ussia A m erica a n d th e World: to 1900 A m erica a n d th e World: since 1900 M o d ern C hina M o d ern Japan Group III Economics 11. E co n o m ic D evelo p m en t Economics 31. C om parative E co n o m ic S ystem s Political Science 3. C om parative Politics Political Science 5. P olitics o f th e Third W orld Political Science 13. In te rn a tio n a l O rganizations in W orld Politics Political Science 18. P olitical D evelo p m en t Political Science 19. C om parative C o m m u n ist Politics Political Science 20. P olitics o f C hina Political Science 21. Politics o f B lack A frica Political Science 22. L atin A m erica n Politics Political Science 55. M o d ern P olitical T heory Political Science 63. A d v a n c e d In te rn a tio n a l Politics Political Science 70. (also listed as Economics 70) The P olitical E co n o m y o f C o m m u n ist S y ste m s Students who plan to enter the External Exam ination (H onors) Program will find it possible to select a similar com bination of courses and seminars in the field of international relations. In planning such program s, they should consult with the chairm an of their prospective m ajor departm ent. 154 LINGUISTICS A L F R E D B L O O M , A ssociate P ro fesso r an d P ro g ram D irecto r Linguistics is the study o f language. On the m ost general level it deals with the internal structure of languages, the history of their developm ent and the role they play in influencing the entire spectrum of hum an activity. D escriptive linguistics involves an attem pt to arrive at an adequate description o f the phonological, syntactic and semantic components of language, differentiating those elements which are generic to all languages from those which are particular to any given language or family of languages. D iachronic or historical lingustics looks at the evolution of these com ponents over time. Sociolinguistics centers on the link between language and the social context in which it is spoken; m a th em a tica l linguistics on the form al analysis of linguistic structures; and psych o lin g u sitics on the interplay between language and the processes of perception and cognition. Futherm ore, linguistic variables influence interaction at the individual and societal levels, play a central role in shaping the form and meaning of literary expression and constitute a significant area o f philosophical inquiry. Special majors bridging linguistics and the humanities or the social sciences are encouraged for Course students. All such program s are designed on an individual basis to suit the interests of the student, but it is highly recommended that Linguistics 108 be included at some point in the course sequence. The H onors M ajor of Linguistics consists of a minimum of three external examin­ ation preparations. H onors candidates in addition are required to include in their programs at least one seminar in theoretical linguistics and to have developed competence in at least one foreign language beyond the interm ediate level through an advanced course or an introductory literature course. 1. Language — An Introduction. An introduction to language and its multifaceted interaction with hum an thought and behavior. The first part o f the course will concentrate on the description o f the internal structure o f language, providing a grounding in the principles of structural linguistics, transform ational gram m ar and semantic theory. The second part will tu rn from a description of internal structure to brief explorations into the role played by linguistic variables in psychological processes and development, philosophical inquiry, socio-political interaction and artistic cre­ ation. S p rin g sem ester. Bloom. 9. Language, Culture, and Society. (See Sociology 9). 27. Philosophy o f Language. (See Philosophy 26.) 34. The Psychology o f Language. An exploration into the interplay of language and psychological functioning with special emphasis on the psychological implications of contem porary modes of linguistic description and on the role played by linguistic variables in the development of cognitive processes and in the shaping of world view. Prerequisite: Linguistics 1 or permission of instructor. Fall sem ester. Bloom. 155 LINGUISTICS 52. Diachronic Linguistics. An introduction to historical linguistics: the reconstruc­ tion of prehistoric linguistic stages, the establishm ent of language families and their interrelationships, and the exam ination of processes of linguistic change on all levels, phonological, morphological, syntactic and semantic. 56. Cognitive Patterns in Moral, Linguistic and Political Behavior. (Crosslisted as Psychology 56.) An investigation into the role played by cognitive dimensions in influencing linguistic, moral and political behavior, with emphasis on adolescence and beyond. An attem pt will be made to place the investigation w ithin a framework provided by current trends in cognitive psychology, existential philosophy and linguistics and to draw on the implications of these dimensions with respect to the relationship of the individual to the nation-state and the international system. 93. Directed Reading or Research. Students may conduct a reading or research program in consultation with the instructor (permission of the instructor required). E ither sem ester. Bloom. 96. Senior Paper. E ither sem ester. Bloom. Other courses o f particular interest to students of Linguistics: Chinese 1B-2B, Introduction to M andarin Chinese. Russian 16, H istory of the Russian Language. French 20, History o f the French Language. Greek 19, Com parative G ram m ar of Greek and Latin. S eminars 104. Psychological Anthropology (see Sociology 104). 107. Language and Thought. An intensive investigation of selected linguistic, psy­ chological and philosophical approaches to the elusive interaction o f language and thought. Emphasis will be placed on developm ental and cross-cultural perspectives, and students will be encouraged to undertake independent research projects in their specific areas of interest. Prerequisite: Linguistics 1 or permission of instructor. Fall sem ester. Bloom. 108. Contemporary Approaches to Descriptive Linguistics. A com parison of models of linguistic description with emphasis on recent developments in transform ational gram m ar and generative semantics. Prerequisite: Linguistics 1 or permission o f the instructor. S p rin g sem ester. Bloom. 180. Thesis 156 — LITERATURE R O B E R T R O Z A , C o o r d in a to r The Literature m ajor is administered by a Literature Committee representing the Departments of Classics, English Literature, and M odern Languages and Literatures. The basic requirem ent for a m ajor in Literature is work in two or more literatures in the original language. A student who intends to m ajor in Literature will subm it to the Literature Comm ittee a proposed program of integrated w ork which sets forth the courses or seminars to be taken and the principle o f coherence upon which the selection is based. The Committee will review the proposal and advise the student. Subject to the requirem ent o f serious study of at least two literatures in the original language, one of which may be English, work in translation is encouraged, especially as it consists of them atic or comparative courses. In lieu of a regular course, the Literature Committee will consider proposals for an individual or cooperative project, for one o rm o re research papers written as course attachm ents, o r for the substitution of a thesis for course credit when these projects have as their purpose either the integration of work within the m ajor or the relating of work outside the m ajor to some portion of the major. For a m ajor in th e C ourse P rogram th e requirem ents are as fo llo w s: 1. A minim um of ten courses in tw o o r m ore literature departm ents, including a substantial concentration of work -*• ¡normally not fewer than five courses — in one of the departm ents. Only courses numbered 11 or above in Classics and M odern Languages and Literatures are counted as constituents of the Literature major. Of English courses numbered 2 through 10, only one may be counted for the major. 2. A senior essay planned early in the first semester of the senior year. The senior essay counts for at least one credit, usually for two credits, and is thus a paper of considerable scope or intensiveness in which a theme or result o f the student’s individual program of work is developed. In some cases the Comm ittee may require that the essay be written in whole o r in part in a language other than English. 3. A comprehensive exam ination taken in the second semester of the senior year. For a m ajor in th e E xtern a l E xa m in a tio n (H o n o rs) P rogram the requirem ents are as fo llo w s: Not fewer than five papers in Literature, including at least three in one departm ent and significant work done in a foreign language, ancient or modern. Literature majors in the H onors Program are encouraged to include in their program a thesis with the purpose of integrating the work o f the m ajor in accord with the principle of coherence on which the program is based. Prospective m ajors in Literature are urged to make their plans early so as to acquire the necessary linguistic competence by the junior year. - 157 — MATHEMATICS JA M E S W. E N G L A N D , P ro fe sso r a n d C h a irm a n ST E V E N S H E C K S C H E R , Professor% G U D M U N D R. IV E R S E N , P ro fe s so r o f S ta tis tic s E U G E N E A. K L O T Z , P ro fe sso r D A V ID R O S E N , P ro fe sso r J. E D W A R D S K E A T H , P ro fe sso r S T E P H E N B. M A U R E R , A s s o c ia te P ro fe sso r E. R. M U L L IN S , J R ., L e c tu re r, a n d D ire c to r o f C o m p u te r E d u c a tio n a n d A c tiv itie s M athematics is one of the m ost powerful tools available to the physical, biological, and social sciences, and to engineering. It is the aim of the Sw arthm ore M athem atics D epartm ent to enable those who so wish, to study mathem atics as a discipline in its own right, while providing the skills and structural insights necessary to those in need of its power. We live in a time when mathem atics is cutting across m ore and m ore disciplines; there now exist such specialties as mathematical economics, mathematical linguistics, mathematical sociology, mathematical psychology, and mathematical biology, along with more traditional areas such as mathematical physics. C om puter Science and Operations Research are new disciplines which rely heavily on both mathem atics and engineering. In recognition o f all this, the M athem atics D epartm ent is interested in facilitating the creation of join t m ajors, and also in developing carefully worked out program s which involve concentration in mathematics and some other discipline. M a th em a tics courses available to fir s t sem ester fr e s h m e n include M athem atics 1 (Applied Statistics), M athem atics 3 (Basic M athematics), M athematics 5A or 5B (Calculus), M athem atics 10 (A PL), all with only norm al high school preparation. Students may take M athematics 11A by passing the Calculus I placement exam, Mathematics 12 by passing departmental Calculus II placement exam, or Mathematics 12H by passing the departm ental Calculus II and Calculus III placement exams. All freshmen planning to enroll in M athem atics 3, 5A or5B , 11 A, 1 2 o rl2 H are required to take the appropriate departm ental placement exams given during freshm an orien­ tation. P rogram s f o r p re m e d ic a l stu d en ts: Medical schools usually require a year of' college mathematics, and since a num ber o f medical schools specify a semester of Calculus, m ost premedical students will wish to take either M athem atics 4 or M athem atics 5. In addition, prem edical students should consider M athem atics 1,3, 11 or 15. i Absent on leave, 1979-80 158 — MATHEMATICS P rogram s f o r social science m ajors: Students interested in the social sciences might well consider a minim um of m athem atics anywhere from a semester of Statistics (M athem atics 1), up to a minim um advised for those interested in graduate work in Economics: M athem atics 5, 11, and if possible, 15 and 22. Other courses and sem inars might be advisable in individual cases. Elem entary courses of particular interest to social scientists include M athem atics 1, 2, 3, 4, and 10. A num ber of social science graduate program s demand some mathematics to fulfill degree requirements. P rogram s f o r stu d e n ts in C hem istry a n d E ngineering: Students interested in Chem istry and Engineering might plan to take a minimum of M athematics 5, 11, 22, and 30, or (with proper Advanced Placement), M athem atics 12, 22, and 30. O ther courses of general interest to students in these areas include M athem atics 14, 15, 34, 51, and 52. Special interest courses include M athem atics 24, 34, 41, 42, 57, or equivalent seminars. P rogram s f o r Physics m ajors: See Physics section for basic requirements. Other useful courses are M athematics 14, 15, 24, 34, 41, 42 and 57. A ppropriate seminars include M athem atics 101, 102, 103, and 105. M a th em a tics m ajors: The norm al preparation for a maj or in mathematics consists of the sequence of M athem atics 5, 11 and 22 (or with Advanced Placem ent 12 o r 22). Students planning to major in M athem atics are encouraged to take M athematics 44. A student who wishes to m ajor in mathematics in Course must complete seven advanced courses and the Senior Conference in addition to the norm al sequence of three courses just listed. An Honors candidate with a major in mathematics will norm ally take M athem atics 101 and 102 in the junior year, and M athem atics 103and 104 or 105 in the senior year. M athematics majors are urged to study in some depth a discipline which makes serious use of mathematics. All mathem atics students are urged to acquire some facility with the com puter. Students bound for graduate school in mathematics should obtain a reading knowledge of French, German, or Russian. S econdary accreditation: The norm al program for majors in mathematics constitutes a thorough preparation for potential teachers in secondary schools. Mathematics majors in the Course o r H onors Program autom atically meet the mathematics requirements for being certified to teach mathematics in secondary school. Others who wish to be certified to teach in secondary school must complete a minimum of six mathematics courses as follows: Mathematics 5, 11, 23, 24 (or equivalent courses) and any two other advanced m athem atics courses. Statistics: Training in Statistics is offered on tw o levels: an applied sequence for students with very little background in mathematics, M athematics 1 and 2; and a m athematical sequence for students who have knowledge o f Calculus and Matrices, M athem atics 15 and 16. Students in all disciplines who will, at one time or another, analyze data as part of their work in other courses or seminars are encouraged to take M athematics 1 or 15. 159 - MATHEMATICS 1. Applied Statistics I. The course facilitates understanding of data-based research. Observations on one variable can be described by the form of the distribution, average scores and measures of variation. Relations between variables are studied through correlational m ethods, including regression and analysis of variance. Ways of inferring from a sample of observed data to a larger popluation are discussed for the various descriptive techniques. The course does not satisfy any mathematics, prerequisite, except for M ath 2, n o r can it be counted tow ard a major o r m inor in the Departm ent. No prerequisite. 2. Applied Statistics II. Given as a continuation of M ath 1, the course deals mainly with the study of relations am ong three or more variables. Included are such topics as multiple regression analysis, with multiple and partial correlation, analysis of vari­ ance and the analysis of contingency tables. The course ends with a treatm ent of Bayesian statistical methods. The course does not satisfy any mathematics prerequi­ site nor can it be counted tow ard a m ajor or m inor in the Departm ent. Prerequisite: M ath I. 3. Basic Mathematics. This course focuses on two objectives (1) review and remedial work, and (2) preparation for calculus. Some special attention will be given to those whose previous experience with mathematics has not been entirely prosperous. Prospective students should take the Basic Skills Test during O rientation Week, preferably at the M ath Exam time. (The results will be used to help determine both classroom topics and individual strengths and weaknesses.) Subject m atter will be taken from logic, algebra, trigonom etry and geometry. Fall sem ester. Klotz. 4. Calculus Concepts. This course, which covers the basic concepts of one variable calculus, is particularly useful for biology and social science majors. Topics to be included are sequences, series, differentiation, integration, transcendental functions, and extrem al problems. S p rin g sem ester. Klotz. 5A, 11 A. Calculus I and II. The first semester will cover topics in differentiation and integration of functions of one variable with some applications. The second semester is a continuation o f the first. Topics covered in the second semester include series, im proper integrals, differential equations and techniques o f integration. M ath 11A may be taken in the fall semester by passing the departm ental Calculus I placement exam. All students planning to enroll in 5 A or 11A in the fall semester are required to pass the appropriate departm ental placement exam. Staff. 5B, 11B. Calculus and Matrices in A PL. This is an introductory mathematics course which presupposes the same high school preparation as 5A. Among the topics covered will be differentiation and integration o f functions of one variable with applications, introductory approxim ation theory, selected topics in matrices and linear algebra. The notation will be A PL and use will be made of the computer. Year course. England. 10. APL. This course is an introduction to com puter program m ing concepts using the A PL language with particular attention to the form ation o f algorithms. Develop­ ment o f procedures for inform ation processing and problem solving will receive special emphasis. No prerequisite. M ay be taken for either half or full course credit. Fall sem ester. Mullins. 160 MATHEMATICS 12. Linear Algebra. The subject m atter o f this course consists of vector spaces, matrices and linear transform ation with applications to solutions of systems of linear equations, determ inants and the eigenvalue problem. Prerequisite: A grade of C or better in M ath I l or a passing grade on the departmental Calculus II placement exam. 12H. Linear Algebra Honors Course. This honors version of M athematics 12 will be more theoretical, abstract, and rigorous th an its standard counterpart (the subject m atter will be equally as valuable in applied situations, but applications will not be dwelt upon). It is intended for students with exceptionally strong mathematical skills, and primarily for students who enter with BC Advanced Placement calculus courses. Prerequisite: A grade of B or better in M ath II o ra passing grade on the departmental Calculus II placement exam. Fall sem ester. Skeath. 14. Probability. This course deals with the mathem atical theory and concepts of probability including an introduction to stochastic processes. Prerequisite: M ath 5, 22, or permission. Fall sem ester. England. 15. Mathematical Statistics I. Based on probability theory, this course examines estim ation of param eters and hypotheses testing theory for statistical models used to gain knowledge from observed data. Both small and large sample properties o f the estim ators are studied. The course concludes with the study o f models dealing with relationships between variables, including chi square and regression analysis. Prerequisite: M ath 5 or permission. Fall sem ester. Iversen. 16. Mathematical Statistics II. Given as a continuation o f M ath 15, the course deals mainly with statistical models used to analyze relations between variables. The general linear model, which includes regression, variance and covariance analysis, is examined in detail. It is also shown how non-param etric models are obtained using fewer assumptions. The course examines some sampling theory and alternative ways of performing statistical inference. Prerequisite: M ath 15. 22. Several Variable Calculus. Tljis course considers differentiation and integration of functions of several variablesw ith special emphasis on two and three dimensions. It is the norm al sequel to M ath 11 and is a prerequisite for several other mathematics courses. Prerequisite: M ath 11, or 12. Each sem ester. 22H. Several Variable Calculus Honors Course. This honors version of Mathematics 22 will be more theoretical, abstract, and rigorous than its standard counterpart (the subject m atter will be equally as valuable in applied situations, but applications will not be dwelt upon). It is intended for students with exceptionally strong mathematical skills, and prim arily for students who have successfully completed M ath 12H. Prerequisite: A grade of C or better in M ath 12H o r permission o f the instructor. Spring sem ester. Skeath. 23. Higher Geometry. Synthetic and analytic projective geometry will be considered axiomatically. Affine and Euclidean geometry will be developed as special cases. S p rin g sem ester. Rosen. 161 — MATHEMATICS 24. Introduction to Modem Algebra. The course will survey some of the im portant topics of m odern algebra, such as groups, integral domains, rings, and fields. Prerequisite: M ath 12 or permission of the instructor. 27. Discrete Models. In recent years discrete mathematics has proved to be the most useful mathem atics for applications to the “soft” sciences— social science, biological science, environm ental science, etc. Discrete mathematics may be defined as the study of sets which are either finite or naturally regarded as consisting of isolated elements, e.g., the integers. In this course applications of discrete mathematics will be emphasized, and only topics which allow one to progress quickly to serious applica­ tions will be covered. Also, emphasis will be as much on examples and model building as on proving theorems. M athem atical topics will be chosen from the theories of graphs, directed graphs, games, group decision making, measurement, and M arkov chains. There are no specific prerequisites except familiarity with set notation and m athem atical thinking. Thus, success with calculus and linear algebra would be a good background. F all sem ester. M aurer. 30. Differential Equations. An introduction to differential equations that includes such topics as: first order equations, linear differential equations, approxim ative methods, some partial differential equations. Prerequisite: M ath 11 or 12. S p rin g sem ester. 34. Numerical Methods. This course will deal with the numerical solution of various m athematical problems, pure and applied. The com puter will be used extensively. Also listed as Engineering 24. Prerequisite: M ath 11, and E23 or equivalent. S p rin g sem ester. N o t o ffe re d 1979-80. 35. Data Structures. This course deals with inform ation structures and the com puter; the static an d dynamic properties of different kinds of structure; means for storage allocation and representation of structured data; and efficient algorithms for creating, altering, accessing, and destroying structural information. Fall sem ester. N o t o ffe re d 1979-80. 37. Number Theory. The theory of primes, divisibility concepts, and the theory of multiplicative num ber theory will be developed. Potential secondary school teachers should find this course valuable. Prerequisite: permission of the instructor. S p rin g sem ester. N o t o ffe re d 1979-80. 41. Groups and Representations. An introduction to some of the applicable portions of the theory of groups and their representations. O f potential interest to students in chemistry, physics and engineering, as well as mathematics. This course may be combined with M ath 65, Functional Analysis with Applications, to comprise an H onors paper in mathematics. S p rin g sem ester. N ot o ffe re d 1979-80. 44. Introduction to Real Analysis. This course is designed for potential mathematics m ajors and minors to follow Course 22. Topics to be included are elem entary point set theory, the Riem ann integral, and the interchange of infinite processes. Each sem ester. Rosen. 162 — MATHEMATICS 51. Applied Analysis I. Analytic functions, integration and Cauchy’s Theorem , power series, residue calculus, conform al mapping, and harm onic functions. The emphasis of this course is on applications to the physical sciences. Prerequisite: M ath 22. Fall sem ester. Rosen. 52. Applied Analysis II. Fourier series, the Fourier transform , orthogonal functions, introduction to Hilbert space and operators. The motivation for these topics will be in partial differential equations arising in the physical sciences. Prerequisites: M ath 30; M ath 51, or permission of the instructor. S p rin g sem ester. Rosen. 57. Differential Geometry. An introduction th a t will include surfaces, manifolds, curvature, Riem annian geometry. The algebra of tensors and differential forms will be developed as needed. Prerequisite: M ath 22. S p rin g sem ester. 65. Functional Analysis with Applications. Basic theorems on Banach and Hilbert spaces, and spectral analysis of self-adjoint operators, will be the main topics covered in this course. The emphasis of the course will be on applications of the material to quantum theory, and thus a certain am ount of the subject m atter will be presented informally. This course may be combined with M ath 41, G roups and Representations, to comprise an H onors paper in mathematics. Prerequisite: M athematics 51 or 101 or permission of instructor. Fait sem ester. N o t o ffered 1979-80. 93. Directed Reading. 96. Thesis. 97. Senior Conference. Normally required of all Course majors in their final semester, this half course is designed to give students an overview of all their courses by solving different types of mathematical problems. H alf course credit. Spring sem ester. S eminars 101. Real Analysis. This sem inar concentrates on the careful study of the principles underlying the calculus of real valued functions of real variables. Fall sem ester. Skeath. 102. Modern Algebra. This sem inar deals with the theoretical properties o f such form al systems as groups, rings, fields and vector spaces. While these concepts will be illustrated by many concrete examples, the emphasis will be on the abstract nature o f the subject. S p rin g sem ester. 103. Complex Analysis. A brief study of the geometry of complex numbers is followed by a detailed treatm ent of the Cauchy theory of analytic functions of a complex variable. Various applications are given and some special classes of functions, such as elliptic functions, are studied. Analytic continuation and the theory of Weierstrass are also discussed. Fall sem ester. 163 - MATHEMATICS 104. Topology. The subject m atter of this sem inar will include such topics as point set topology with some application, piecewise linear topology, homology and hom otopy theory. 105. Probability. The purpose of this sem inar is to give the m athem atical background necessary for an understanding of the mathem atical analysis of statistical data. In addition, the m odern developm ent o f this subject provides a valuable application of the concepts and techniques acquired in the study of advanced calculus. The to p ic ! treated may include: the axiomatic approach, the use o f Stieltjes integrals, correlation and regression, some special distributions, sampling theory, and a short introduction to the theory of statistical estimation. Sp rin g sem ester, N o t o ffe re d 1979-80. 111. Statistics. Properties of random variables are studied together with various ways of inferring about param eters in statistical models. Special emphasis is put on the study of models for relationships between two or more random variables. Prerequisite: M ath 14 or permission of instructor. - » 164 - MEDIEVAL STUDIES B E R N A R D S. S M IT H , C o o r d in a to r This program offers an opportunity for a comprehensive study of European and M editerranean civilization from the fourth century to the fifteenth. The period, which has a critical im portance for the understanding of Western culture, can be approached best through a com bination of several disciplines. Hence eight D epart­ ments (A rt, Classics, English Literature, H istory, M odern Languages, Music, Reli­ gion, and Philosophy) cooperate to provide a course o f study which may be offered as a m ajor in either the course Program or the External Exam ination (Honors) Program. For a m ajor in the Course Program the requirem ents are as follows: 1. Latin 14, Mediaeval Latin 1 course in Mediaeval H istory (H istory 11 o r 12) Either Religion 3 6 /Philosophy 19 or History 14 The prerequisites fo r the courses listed above are: Latin 1-2 or the equivalent; an introductory history course; Philosophy 1. 2. Five other courses chosen from three of the following fields: A rt (15, 16, 17). History (11, 12, 13, 14, 15). Religion (35, 36). L iterature (Classics 35; English 18, 19,20, 31, 81; C EL 13, French 30; Spanish 30). Music (15). O ther courses appropriate to Medieval Studies th at are from time to time included in departm ental offerings. Directed readings in medieval subjects. 3. A student m ay write a thesis as a substitute for a course during the first sem ester of the senior year. 4. The student m ust pass a comprehensive exam ination in the senior year based on courses taken in the medieval field. The exam ination includes a section of Latin translation. For a m ajor in the H onors Program the requirem ents are as follows: 1. The student must satisfy the language and distribution requirem ents of the program , as listed above, by appropriate courses or seminars. Some work in one or more o f the fields, included in the program m ust be done before admissions to the Program . 2. Seminars m ay be chosen from the following: Philosophy 110 (Medieval Philosophy), History 111 (M edieval Europe), A rt 117 (Gothic Art), English 102 (C haucer and Medieval Literature) or English 103 (Chaucer and Dante); French 100 (Littérature du Moyen-Age). 165 — MEDIEVAL STUDIES 3. By attachm ents to the courses listed above, and by writing a thesis, the student may expand the possibilty of w ork in the H onors Program beyond these five seminars. The m inor program should be planned with the co-ordinator so as to insure a close relation to the m ajor. No m inor in H onors is offered. Students wishing to m inor in subjects included in this field should take them as m inors in the departm ent in which they are norm ally offered. 166 — MODERN LANGUAGES AND LITERATURES G E O R G E C. A VERY (G erm an), P ro fe sso r a n d C h a irm a n G E O R G E K R U G O V O Y (R u ssian ), P ro fesso r* P H IL IP M E T Z ID A K IS (S p an ish ), P ro fe sso r JE A N A S H M E A D P E R K IN S (F ren ch ), P ro fesso r* F R A N C IS P. TAFO YA (F re n c h a n d S panish), P ro fe sso r T H O M P S O N B R A D L E Y (R u ssian ), A s s o c ia te P ro fe sso r R O B E R T R O Z A (F ren ch ), A s s o c ia te P ro fesso r* * * S IM O N E V O IS IN S M IT H (F ren ch ), A s s o c ia te P rofessor** E U G E N E W E B E R (G erm an ), A s s o c ia te P ro fe s so r T A T IA N A M . C O S M A N (R u ssian ), A s s is ta n t P ro fe sso r (p a r t-tim e ) a n d D ire c to r o f th e L a n g u a g e L a b o r a to r y M A R IO N J . FA B E R (G erm an), A s s is ta n t P ro fe sso r JO H N J . H A S S E T T (S p an ish ), A s s is ta n t P ro fe sso r G E O R G E M O S K O S (F ren ch ), A s s is ta n t Professor% JE A N T. FA R L E Y (F ren ch ), L ectu rer* * * * G E N A K A T S E N E L IN B O IG E N (R u ssian ), L e c tu r e r M A R Y K. K E N N E Y (S p an ish ), L e c tu r e r C E C IL IA C H IN L E E (C hinese), L e c tu r e r E L K E P L A X T O N (G erm an ), L e c tu r e r C L A U D E C. R IC H O U (F ren ch ), A s s is ta n t The purpose of the m ajor is to acquaint students with the im portant periods and principal figures of the literatures taught in the D epartm ent, to develop an apprecia­ tion of literary values, to provide training in critical analysis, and to foster an understanding of the relationship between literary phenom ena and the historical and cultural forces underlying the various literary traditions. In addition to demonstrated competence in the language, a foreign literature m ajor will norm ally complete five credits in upper-level literature courses or seminars, take Special Topics if required as part of the major, and pass the comprehensive exam ination. Students whose interests lie primarily in language or civilization are advised to consider the possibility of a Special M ajor in com bination with Linguistics, History, or some other appropriate departm ent. Students interested in studying literature in m ore than one language are encouraged to consider a Literature major. Courses numbered IB through 8 are primarily designed to help students acquire the linguistic competence necessary to pursue literary studies in a foreign language through work with the language and selected literary texts. F or a detailed description * **! .» « + Absent on leave, fall semester, 1979. Program Coordinator, Swarthmore Program In Grenoble, fall semester 1979 FaH^semeier>r?979,° r SwartHmore Pr°gram in Grenoble, sprng semester, 1980. Absent on leave, 1979-80 167 — MODERN LANGUAGES of the orientation in these courses see the E xplanatory Note on language courses below. Courses numbered 11 or above stress the study of literature as a humanistic discipline as well as competence in the spoken and written language. Students planning to m ajor in a foreign language and its literature are advised to j present enough credits (three to four years at the high school level) upon admission to / enable them to register for courses numbered 11 and 12 in their freshm an year or at the latest by the beginning of the sophom ore year. Students w ho enter with no previous knowledge o f the language but who are interested in m ajoring in a foreign literature should register for intensive language courses (1B-2B) in their freshman year. Language courses numbered IB through 5 (8 in German) do not count tow ard the minim um of eight courses required for the major. Students w ho wish to continue a language begun elsewhere will be placed a t the course level where they will profit best according to their score in the College Entrance Exam ination or placement tests administered by the D epartm ent. Prerequisites for m ajors are noted under the listing of each o f the literatures taught. Exceptions to course requirem ents are m ade for those who show competence in the language of specialization. Students who speak French, G erm an, Russian or Spanish fluently should consult with the D epartm ent before electing courses. M ajors are urged (a) to elect supporting courses in other literature (classical or modern) history, philosophy, linguistics and a rt history; (b) to investigate seriously the possibility of spending a t least a sum m er and a semester abroad. Sophom ores and juniors com petent in French, whatever their major, b u t m ore specifically those in the hum anities and social sciences, should consider participating in the Sw arthm ore program a t the University o f Grenoble. Students com petent in Spanish should consider the cooperatively sponsored program in M adrid, which is administered by H am ilton College. Students competent in other foreign languages taught in the D epartm ent and interested in study abroad should consult departm ental advisers fam iliar with program s abroad. Students wishing to receive a Teaching Certificate in French, G erm an, Russian or Spanish should plan on taking the regular program o f language and literature courses required fo r the m ajor o r show proof o f the equivalent. In addition, they should take Linguistics 1 or a course in the history o f the language, and courses in art, history, music, etc., to broaden their knowledge and understanding of the appropriate foreign culture. Prospective teachers o f a foreign language are urged to include in their program at least a sum mer and a semester abroad. Students planning to do graduate work are reminded that, in addition to the language of specialization, a reading knowledge of other languages is generally required for admission to advanced studies. Students who need advice concerning the choice of languages should consult with the Departm ent. Continental European and Spanish American Literatures (Courses conducted in English) Students acquainted with a particular foreign language are urged to elect an appropriate literature course taught in the orignial language. C E L / SAL courses provide the opportunity to study literature that cannot be read in the original. These courses may be used to satisfy the distribution requirements, but cannot be substituted for the 11 or 12 level courses in the original languages to satisfy the departm ental prerequisites for a m ajor or minor. C E L /S A L courses may in some cases form an appropriate part of upper-level w ork in the m ajor in one of the foreign literatures or serve as the basis of preparation for an H onors paper. Students planning programs where such considerations would apply m ust consult with the D epartm ent. 168 — MODERN LANGUAGES Normally, at least one of the CEL courses will be offered each semester; the proposed sequence for the academic year will be announced before fall registration. (Other, cross-listed, foreign literature courses taught in translation follow SAL 50.) 12G. The Quest for a Tradition in German Literature. An exam ination of German literature and thought from the 1770’s to the end of the nineteenth century with emphasis on the emergence of characteristically German themes, forms, and attitudes. Authors to be read include Lessing, Herder, Goethe, Schiller, the Romantics, Buchner, Nietzsche, Fontane, and Wedekind. O ffered as s t a f f a n d s tu d e n t interest allow. 12R. Russian Thought and Literature in the Quest for Truth. The development of Russian intellectual tradition as reflected in Russian philosophy and literature from the 18th century to the present. Brief consideration o f Russian medieval literature and thought. Historical and cultural consequences of the introduction of Christianity into Russia from Byzantium. Eighteenth century: secularization of culture. Nine­ teenth and twentieth centuries: philosophical and literary polemics within the frame­ work of current secular ideologies and religious thought. Russia and the West and the dream o f a Perfect World. S p rin g sem ester, 1980. Krugovoy. 13R. The Russian Novel. See Russian 13. 13. Mediaeval Comparative Literature. The tension between ideals and their realiza­ tion as reflected in the literature of the Middle Ages, especially the epic (R oland, Cid, N ibelungen) and the rom ance (IH stan, Yvain, The Grail). S p rin g sem ester, 1980. Perkins. 20G. The German Novel Since 1945. A study of intellectual, literary, and sociolgical currents in East and West Germany, A ustria, and Switzerland since the end of World War II as they "appear in representative works o f prose fiction. A uthors include Th. M ann, Boll, G unter Grass, M ax Frisch, Uwe Johnson, Peter H andke and Christa Wolf. Lectures and discussions in English. German majors will be required to read some of the works in German. S p rin g sem ester, 1980. Avery. 25R. Russian Folklore and Russian Culture. A study of folk poetry in its cultural and artistic aspects. Folklore and the genesis o f literature and civilization. Survivals of myth and ritual in Russian folk poetry and their significance for the understanding of the collective psychological dom inants in Russian cultural outlook will be discussed. Special attention will be given to ritual poetry, tales, heroic epic and lyric poetry with extensive use of com parative evidence from non-Russian folk traditions. Represent­ ative texts will be analyzed in class with active participation by students. N o t o ffe re d 1979-80. Krugovoy. 50G. Studies in Modem German Literature. Under this course title topics will be offered from year to year th at reflect the richness and variety of literature in German­ speaking countries, against the background of this century’s dom inant social and cultural crises. Courses to be offered in subsequent years include: The Novels of Thom as M ann; M odern G erm an Criticism from Nietzsche to Benjamin; Women in M odern German Literature; G erm an Expressionism. In the fall, 1979, the topic will be: Austrian Writers in the 20th Century. Authors will include Hofmannsthal, Schnitzler, Karl Kraus, R. M. Rilke, R obert Musil, Oddn von H orvath, and Peter Handke. F all Sem ester. Faber and Avery. 50R. Russian Literature and Revolutionary Thought. A study of continuity and change; the relationship between the m ajor political and social movements and the 169 MODERN LANGUAGES writers before and after 1917. Special attention will be given to the post-revolutionary literary and political struggle in the 1920’s and the literary revival o f the 1960’s with emphasis on Herzen, Bakunin, Cheryshevsky, Trotsky, Babel, Olesha, Mayaokovsky, , Tertz, and Solzhenitsyn. N o t o ffe re d 1979-80. 50S. Spanish Thought and Literature of the Twentieth Century. The struggle between traditionalism and liberalism, its background and manifestations in Spanish thought and letters from the turn o f the century through the Civil W ar to the present day. Emphasis on U nam uno, Ortega y Gasset, Federico G arcia, Lorca, Camilo Jose Cela, Carm en Laforet, and Ju an Goytisolo. N o t o ffe re d 1979-80. SAL 50. Contemporary Spanish-American Literature. A consideration of intellec­ tual and social themes and artistic innovations which m ark the coming into the m ainstream of Spanish-American fiction. Representative authors from the various national literatures. A RG EN TIN A : Borges, C ortázar; PERU : Vargas Llosa; CO­ LOM BIA: García M árquez; GUATEM ALA: Asturias; M EXICO; Fuentes, Rulfo, Pedro; CUBA: Carpentier. N o t o ffe re d 1979-80. SAL 60. Spanish American Society Through Its Novel. This course will explore the relationship between society and the novel in Spanish America. Selected works by Carlos Fuentes, M ario Vargas Llosa, Gabriel G arcía Márquez, Miguel Angel Asturias and others will be discussed in conjunction with sociological patterns in contem porary Spanish America. See Sociology-Anthropology 60. S p rin g sem ester. H assett and Muftoz. 18. *Dante. See English Literature 18. 34. * Renaissance Comparative Literature. See English Literature 34. 48. *Modem Drama. See English Literature 48. Explanatory N ote of F irst- and S econd-Year L anguage C ourses: A. Courses num bered 1-2 are designed for students who begin their study of the language in college and whose prim ary interest is the acquisition o f reading skills: 1-2 combines the presentation o f gram m ar with readings from the humanities (including literature), social sciences and sciences. Classes meet three times per week and are conducted in English. M ay be used to prepare for fulfilling the reading requirem ent o f graduate schools but does not prepare students fo r interm ediate o r advanced courses in literature taught in the original language. B. Courses numbered 1B-2B, 3B carry one and one-half credits per semester. Three semesters in this sequence are equivalent to two years o f w ork at the college level. Designed to im part an active com m and o f the language and combine the study or review of gram m ar essentials and readings o f varied texts with intensive practice to develop the ability to speak the language. Recomm ended for students w ho w ant to progress rapidly and especially for those with no previous knowledge of the language and who are interested in preparing for interm ediate or advanced courses in literature taught in the original language. Students who start in this orientation can maj or in a foreign language and literature not studied previously. These courses (a) m eet as one section for gram m ar presentation and in small groups for oral practice with a native speaker o f the language, and (b) may require periodic w ork in the language laboratory. * CEL courses taught in the English Literature department have the usual prerequisite of an introductory course — English 2 through 10 — or its equivalent by department examination. — 170 - MODERN LANGUAGES Chinese 1B-2B. Introduction to Mandarin Chinese. An intensive introduction to written and spoken M andarin Chinese. Specifically designed to prepare students for continuing study in Taiwan or H ong Kong. Lee. 3-4. Second-year Mandarin Chinese. A two-semester course designed for students who have mastered over five hundred characters (800 words) and basic gram mar. The course combines the study of gram m ar and oral practice with writing and readings in m odern Chinese literary and expository prose. Not offered every year. B oth sem esters. Lee. French French may be offered as a m ajor in the Course Program o r as a major or m inor in the External Exam ination (H onors) Program. Prerequisites for both Course students and Honors candidates are as follows: F ren ch 6 an d 12, the equivalent, or evidence of special competence. Recommended supporting subjects: see the introductory departm ental statement. M ajors in the Course and H onors Program s, as well as minors in the Honors Program are expected to be sufficiently proficient in spoken and written French to do all of their work in French, i.e., discussions and papers in courses and seminars, and all oral and written examinations, including comprehensive and Honors examinations. Course m ajors are required to do Special Topics. C ourses N ote: N ot all advanced courses are offered every year. Students wishing to m ajor or m inor in French should plan their program in consultation with the Departm ent. 1B-2B, 3B. Intensive French. F or students who begin French in college. Designed to im part an active com m and o f the language. Combines the study o f gram m ar with intensive oral practice, writing, and readings in literary or expository prose. Prepares for interm ediate and advanced courses in literature taught in the original language. Recommended for students who wish to acquire minim al linguistic competence for study abroad in the Sw arthm ore Program in France. See the explanatory note on language courses above as well as the description o f the Sw arthm ore program at the University o f G renoble under E ducation A b ro a d . Norm ally followed by 5. 5,5A. Composition and Diction. Emphasis on oral fluency and writing proficiency. M ay be taken for single credit (5), or one and one-half credits with additional discussion sessions (5A). Prepares for French 6 and 12. Recommended for students who wish to study ab ro ad at the university level. Prerequisite: French 3B o r the equivalent. Each sem ester. 6. Studies in Stylistics. F or m ajors or those who wish an advanced course to develop self-expression in the written and oral language. Original compositions are based on a stylistic study o f texts by representative French authors from the 17th century to the present. Prerequisite: French 5, 12, o r the equivalent with special permission. Each sem ester. Fall, 1979, Roza; Spring, 1980, Smith. 171 MODERN LANGUAGES 12. Introduction to Literary Studies. An analytical approach to French literature through the study of particular genres or specific modes o f expression. Selected w orks from Molière to Balzac. Prerequisite: French 5, a score o f 675 on the College Entrance Exam ination, or thfe equivalent with special permission. Each sem ester. 15. Freshman Prerequisite: a instructor. The représentatives Seminar. F or freshmen only. Limited enrollm ent. Two sections. score o f 675 or above in French, and special perm ission of the topic for fall semester, 1978, will be: Poésie du XIXe siècle. Oeuvres d u rom antism e au symbolisme. Techniques et thèmes poétique. F all sem ester. Roza. 20. Hjstory o f the French Language. The developm ent of the French language from its L àtin origins to its current forms. Emphasis will be placed more on general patterns than on philological details. Texts of the various periods will be analyzed intensively. The course will be given in English; students m ust have a reading knowledge of French. This course will satisfy the linguistics requirem ent for teacher certification. M a y b e o ffe re d sp rin g sem ester, 1980, i f stu d e n t d e m a n d is sufficient. 28. La France Contemporaine. A study of events and ideas which have shaped French society from the 19th century to the present. Selected French w orks in history, political science, sociology and literature. W ill b e o ffe re d 1980-81. Smith. 43. Le Théâtre. Representative works from the Middle Ages to the Rom antic period included. W ill b e o ffe re d 1980-81. Smith. 60. Le Roman du 19e Siècle. A study of innovations in technique and form as well as the exam ination o f m oral problem s arising from socio-political changes in 19th century France. Based prim arily on the novels of Balzac, Stendhal, Flaubert, and Zola. W ill be o ffe re d Fall, 1979. 65. Baudelaire, Rimbaud, Mallarmé. A study o f Symbolism through its major poets. 70. Théâtre Moderne. M ajor trends in 20th century dram a from A nouilh, Sartre to Beckett and Ionesco. 71. Poésie Contemporaine. From Apollinaire and Surrealism to C har and Saint John-Perse. W ill b e o ffe re d 1980-81. Roza. 73. Littérateurs Engagés. A study of the literature of com m itm ent before and after World War II. Principally an exam ination o f the literary m anifestations of French Existentialism. Includes w orks by M alraux, Sartre, de Beauvoir, Camus, and F rantz Fanon or others. Tafoya. 91. Special Topics (for senior majors). Study of individual authors, selected themes, o r critical problems. S p rin g sem ester. 93. Directed Reading. 94. Thesis. Courses to be offered in subsequent years: 30. Littérature du Moyen-Age. 35. L’Humanisme de la Renaissance. 172 — MODERN LANGUAGES 42. Le Classicisme. 50. Le Roman avant la Révolution. 51. Les Philosophes. 61. Romantisme. 72. Gide, Proust, Céline. 74. Le Nouveau Roman. 75. Proust and Joyce. S eminars All seminars to be offered in a particular year will be announced in advance. Preparation o f topics for External Exam inations (H onors) may be done by appropri­ ate courses plus attachm ents only when seminars are not available. Students prepar­ ing for External Exam inations should consult with the D epartm ent on the suitability and availability of attachm ents. 100. Littérature du Moyen-Age. Old French readings in lyric poetry, theatre and romance. Perkins. 101. La Renaissance. Prose works of Rabelais, Marguerite de Navarre, and Montaigne. Poetic innovations from M arot through the Pléiade. Smith. 102. Le Théâtre Classique. L Aristotle, Corneille and Racine: a study o f “the Tragic” and the theories of tragedy. 2. Molière. Smith. 103. L ’Age des Lumières. C oncentrating on D iderot and Rousseau. Perkins. 104. Stendhal et Flaubert. S p rin g sem ester, 1980. Tafoya. 105. Proust. Style and vision in La Recherche. Fall sem ester, 1979. Roza 106. Poésie Symboliste. From Baudelaire to Apollinaire. Roza. 108. Le Roman du 20e Siècle. M ajor innovations in form and theme from Gide and Proust to the New Novel. 109. Le Romantisme. Moskos. 180. Thesis. German G erm an may be offered as a m ajor in the Course Program o r as a m ajor or m inor in the External Exam ination (H onors) Program. Prerequisites for both Course students and H onors candidates are as follows: Required: German 11 o r 12, or equivalent work. Recommended supporting subjects: see the introductory departm ental statement. 173 — MODERN LANGUAGES W ith m inor exceptions, the language of instruction in courses numbered 11 and above is German. Students are expected to have a sufficient com m and o f the language to be able to participate in class discussions and do written w ork in German. Course majors are required to do Special Topics. C ourses N ote: N ot all advanced courses o r seminars are offered every year. Students wishing to m ajor or m inor in G erm an should plan their program in consultation with the D epartm ent. All courses listed under G roups I and II are open to students after either Germ an 11 or 12. The courses listed under G roup II will be offered on a regular two-year sequence. M ajors in Course are required to select a minim um o f four courses of their choice from G roup II. 1-2. German Reading and Translation. F or students who wish to acquire the funda­ m entals of G erm an gram m ar and a reading knowledge o f the language. This is a term inal sequence. See the explanatory note on language courses above. 1-2 is a year course. O ffered 1980-81. 1B-2B, 3B. Intensive German. For students who begin G erm an in college. Designed to im part an active com m and of the language. Combines the study o f gram m ar with intensive oral practice, writing, and readings in literary or expository prose. See the explanatory note on language courses above. Norm ally followed by 8, 11 o r 12. 4. Intermediate German. F or entering students with high school language training equivalent to 3B. Review of gram m ar, literary readings of m oderately difficult texts, such as Brecht’s G edichte, D urrenm att’s D ie Physiker, Stifter’s Brigitta. Regular written assisgnments. Norm ally followed by G erm an 8, 11, o r 12. Admission contin­ gent upon departm ental testing or permission of the instructor. F all sem ester. Faber. 8. Writing and Speaking German. Oral discussions and writing practice based on general and literary topics o f contem porary interest. F or students w ho w ant to consolidate their skills of expression. Recommended fo r G erm an m ajors. C an be taken concurrently with G erm an 11 or 12. Prerequisite: Germ an 3B, 4, or by departm ental placement test. S p rin g sem ester. Faber. G roup I 11. Introduction to German Literature (early 20th century). An introductory course which emphasizes critical and analytical reading of literature. Representative poetry, dram a, and fiction from the beginning of the 20th century, including w orks by Rilke, Lasker-Schiiler, Kafka, Brecht, and Schnitzler. Prerequisite: G erm an 3B, 4, 8 or equivalent work. S p rin g sem ester. Faber. 12. Introduction to German Literature (the Age of Goethe). An introduction to G erm an literature through close reading o f selections from the second h alf o f the 18th and the early p a rt of the 19th century. Representative works of Goethe, Schiller, the Rom antics. F a ll sem ester. Weber. 50. D ie Deutsche Lyrik. Readings in the m ajor German poets. F all sem ester. Faber. 63. Goethe’s Faust. A n intensive study of F a u st I and II. S p rin g sem ester, 1980. Weber. 174 — MODERN LANGUAGES 83. Kafka and Brecht. A study of the principle works of each au th o r with emphasis on the emergence of m ajor themes and the exam inations o f literary craftsmanship. Kafka’s notebooks and journals and Brecht’s journals and critical writings will be considered in the context of the authors’ cultural and social environment. N o t o ffe re d 1979-80. 91. Special Topics (for senior majors). Study of individual authors, selected themes, o r critical problem s. Open to qualified upper-level students. S p rin g sem ester. G roup II 60. Aufklaerung und Sturm und Drang. The German Enlightenm ent and various reactions to it. A uthors read include Gellert, Lessing, Klopstock, W ieland, Herder, the early Goethe and the early Schiller. F all sem ester. Weber. 62. Weimarer Klassik. M ajor writings o f the authors associated with the Weimar C ourt from the time of Goethe’s arrival in 1775. An investigation in the main of the works and concerns of the later G oethe, Schiller, and Herder. N o t o ffe re d 1979-80. Weber. 70. Die Deutsche Romantik. See G erm an 105 below. 72. Literatur des neunzehnten Jahrhunderts. German literature from the end of Romanticism to the beginnings of M odernism. N o t o ffe re d 1979-80. 80. Klassiker der Moderne. A study of Germ an literature from the beginnings of M odernism through World War I. A uthors include H ofm annsthal, Rilke, George, Schnitzler, Trakl, Sternheim , and Thom as M ann. Fall sem ester. A very. 82. Literatur des zwanzigsten Jahrhunderts. G erm an literature from the twenties to the present with emphasis on the continuity o f the m odern tradition under the im pact of political exile and World W ar II. A uthors include Brecht, Thom as M ann, R. Walser, and post-W orld War II writing in A ustria, Switzerland, East and West Germany. S p rin g sem ester. Avery. 84. Rilke, Hofmannsthal, George. N o t o ffe re d 1979-80. Weber. Courses to be offer in subsequent years: 52. Das Deutsche Drama. S eminars All sem inars to be offered in a particular year will be announced in advance. Preparation o f topics for External Exam inations (H onors) may be done by appropri­ ate courses plus attachm ents only when seminars are not available. Students prepar­ ing for External Exam inations should consult with the D epartm ent on the suitability and availability of attachm ents. 104. Goethe. A study of Goethe’s m ajor works in the context of his life and times. (The sem inar does no t include Faust.) S p rin g sem ester, 1980. Weber. 175 MODERN LANGUAGES 105. Die Deutsche Romantik. Romanticism as the dom inant movement in Germ an literature, thought, and the arts in the first third of the 19th century. A uthors include Tieck, Novalis, Hölderlin, Kleist, Brenanto, Eichendorff, the early Biichner, and' Heine. Also offered as a course. See 70. S p rin g sem ester, 1981. Faber. 107. Moderne Prosa. The developm ent of G erm an prose narrative since 1900 as reflected in works by Schnitzler, H ofm annsthal, Rilke, M ann, Kafka, D öblin, Karl Kraus and R. Walser. F all sem ester, 1980. Avery. Russian Russian may be offered as a m ajor in the C ourse Program or as a m ajor or m inor in the External Examination (H onors) Program. Prerequisites for both Course students and H onors candidates are: Russian 6, 11, 12, and 13, o r equivalent w ork. Recommended supporting subjects: see the introductory departm ent statem ent. N ote: N ot all advanced courses or seminars are offered every year. Students wishing to m ajor or m inor in Russian should plan their program in consultation with the D epartm ent. Course m ajors are required to do Special Topics. 1B-2B, 3B. Intensive Russian. F or students who begin Russian in college. Designed to im part an active com m and of the language. Combines the study of gram m ar with intensive oral practice, writing, and readings in literary or expository prose. See the explanatory note on language courses above. Norm ally followed by 6, 11, and 12. 6. Advanced Russian. F o r m ajors and those prim arily interested in perfecting their com m and of language. Advanced conversation, com position, translation, and styl­ istics. Readings of dram as and newspapers. Conducted in Russian. S p rin g sem ester. Krugovoy. 11. Introduction to Russian Literature. Old Russian literature and its place within E uropean literature. 18th century: Classicism ahd Sentimentalism. 19th century: Rom anticism and G olden Age of Russian poetry. Pushkin, Lerm ontov, Gogol. Lectures and discussions in Russian. F all sem ester. Katsenelinboigen. 12. Introduction to Russian Literature. 19th and 20th century Russian literture to 1918, and its place within European literature. Realism and literary tendencies in the first two decades of the 20th century. Turgenev, D ostoevsky, Tolstoy, Chekhov, Bunin, Bely. Silver Age o f Russian poetry. Lectures and discussions in Russian. S p rin g sem ester. Krugovoy. 13. The Russian Novel. C ontinuity and change in the developm ent o f the novel in the 19th century and in the post-revolutionary period. Lectures and readings in English. Russian m ajors will be required to read a p art of the material in Russian. F all sem ester. Bradley. 16. History of the Russian Language. An introductory course. A study of the origin of the Russian language and its place am ong the other m odern Indo-European and Slavic languages. The uses of philology and linguistics for the ideological and stylistic analysis of literary texts. Satisfies the linguistics requirem ent for teacher certification. The course will be offered in response to manifest student interest. Krugovoy. — 176 - MODERN LANGUAGES 91. Special Topics. (F o r senior majors.) Study of individual authors, selected themes o r critical problems. 93. Directed Reading. S eminars 101. Tolstoy. 102. Russian Short Story. 103. Pushkin and Lermontov. 104. Dostoevsky. 105. Literature of the Soviet Period. 106. Russian Drama. 107. Russian Lyrical Poetry. 108. Modern Russian Poetry. Spanish Spanish may be offered as a m ajor in the Course Program o r as a maj or or m inor in the External Exam ination (H onors) Program. Prerequisites for both Course students and H onors candidates are as follows: Required: Spanish 11, 13, o r equivalent work. Recommended supporting subjects: see the introductory departm ental statement. M ajors are expected to speak Spanish with sufficient fluency to take part in discussion in courses and seminars in the language and to pass all oral comprehensive o r oral H onors exam inations in Spanish. Course majors are required to do Special Topics. C ourses N ote: N ot all advanced courses are offered every year. Students wishing to major o r m inor in Spanish should plan their program in consultation with the D epartm ent. 1B-2B, 3B. Instensive Spanish. F o r students who begin Spanish in college. Designed to im part an active com m and of the language. Combines the study of gram m ar with intensive oral practice, writing, and readings in literary or expository prose. See the explanatory note on language courses above. Norm ally followed by 5 ,1 1 ,1 2 , or 13. 5. Composition and Diction. F o r majors and others who wish advanced courses in which the emphasis is not prim arily literary. An effort is made to correct faulty pronunciation and to improve self-expression in the language both oral and written. Each sem ester. Hassett. 7. Fonética Española. A course designed to im prove the individual student’s pronun­ ciation of Spanish and to acquaint him with its phonetic and phonological makeup. S p rin g sem ester. Metzidakis. 11. Introduction to Spanish Literature. A study of representative prose fiction, poetry, and dram a of the 19th and 20th centuries (works by authors such as Espronceda, Zorrilla, Bécquer, Pérez G aldós, U nam uno, Baroja, Lorca, etc.). Dis­ cussion, papers. Prerequisite: Spanish 3B, the equivalent, o r special permission. F all sem ester. Metzidakis. 177 MODERN LANGUAGES 13. Introduction to Spanish American Literature. A study of representative prose fiction, poetry and d ram a of the 19th and 20th centuries (works by Echeverría, Sarmiento, M arti, Silva, Darío, Lugones, Sánchez, Lillo, Neruda, Vallejó, H uidobro, Rulfó, G arcía M arquez). Discussion, papers. S p rin g sem ester. Hassett. N ote: Spanish 11, 13, the equivalent, or consent of instructor, are prerequisite for the courses in literature that follow. 42. La Poesía del Renacimiento y del Siglo de Oro. From the R o m a n cero through the Baroque. Special emphasis on Garcilaso de la Vega, H errera, Fray Luis de León, San Juan de la Cruz, Lope de Vega, Quevedo and Góngora. S p rin g sem ester, 1980. Metzidakis. 60. La Novela en el Siglo XIX. Realism and Naturalism in 19th century prose fiction. W orks by A larcon, Valera, Pérez Galdós, P ardo Bazán, Clarín, Blasco Ibáfiez and others. N o t o ffe re d 1979-80. 71. Literatura Española Contemporánea. M ajor figures of the 20th century not covered in Spanish 70: Ju an R am ón Jiménez, G arcía Lorca, Alberti, Salinas, Guillén, Hernández, Hierro and Aleixandre am ong the poets; novels by Cela and Goytisolo; the theater of C asona and Sastre. N o t o ffe re d 1979-80. 73. Unamuno. A study of the novels, essays and poetry o f Unamuno. F all sem ester. Metzidakis. 75. Teatro hispanoamericano contemporáneo. After a brief introduction to the origins of Spanish American theatre this course will focus principally on represent­ ative w orks by some of the most im portant figures of twentieth century Spanish American Theatre. O ur selection of dram atists will include Florencio Sánchez, Rodolfo Usigli, René M arqués, Egon Wolff, Emilio C arballido, Carlos Solórzano and Enrique Solary Swayne. N o t o ffe re d 1979-80. 77. La Novela Hispanoamericana en el Siglo XX. Works by Mallea, Sábato, Cortázar, C arpentier, Asturias, Rojas, Vargas Llosa, Rulfo, Fuentes, García M árquez, or others . F all sem ester. Hassett. 78. La Novela Mexicana Social del Siglo XX. An exam ination of the principal problems confronting M exican society from the end of the “P orfiriato”, through the revolutionary and post-revolutionary periods as reflected primarily in the novels of authors such as Azuela, Carlos Fuentes, Guzmán, G. López y Fuentes, José Rubén R om ero, Rulfo, and Yáñez, but also includes essays by C. Fuentes, Octavio Paz, Samuel Ramos, Alfonso Reyes, Vasconcelos, or others. S p rin g sem ester. Tafoya. 91. Special Topics (for senior majors). Study o f individual authors, selected themes o r critical problems. S p rin g sem ester. 93. Directed Reading. 178 — MODERN LANGUAGES Courses to be offered in subsequent years: 30. La Literatura Medieval. 40. El Teatro del Renacimiento y del Siglo de Oro. 44. Cervantes. 70. La Generación del 98. 72. La Novela Española de la Postguerra. 76. La Poesía Hispanoamericana en el Siglo XX. 79. El cuento hispanoamericana. E xternal E xamination (H onors) P rogram H onors papers may be prepared by attachm ents to courses. Consult the D epart­ ment for suitability and availability. 179 MUSIC P E T E R G R A M S W IN G , P ro fesso r, A c tin g C h a irm a n F a ll S e m e s te r "f P A T R IC IA W IT Y K B O Y E R , A s s o c ia te P ro fe s so r o f D a n c e a n d D ire c to r o f th e D a n c e P ro g ra m JA M E S D . F R E E M A N , A s s o c ia te P ro fe s so r a n d C h a irm a n * T H O M A S O B O E L E E , A s s is ta n t P ro fe s so r G E R A L D L E V IN S O N , A s s is ta n t Professor% S T E P H E N A. J A F F E , In s tr u c to r K A R E N M E Y E R S , A s s o c ia te in P e r fo r m a n c e (M u s ic ) C A R O LY N R E IC H E K , A s s o c ia te in P e r fo r m a n c e (D a n c e ) PA U L A S E P IN U C K , A s s o c ia te in P e r fo r m a n c e (D a n c e ) R O B E R T M. S M A R T , A s s o c ia te in P e r fo r m a n c e (M u s ic ) The study of music as a liberal a rt requires an integrated approach to theory, history and perform ance, experience in all three fields being essential to the under­ standing of music as an artistic and intellectual achievement. T heory courses train the student to w ork with musical m aterial, to understand modes of organization in composition and to evolve methods o f musical analysis. History courses and seminars introduce students to methods of studying the development of musical styles and genres, and the relationship of music to other arts and areas o f thought. The departm ent encourages students to develop perform ing skills through private study and through participation in the orchestra, chorus and cham ber music coaching program which it staffs and administers. The D epartm ent also assists instrumentalists or singers to finance the cost of private instruction. C redit may be granted under the provisions for Creative Arts. Students wishing to combine instrum ental o r vocal studies outside the College with a m ajor in music at Sw arthm ore can, with special permission from the depart­ ment and the Provost, elect a five-year plan of study, thus reducing the norm al num ber of courses to be taken per semester. Two semester courses in theory and one semester course in history are prerequisite for acceptance as a major. M ajors will norm ally take five semester courses in theory (including Music 61), three semester courses in history (including Music 15, 16), and meet the basic piano requirement. M a jo r in th e E x tern a l E xa m in a tio n (H o n o rs) P rogram : A student intending to m ajor in the H onors Program will generally stand for four papers in music. The departm ent strongly recommends th at one paper be a thesis or research project. M usic 61, 62, may be used as the basis of a paper. Papers in history can be prepared by taking a history course with a concurrent or subsequent attached unit of additional research, or by directed reading, or by a tutorial. * Absent on leave, fall semester, 1979. f Absent on leave, spring semester, 1980. { Absent on leave, 1979-80 180 H MUSIC M in o rs in the H onors P rogram : A student intending to minor in the Honors Program will generally stand for two papers in music. Two semester courses in theory and one semester course in history are prerequisite for a minor. Music 2 may, with permission o f the D epartm ent, be substituted for the theory prerequisite. L anguage R eq u irem en ts f o r G raduate Schools: Students are advised th at graduate work in music requires a reading knowledge of French and German. A reading knowledge of Latin is also desirable for students planning to do graduate work in musicology. P roficiency o n an instrum ent: All majors in music will be expected to play a keyboard instrum ent well enough to perform at sight a tw o-part invention o f J. S. Bach and a first movement of an easy late 18th or early 19th century sonata. By the end o f the ju n io r year they should be able to read cham ber music scores, vocal music in four clefs, and realize figured basses. The departm ent recommends th at majors take one or two semesters of Music 39 to develop these skills. Students with exceptional proficiency in an instrum ent other th an the piano, o r in singing, will not be expected to meet the perform ing standards of pianists. T he basic p ia n o pro g ra m : This program is designed to develop keyboard proficiency to a point where a student can effectively use the piano as a tool for study, also to help students meet the keyboard requirements outlined above. It is open to freshmen and sophom ores planning to m ajor in music. No academic credit is given for basic piano. C redit for P erformance A student who has taken M usic 1, M usic 2, o r M usic 11-12 (or who has equivalent prior training) has the option to receive credit for study of an instrum ent o r voice, participation in the D epartm ent’s cham ber music coaching program , participation in the Sw arthm ore College O rchestra, and participation in the Sw arthm ore College Chorus. The am ount o f credit received will norm ally be a half-course in any one semester, and will usually be granted only to students participating for a full year in a particular activity. Students applying for credit will be given an audition at the beginning o f the semester and will fulfill requirem ents established for each activity, i.e., regular attendance at rehearsals and perform ances and participation in any supplem entary classes held in connection with the activity. Students will be graded on a credit/no credit basis. A student applying for credit to study an instrum ent or voice (M usic 3 7 /— Individual Instruction) will first dem onstrate to the D epartm ent ability to undertake such study at least at an interm ediate level. The student will arrange to work with a teacher of her/ his choice, subject to the approval o f the D epartm ent, which will then supervise the course o f study. The teacher, also the student, will subm it written evaluations at the close o f the sem ester to be used by the D epartm ent in making its evaluation. The D epartm ent will pay half the cost o f instruction, and has scholarship money to provide additional subsidy for particularly deserving students. The D epartm ent views individual instruction as related to performance. A student will be expected to perform as a soloist, o r in a cham ber music ensemble, in one or more concerts or w orkshops, including one directly supervised by the D epartm ent during the semester for which credit is sought. Music 37 is open to students who are members of the Sw arthm ore College O rchestra, Chorus, the Gospel C hoir or the College Jazz Band. Players of nonorchestral instrum ents for instance, pianists and guitarists, who are not in one of the groups listed above, will be accepted into the program if they are majors in the D epartm ent, o r are enrolled in a History or Theory course at Sw arthm ore College, either in the semester for which they are seeking credit, or in a contiguous semester. — 181 - MUSIC C ourses and S eminars 1. Introduction to Music. A course designed to teach intelligent listening. The course assumes no prior training in music. O pen to all students w ithout prerequisite. N o t o ffe re d 1979-80. 2. Introduction to Music. A course that approaches listening and analysis through concentration on musical fundamentals: reading notation and developing or expand­ ing aural perception o f pitch, rhythm , structure, phrasing and instrum entation. The course assumes no prior training in music. Open to all students w ithout prerequisite. F all sem ester. Lee. 6. J. S. Bach. A study o f selected instrum ental and vocal compositions. Open to all students w ithout prerequisite. N o t o ffe re d 1979-80. 7. Mozart’s Comic Operas. A study o f The M arriage o f Figaro, D o n G iovanni a n d C osi fa n tu tte from the point of view of opera as dram a. Open to students w ithout prerequisite. The course will assume some familiarity with music on the part of students. N o t o ffe re d 1979-80. 9. Jazz. S p rin g sem ester. Lee. T heory and C omposition The T h eo ry Cycle The theory cycle is a series of three full-year courses norm ally taken in sequence. Work in counterpoint, harm ony, orchestration, strict com position, sight-singing, dictation, analysis and theory construction is coordinated with the study of pretonal, tonal and post-tonal compositions. Students entering the cycle are expected to know traditional rhythm ic notation, m ajor / m inor scales, and be able to play o r sing at sight simple lines in treble and bass clef. Music 13-14 and 61,62 can be taken concurrently by students beginning the cycle in their ju n io r year, but only with permission of the D epartm ent. 11-12. First Year Theory. Two lectures, two drill sections per week. Fundam entals of tonal counterpoint and harm ony. W ritten musical exercises include com position of original materials as well as com m entary on excerpts from the tonal literature. Listening assignments coordinated with written work. Prerequisite: M usic 2 (or the equivalent). Year course. Jaffe. 13-14. Second Year Theory. C ontinued w ork with the tonal literature at an inter­ mediate level. Detailed study of selected works with assignments derived from these works. Prerequisite: Music 11-12 (or the equivalent). Year course. Jaffe. 61. Third Year Theory. Detailed study of a limited num ber of w orks both tonal and non-tonal, with independent w ork encouraged. Prerequisite: Music 13-14 (or equivalent). F all sem ester. Lee. 62. Third Year Theory. Projects in the analysis of tonal and non-tonal works. S p rin g sem ester. Lee. 182 — MUSIC C o m p o sitio n 41. Composition. F all a n d spring sem esters. Staff. H ISTORY OF M USIC 15. Introduction to the History o f Music (I). Topics in music o f the M iddle Ages and the Renaissance, with emphasis given to the analysis and perform ance of selected compositions. This course is also concerned with studying the relationship o f music to the art and thought o f the times, and the function of music in the R om an C atholic liturgy. Prerequisite: Music 2 (or the equivalent). F all sem ester. Swing. 16. Introduction to the History o f Music (II). Topics in music of the 17th, 18th and 19th centuries. Prerequisite: Music 2 (or the equivalent). S p rin g sem ester. Freeman. 22. Twentieth-Century Music. An exam ination of a selected group of compositions and of their historical and theoretical premises. The course will concentrate on works by Stravinsky, Schoenberg, Bartók, Messiaen, Cage, and Crumb. Prerequisite: Music 2 (or the equivalent). S p rin g sem ester. S ta ff. 28. W. A. Mozart. A study of representative works in the light of m odern style criticism. A reading knowledge of French or G erm an is desirable. Open to students with permission of instructor. 31. Opera. An exam ination of the problems and relationship o f opera and dram a. Scenes from two o r three operas will be prepared, staged, and studied in detail. O ther operas from various periods will be examined in terms o f the m usico-dram atic problems encountered in the prepared scenes. Prerequisite: Som e vocal, dram atic or instrum ental ability. 32. History o f the String Quartet. This course traces the developm ent o f the string quartet from the middle of the 18th century to the present through study and (wherever possible) performance of selected works. Open to students with permission o f the instructor. N o t o ffe re d 1979-80. 42. Lieder. A study, through perform ance and analysis, o f various solutions by various composers to the problems o f relating text and music. Students should be moderately proficient either as singers or as pianists. A knowledge of G erm an is required. 43. Early Nineteenth Century Romanticism. A study of the origins and rationale of musical Rom anticism in the first half of the 19th century. A reading knowledge of French or Germ an will be very helpful. 44. Baroque Performance Practice. A scholarly approach to perform ance o f instru­ mental and vocal music from 17th and early 18th century Europe through exam ina­ tion and application of various source material concerned with im provising tech­ niques, ornam entation, articulation and dance rhythms. Ability to perform instrumentally or vocally is required, though it need not have reached an exceptionally skilled level. 183 MUSIC 92. Independent Study. 93. Directed reading. 95. Tutorial. Special w ork in com position, theory, o r history. One or tw o credits./ 96. Senior Thesis. One or two credits. F all a n d sp rin g sem esters. P erformance (M usic) note: All perform ance courses are for half-course credit per semester. See p. 72 and p. 181 for general provisions governing work in perform ance under the provisions for Creative Arts. 33. Elements o f Musicianship. Sight-singing, rhythm ic and melodic dictation. Open to all students and may be taken with or w ithout credit. B oth sem esters. Staff. 34. Performance (chamber music). B o th sem esters. 35. Performance (orchestra). B o th sem esters. 36. Performance (chorus). F all sem ester. Sw ing. S p rin g sem ester. Sm art. 37. Individual Instruction. B o th sem esters. 38. Early Music Workshop. F all sem ester. Meyers. 39. Figured Bass and Score Reading. B o th sem esters. Smart. 40. Conducting. D ance I. Introduction to Dance. A course in dance technique with emphasis on alignment and movement analysis and includes introductory theory of dance as an art form. The class meets three hours weekly and is a prerequisite (or equivalent prior training) for all dance courses except Dance 23. The course receives no academ ic credit but may be substituted for required physical education. Each sem ester. Boyer. 4. Intermediate Dance Technique. A pproaches to various forms of dance technique including m odern dance, ballet and jazz. The class meets three hours weekly, receives no academ ic credit but may be substituted for required physical education. Each sem ester. Boyer and Reichek. II . Dance Composition. A study of the principles of dance com position through exploration of the elements of dance, movem ent invention and im provisation, developm ent of m ovem ent them es, and choreographic structure. Students will be expected to read, create movem ent studies, and choreograph a full length dance as a final project. A course in dance technique must be taken concurrently. F all sem ester. Boyer. 184 MUSIC 23. Twentieth Century Dance. A study of the evolution of contem porary dance as a perform ing art. The course begins with a brief historical survey of dance prior to the turn of the century. Emphasis is placed on the artists o f the twentieth century whose works influenced the shape o f m odern dance and ballet in their present form. Distinguished lecturers in special areas meet with the class at appropriate intervals. Open to all students w ithout prerequisite. S p rin g sem ester. Boyer. 30. Performance (Dance). This course includes dance technique on the advanced level, basics of production, choreography and performance. One half course credit may be received each semester with participation in scheduled performances. One course credit per semester may be awarded to those students who (not receiving credit for Dance C om position) choreograph a w ork which is performed at a public concert. Admission by audition or invitation o f the dance faculty. Each sem ester. Boyer, Reichek and Sepinuck. 185 PHILOSOPHY H U G H M . LACEY, P r o fe s s o r a n d Chairm an% H A N S O B E R D IE K , P ro fe s so r a n d A c tin g C h a irm a n D A V ID L A C H T E R M A N , A s s o c ia te P ro fe s so r C H A R L E S R A F F , A s s o c ia te P ro fe s so r R IC H A R D S C H U L D E N F R E I, A s s o c ia te P ro fe s so r G E O R G E W E A V E R , V isitin g A s s o c ia te P ro fesso r* * R O S E M A R Y D E S J A R D IN S , A s s is ta n t P ro fe s so r G IL M O R E S T O T T , L e c tu r e r Students m ajoring in philosophy m ust complete at least one course or sem inar in each of these areas: (1) Logic, (2) Ancient or M odern Philosophy, and (3) M oral or Social Philosophy. Prospective majors should complete the Logic requirem ent as early as possible. M astery o f at least one foreign language is strongly recommended. Students m ajoring in th e Course Program may be required to elect Philosophy 97. 1. Introduction to Philosophy. Philosophical literature and m ethods of investigation are introducted through discussion of typical philosophical problems, such as: the problem of freedom , the argum ents for the existence of God, the nature of logic and mathem atics, the sources and limits o f hum an knowledge, the justification o f m oral judgm ents. Readings include classical and current sources. Introduction to Philosophy is a prerequisite for all other philosohy courses except Logic. Each sem ester. The staff. 2. Introductory Seminar in Moral Philosophy. A sem inar closed to freshmen, an alternative to Philosophy 1. Enrollm ent limited to approxim ately ten students, chosen by lot. F all sem ester. Stott. 11. Ethics. A study of the principal theories about value and m oral obligation, and of their justification. The emphasis is systematic, but works of leading ethical philoso­ phers, both classical and contem porary, will be read as illustrations of the m ajor theories. F all sem ester. Oberdiek. S p rin g sem ester. Stott. 12. Logic. An introduction to the principles of m odern deductive logic. Applications of logic to selected philosophical problem s are also studied. F all sem ester. Weaver. 13. Modern Philosophy: Renaissance through Enlightenm ent. The philosophy of M ontaigne, Descartes, Leibniz, Spinoza, Locke, Berkeley, Hume, and K ant in light of 16th, 17th, and 18th century problems and current criticism. F all sem ester. Raff. ** Fall semester, 1979. X On leave, 1979-80 186 PHILOSOPHY 14. Ancient Philosophy. The developm ent of Greek philosophy from its sixthcentury B.C. beginnings to the thought of Plato and Aristotle, with some attention to its im pact on Western culture and its relation to subsequent (and contem porary) developments in philosophy. Emphasis is on understanding and critically evaluating the teachings of Plato and A ristotle o n fundam ental issues of metaphysics, episte­ mology, psychology, and ethics. S p rin g sem ester. Desjardins. 16. Philosophy o f Religion. See Religion 14. 17. Aesthetics. N o t o ffe re d 1979-80. 18. Philosophy o f the Social Sciences. The course will be concerned with the philosophical problems which arise in the attem pt to study and understand man. Typical issues will be the relation of facts to values, empirical evidence to theory, and ideas to other cultural forces. An attem pt will be m ade to show how patterns of response to these issues reflect conceptions of the nature of m an, and in general bring out the substantive implications of methodology. Fall sem ester. Schuldenfrei. 19. Medieval Philosophy. See Religion 36. 21. Social and Political Philosophy. S p rin g sem ester. Lachterm an. 22. American Philosophy. This course will focus on pragm atism ’s contribution to American thought. Peirce, Jam es and Dewey will be given the most attention, but the implications of pragmatism for major work on social, political, and aesthetic questions may be traced in such thinkers as O. W. Holmes, Jane Addams, G. H. Mead, Randolph Bourne, and Thorstein Veblen. Interaction of pragm atism and positivism will be considered. N o t o ffe re d 1979-80. Schuldenfrei. 23. Contemporary Philosophy. A study of current attem pts to resolve fundam ental philosophical issues. Readings include articles and books by major 20th century philosophers, such as G. E. M oore, Bertrand Russell, and Ludwig Wittgenstein. S p rin g sem ester. Raff. 24. Theory o f Knowledge. This course will consider questions about the nature, source, and value of knowledge. The different views will be examined partly for their implications concerning the possibility, nature, and value of the rational life. Attempts to understand knowledge in terms of its experimental basis will be emphasized. S p rin g sem ester. Schuldenfrei. 26. Philosophy of Language. Philosophical techniques are applied to problems which arise about linguistic phenom ena such as meaning, referring, naming. Readings in the works of Frege, W ittgenstein, Chomsky, etc. No prerequisite, but Logic or Linguistics are recom mended complementary courses. F all sem ester. Desjardins. 27. Metaphysics. An exploration of selected topics arising out of the question of W hat there is: rationalist and empiricist views on the justification o f metaphysical assertions; concrete an d / or abstract entities; the issue of realism, both common sense and scientific: the status o f mind and concept o f person; the ro le a n d /o r possibility of a transcendent reality. Against a historical background, contem porary authors like Bertrand Russell. A. J. Ayer, Gilbert Ryle, P. S. Strawson, and Wilfrid Sellars will be read. N o t o ffe re d 1979-80. Desjardins. 28. Marxist Philosophy. N o t o ffered 1979-80. - 187 — PHILOSOPHY 29. Nineteenth Century Philosophy. F all sem ester. Lachterman. 37. History o f Science. A survey o f the development o f physics and astronom y in t(ie sixteenth and seventeenth centuries, emphasizing the nature of the scientific revolutidn, the revolt against Aristotle, the role o f mathematics within science, the role of experiment, and the development of concepts of mass, force, universal gravitation, and the heliocentric universe. The philosophical and sociological origins o f the scientific revolution will also be studied. Readings are draw n mainly from the writings of Copernicus, Kepler, Galileo, Descartes, and Newton. N o t o ffe re d 1979-80. Lacey. 38. Philosophy o f Science. The course will focus on issues connected with the nature and verification of scientific theories. Special treatm ent will be given to th e nature of scientific change, grow th and development, giving an historical emphasis to the course. N o t o ffe re d 1979-80. Lacey. 39. Phenomenology and Existentialism. A n introduction to several o f the key issues in European phenomenology and existentialism, including the nature of hum an selfhood, the origin o f values, the structure o f mental activity, the interplay between hum an existence and its ‘worlds’, and the search for the foundations o f rationality. The careful reading and discussion o f selected primary texts by Kierkegaard, Nietzsche, Brentano, Husserl, Jaspers, Scheler, and Heidegger. N o t o ffe re d 1979-80. Lachterman. 42. Philosophical Classics: Spinoza. Interpretation of Spinoza’s E thics in light o f the rationalist tradition in philosophy and its alternatives. Special attention to Spinoza’s theory of hum an freedom and em otion in connection with both his own philosophy of nature, God, and society and current philosophical treatm ents o f hum an freedom and em otion by Davidson, Hampshire, Sartre, Freud. S p rin g sem ester. Raff. 87. Colloquium: Advanced Logic and Foundations o f Mathematics. A selection of topics from the following: m etatheorem s of first order logic, the incompleteness of first order axiom atic systems o f arithm etic, recursive function theory, m odal logics, axiom atic theories o f space and time, logical form and the structure o f natural languages, philosophical foundations of arithm etic, foundations of geometry em­ phasizing problems of the nature o f metrics. May be taken for one or two credits. A pproval of instructor required. N o t o ffe re d 1979-80. Lacey. 88. Colloquium: Behaviorism and Developmentalism. This course will examine behaviorism, as exemplified by B. F. Skinner, in detail. It will evaluate the epistemol­ ogical assum ptions o f behaviorism, the empirical support for these assumptions, and the social and political im plications of behaviorist analysis. Special attention will be paid to the historical developm ent o f behaviorism and to the com parison o f behav-. iorist theories with theories o f individual development. N o t o ffe re d 1979-80. Schuldenfrei, Schwartz and Lacey. 93. Directed Reading. Each sem ester. The staff. 96. Thesis. F all sem ester. The staff. 97. Senior Conference. F all sem ester. Desjardins. — 188 — PHILOSOPHY S eminars 101. Moral Philosophy. An exam ination of the principle theories about value and m oral obligation, and o f their justification: of the concepts of justice and hum an rights; of the im plications for ethics o f different theories about the freedom o f the will. W orks o f representative theorists, both classical and contem porary, will be read. Fall sem ester. Oberdiek. 102. Ancient Philosophy. The development of Greek philosophy from its sixthcentury B.C. beginnings to the thought o f Plato and Aristotle. Emphasis on achieving a comprehensive and critical understanding of the philosophy of Aristotle, its histor­ ical role and objective significance. Attention is given to developing a proper method­ ology for critical historical study in philosophy, and to the Presocratic, Socratic and Platonic background of A ristotle’s thought. S p rin g sem ester. Desjardins. 103. Modern Philosophy. M etaphysical and epistemological problems about the nature o f minds and bodies, the varieties of knowledge and freedom, are approached through the philosophical systems of Descartes; Spinoza, Leibniz, Locke, Berkeley, Hume, Kant. F all sem ester. Raff. 104. Contemporary Philosophy. Some current philosophical problems are investigated in light of the work of Russell, Moore, Wittgenstein, and the most recent contributions. S p rin g sem ester. Raff. 106. Aesthetics. N o t o ffe re d 1979-80. 107. Logic and Foundations o f Mathematics. See Philosophy 87. N o t o ffe re d 1979-80. Lacey. 109. Metaphysics. See Philosophy 27. N o t o ffe re d 1979-80. Desjardins. 110. Medieval Philosophy. N o t o ffe re d 1979-80. 111. Philosophy o f Religion. See Religion D epartm ent. Preparation by course and attachm ent. 113. Theory o f Knowledge. See Philosophy 24. S p rin g sem ester. Schuldenfrei. 114. Nineteenth Century Philosophy. This course will be devoted to the careful analysis of some of the main currents of 19th century philosophy and their intercon­ nections, e.g., Idealism, Romanticism, M arxism and Nihilism. A uthors to be studied include Fichte, Schopenhauer, Hegel, Feuerbach, M arx and Nietzsche. Fall sem ester. Lachterman. 115. Language and Thought. See Linguistics 107. 117. Philosophy o f the Social Sciences. See Philosophy 18. Fall sem ester. Schuldenfrei. 118. Philosophy of Psychology. The study will center upon behaviorism, its various kinds, its critics, and alternatives to it, in particular cognitive theories. There will be selected topics from the methodological and philosophical foundations of behaviorism, types of theoretical concepts used in psychology, the explanatory function of various theoretical concepts (e.g., mentalistic and neurophysiological), the explanation of linguistic behavior, the compatibility of determinism with psychology, the relation between structural and functional explanations, criteria of choice between conflicting theories, the relevance o f values to theory choice. N o t o ffe re d 1979-80. Lacey. — 189 — PHILOSOPHY 119. History and Philosophy o f Science. An exam ination of some of the central problems in the philosophy of science (e.g., the nature of scientific explanations, the interrelationship between theory and observation, criteria for the acceptance ofia scientific theory, the nature o f scientific concepts) will be made through an analysis jof im portant episodes in the history o f physics. Writings o f Aristotle, Copernicus, Kepler, Galileo, Descartes, and Newton will be studied, as well as contem porary writings in the philosophy of science. N o t o ffe re d 1979-80. Lacey. 121. Social and Political Philosophy. A study of the fundam ental themes and fundam ental antagonism s in Ancient Greek and early-M odern social and political thought. Representative authors will include Plato, Aristotle, Machiavelli, Hobbes and Rousseau. The relations between political philosophy and other branches of philosophy (e.g., ethics and metaphysics) will be considered. S p rin g sem ester. Lachterman. 122. Philosophy o f Law. A study of concepts of law, including exam ination of the relationships between legal systems and other social and political institutions. Such issues as the proper relationship between law and morality, civil disobedience, legal enforcement of morality, and justifications of punishm ent are considered. Readings in both historical and contem porary sources. S p rin g sem ester. Oberdiek. 123. Phenomenology and Existentialism. N o t o ffe re d 1979-80. Lachterman. 180. Thesis. A Thesis may be subm itted by majors in the D epartm ent in place of one H onors paper, upon application by the student and at the discretion of the D epart­ ment. 190 PHYSICAL EDUCATION AND ATHLETICS G O M E R H. D A V IE S, Professor E L E A N O R K. H E S S , Professor* E R N E S T J. P R U D E N T E , Associate Professor D A V ID B. S M O Y E R , Associate Professor, Chairman SU S A N P. D A V IS, Assistant Professor D O U G L A S M . W E IS S , Assistant Professor M IC H A E L L. M U L L A N , Instructor E L IZ A B E T H D . W ATTS, Instructor JO H N B A K E R , Assistant JO H N A. D IG R E G O R IO , J r ., Assistant L E E W. JE N K IN S , Assistant T H O M A S F. L A P IN S K I, Assistant JO S E P H L E IT N E R , Assistant JO E L M A R C U S , Assistant JA M E S W. N O Y E S , Assistant D A N IE L S C H N A B E L , Assistant C. J. S T E F A N O W IC Z , Assistant D E N N IS C. W EST, Assistant The aim of the D epartm ent is to contribute to the total education o f all students through the medium o f physical activity. We believe this contribution can best be achieved through encouraging participation in a broad program o f individual and team sports, dance, aquatics, and physical conditioning. The program provides an opportunity for instruction and experience in a variety o f these activities on all levels. It is our hope th at participation in this program will foster an understanding of movement and the pleasure of exercise, and will enhance, by practice, qualities of good sportsm anship, leadership, and cooperation in team play. Students are also encouraged to develop skill and interest in a variety o f activities which can be enjoyed after graduation. The intercollegiate athletic program is comprehensive, including varsity teams in twenty different sports, eleven for men and nine for women. In many of these activities contests are arranged for ju n io r varsity teams. Ample opportunities exist for large num bers of students to engage in intercollegiate com petition, and those who qualify may be encouraged to participate in regional and national cham pionship contests. Several club teams in various sports are also organized and a program of intram ural activities is sponsored. * Absent on leave, fall semester, 1979. 191 PHYSICAL EDUCATION AND ATHLETICS Students are encouraged to enjoy the instructional and recreational opportunities offered by the D epartm ent throughout their college careers. In the freshm an and sophom ore years all students not excused for medical reasons are required to complete a four quarter (two semester) program in physical education. All students must pass a survival swimming test or take up to one quarter of swimming instruction; classes for this purpose are offered in the fall quarter. Courses offered by the D epartm ent are listed below. Credit tow ard com pletion of the Physical E ducation requirem ent will also be given for participation in intercolle­ giate athletics, as well as for the following two dance courses: M usic — D ance 1 (In tro d u c tio n to D ance) and M usic — D ance 4 (Interm ediate D ance Technique). To receive credit for any p art of the program students must participate in their chosen activity a minim um of three hours a week. Faculty regulations stipulate th at students who have not fulfilled the Physical E ducation requirem ent will not be allowed to enter the ju n io r year. Fall Activities Advanced Life Saving Aquatics Archery Badminton ****CrOSS Country *}Field Hockey Folk & Square Dance ♦♦♦Football *Soccer ♦Tennis Touch Football ♦♦Volleyball Weight Training Winter Activities Aquatics 5 **Badminton ♦Basketball Fencing Folk & Square Dance ♦{Gym nasties {Lacrosse ♦Squash ♦♦♦♦Swimming Tennis Volleyball Water Safety Instructor Weight Training ♦♦♦Wrestling Spring Activities Archery Aquatics Badminton ♦♦♦Baseball Folk & Square Dance {Women ♦Intercollegiate ♦♦Intercollegiate ♦♦♦Intercollegiate ♦♦♦♦Intercollegiate 192 ♦♦♦Golf ♦♦♦♦Lacrosse ♦♦Softball Squash ♦Tennis competition competition competition competition ♦♦♦♦Track and Field Volleyball Water Safety Instructor (continued) Weight Training and course instruction. for women, course instruction for men and women. for men. for men and women. PHYSICS O L E X A -M Y R O N B IL A N IU K , P ro fe s so r t M A R K A. H E A L D , P ro fe sso r PA U L C. M A N G E L S D O R F , J R ., P ro fe s so r a n d C h a irm a n JO H N R. B O C C IO , A s s o c ia te P ro fesso r* A L B U R T M. R O S E N B E R G , A s s o c ia te P ro fe s so r N E A L B. A B R A H A M , A s s is ta n t P ro fe sso r M IC H A E L E. B A C O N , A s s is ta n t P ro fe sso r A L L A N S. B L A E R , A s s is ta n t P ro fe s so r The Physics D epartm ent offers three introductory courses, any o f which may be taken in preparation for further work in the D epartm ent. Physics 1, 2 is the more applied course, aimed tow ard life-science majors and pre-meds. Physics 3 ,4 and 17, 18 are m ore analytical courses, aim ed tow ard majors in physics, chemistry, mathe­ matics, and engineering. Entering freshmen who may be qualified for advanced placement should see thè D epartm ent chairm an. In addition, the D epartm ent offers a selection o f term inal courses intended principally for nonscience majors in fulfill­ ment of the science distribution requirem ent. T hroughout the work of the D epartm ent, emphasis is placed on quantitative, analytical reasoning, as distinct from the mere acquisition o f facts and skills. In all courses and sem inars particular im portance is attached to laboratory work, since physics is prim arily an experimental science. H onors candidates taking physics seminars accompanied by experimental work must submit their laboratory notebooks to the visiting examiners for their inspection. In addition to curricular work, students are encouraged to pursue research projects in consultation with members o f the faculty. G ood shop facilities, a wide range of electronic instrum entation, and the C om puter Center are available in support of independent work. Research colloquia are held regularly under the auspices of the local chapter of the Society o f Physics Students of the American Institute of Physics. R equirements and R ecommendations | ' Students who intend to m ajor in physics norm ally take Physics 3 ,4 (or 17,18) and Chemistry 1, 2 (or 14) in the freshman year and Physics 14,15 in the sophom ore year. F or freshmen prepared to enter M athem atics 11 or 11B the norm al mathematics sequencefor physics majors would be M athem atics 11 or I IB, 12 o r 12H ,22or22H , and 30, during the first four semesters, followed by M athem atics 51, 52. Students entering the mathem atics sequence with M athem atics 5 o r 5B may wish to defer M athem atics 30 until after their sophom ore year. Students taking Physics 1, 2 may also continue with Physics 14,15 and advanced w ork in the D epartm ent, although in spme cases it may be appropriate to include a half-credit attachm ent to Physics 14 to expand the student’s background in certain topics treated intensively in Physics 3,4. Satisfactory w ork in an introductory course is prerequisite for all further work in the * Absent on leave, fall semester, 1979. f Absent on leave, spring semester, 1980. — 193 — PHYSICS D epartm ent. In view of graduate school requirem ents and o f the extensive literature of physics in French, Germ an and Russian, it is recommended th a t the student acquire a reading knowledge of at least one of these languages. External Exam ination students m ajoring in physics norm ally take Physics 101, 107, 108 and M athem atics 51, 52, or equivalent. Physics 115, Chemistry 101, and one or two m athem atics seminars are encouraged but not required. O ther sem inars and courses in the program may be chosen to meet the interests of the student. Students preparing for graduate work in physics often present four papers in physics and two in m athematics; one or two papers in chemistry, astronom y, engineering, economics, or another m inor may be substituted. An External Exam ination m ajor with three papers in physics and greated diversity in the m inors and supporting courses consti­ tutes an effective educational program for careers in law, medicine, and other professions inasmuch as the aim throughout is to achieve an understanding of fundam ental ideas and concepts, as distinct from the m astery of inform ation, skills, and techniques in a limited segment of science. Students m inoring in physics may prepare for exam inations by taking Physics 14, 15, with permission o f the D epart­ ment. A course m ajor in physics is also available, normally including Physics 101, 107, 108 and M athem atics 51, 52. Course majors take departm ental comprehensive exam inations at the end of their senior year. 1, 2. Introductory Physics. An introduction to selected concepts and techniques of classical and m odern physics, with applications and examples appropriate to biology and medicine. Vectors, Newtonian mechanics, mechanical advantage, fluid mechanics, thermodynam ics, electricity and magnetism, optics and optical instrum ents, and nuclear physics. Three lectures and a conference session weekly; an intensive labora­ tory period in alternate weeks. N ot open to freshmen except by special permission. Prerequisite: M athem atics 4 or 5. Bacon, Staff. 3, 4. General Physics. A presentation o f a unified view o f physics through analysis of basic principles, their im plications and their limitations. Special emphasis will be placed on analytical understanding o f physical phenom ena through the use o f calcu­ lus and simple differential equations. Topics include mechanics in Cartesian coordin­ ate systems, conservation laws, oscillatory m otion, systems of particles, elementary satellite orbits, collisions, rigid body rotation about a fixed axis, special relativity, therm odynam ics, kinetic theory, statistical mechanics, one-dimensional wave equa­ tions, electricity and magnetism, Maxwell’s equations in integral form, direct-current circuits, complex im pedance and alternating-current circuits, optics, diffraction, atom ic spectra and elementary wave mechanics. L aboratory and homework exercises include use of the com puter. Three lectures, conference section, and a laboratory period weekly. Prerequisite: M athem atics 5, 11 taken concurrently, or com parable preparation in mathematics. Bilaniuk, Staff. 6. Principles of the Earth Sciences. An analysis o f the forces shaping o ur physical environment, drawing on the fields of geology, geophysics, meteorology and ocean­ ography. Special emphasis on plate tectonics and geomorphology. Readings and discussion based on current literature. The underlying physical and chemical principles are stressed. L aboratory dem onstrations and one or more field trips. No special scientific background required. S p rin g sem ester. Mangelsdorf. 194 — PHYSICS 7. Revolutions in Physics. The problem of celestial m otion and the Copernican revolution. The problem o f terrestrial motion and Galileo. The Newtonian synthesis. Einstein’s theory of relativity. C onsideration of the nature of scientific revolutions! Som e use of com puter graphics will be taught. Includes weekly laboratory. Intended for nonscience majors. F all sem ester. Rosenberg. 8. The Physics o f Living Machines. The camera and the eye, and sem iconductor devices and bioelectricity, sound detection and orientation, signal to noise discrimin­ ation, as illustrations o f the im portance of physical theory and instrum ents in understanding certain aspects o f the living machine. Includes weekly laboratory. Intended for nonscience majors; not appropriate for pre-medical students. F all sem ester. Rosenberg. 9. Order and Symmetry in Natural Systems. Analysis of the forms seen in nature and the principles involved in order and symmetry. A study o f pattern as it arises from (1) statistical regularities governed by the laws of chance, tim e’s arrow, (2) fluid appear­ ances of streams and gas flows, and (3) geometrical packing or mathematical ordering, with examples selected from molecular systems, crystals, atom s, nuclei, and elemen­ tary particles. Symmetries in living organisms and in man-made designs will also be considered. The IBM 1130 com puter and graphic display will be used in producing various patterns. Includes weekly laboratory. Intended for nonscience majors. S p rin g sem eser. Rosenberg. 10. Analysis of the Perturbed Environment. Problems associated with numbers and flow in the movement of people. Energy resources and distribution. Selected problems of pollution, including radioactive contam ination. The com puter will be used to simulate different ecological situations. The value and implication of these models will be sought. Where needed basic physical concepts, com puter techniques, and analytical methods will be taught. Lectures plus projects. Intended for nonscience majors. M a y n o t b e o ffe re d 1979-80. Rosenberg. 14. Introductory Quantum Physics. This is an introductory course on the Q uantum Theory with applications to nuclear, atom ic, molecular, and solid-state systems. Emphasis is placed on the basic principles o f quantum mechanics: the wave-particle duality, the operator formalism for obtaining probability distributions, measurement, the collapse of the wave function, and the time-dependent Schrodinger equation. Prerequisites: Physics 2, 4, o r 18; M athematics 12 or 22. Fall sem ester. Blaer. 15. Statistical Physics and Properties o f Solids. Thermal and statistical physics with applications. Introduction to solid state physics. Three lectures, conference section, and laboratory weekly. Prerequisite: Phys. 14, or permission o f instructor. S p rin g sem ester. Abraham . 17, 18. General Physics Using APL and Computer Graphics. The basic syllabus of this course is similar to that of Physics 3, 4. Because o f the greater m athematical preparation expected, the integration o f the course with M athem atics 12H, 22H, and the use of the A PL com puter language, topics are treated in more depth using linear algebra and vector calculus. A dditional topics o f current interest will be included. Three lectures, conference section, and a laboratory period weekly. Prerequisite: Calculus equivalent to M athematics IT, C oncurrent enrollm ent in M athematics 12H, 22H is normally required. Nonfreshmen who have completed (or are taking) M ath 10 and 22 may be adm itted with the permission o f the instructor. Heald. - 195 — PHYSICS 21. Principles of Aeronautics. Principles of flight, elements of aircraft structure and performance, flight instruments, navigation aids and methods, flight meteorology, airspace utilization. No prerequisites, open to all students. Two lecture hours and an afternoon ground lab weekly. N o t o ffered in 1979-80. Bilaniuk. 25. Mathematical Methods in the Physical Sciences. Ordinary and partial differential equations. Calculus o f variations and the principle o f least action. Differential geometry, tensor analysis, and an introduction to General Relativity and Cosmology. Probability theory and statistical models. Linear operators in Hilbert Space and the m athematical foundations of the quantum theory. G roup theory and its application to quantum mechanics. Prerequisite: M ath 22 and Physics 14, o r permission of the instructor. N o t o ffe re d in 1979-80. Blaer. 31. Biophysics. Damage due to ionizing radiation. Biomembranes. Electrical poten­ tials of nerve brain, and heart muscle. Mechanisms of vision and hearing. Energy yielding reactions. Thermodynamics and life processes. Enzyme kinetics. Utrasonics. Force and shape. A utom ata. Optical data analysis. Applications o f physical instru­ m entation. The course is intended for biological and physical science, mathematics, and engineering students. S p rin g sem ester. Rosenberg. 63. Procedures in Experimental Physics. L aboratory w ork directed tow ard the acquisition of knowledge and skills which will be useful in future research. Technique^, materials, and the design o f experimental apparatus. Shop practice, electronic circuit construction, vacuum systems. Offered as a half-credit attachm ent to Physics 107 or 108; may be elected by other students with permission o f the instructor. S p rin g sem ester. Staff. 93. Directed Reading or Project. This course is to provide an opportunity for individual students to do special work, with either theoretical or experimental emphasis, in fields not covered by the regular courses and seminars. The student will present oral and w ritten reports to the instructor. 94. Experimental or Theoretical Research. Initiative for a research project may come from the student, o r the w ork may involve collaboration with on-going faculty research. The student will present a w ritten and an oral report to the D epartm ent. 97. Senior Conference. Preparation of papers and oral presentations on selected topics of an integrative nature. O ne-half course credit. S p rin g sem ester. S eminars 101. Classical Physics. Formulations of Newtown, Lagrange, Hamilton, and Maxwell, with applications including rigid-body m otion, waves, norm al-m ode analysis, fluid mechanics, boundary-value problems^ and electric and magnetic materials. L abora­ tory program including electrical measurements, elementary electronics, and instru­ mentation. Prerequisites: Phys. 3, 4 o r 17, 18; M ath 30. F all sem ester. Mangelsdorf. - 196 PHYSICS 107. Quantum Physics. A more formal continuation o f Physics 14 with applications m atomic, nuclear, solid state, and particle physics. R elativistic dynam ics. Laboralorv program includes substantial set-piece experiments and projects Prerequisites: Phys. 15 and 101; M ath 30 and 51, with M ath 52 concurrently S p rin g sem ester. Boccio. 108. Electrodynamics. Applications of Maxwell’s equations. Waveguides antennas radiation Fraunhofer and Fresnel diffraction theory. F o u r - v e c t< K r m u E n of the special theory of relativity. Microscopic theory of the electrical and magnetic properties of materials. Plasma physics. Accompanied by laboratory exercises and experimental projects. 3 lu Prerequisites: Physics 101; Mathematics 22, 30. F all sem ester. Abraham . 115. Senior Seminar. An intensive investigation of one or more advanced topics such HS. " Classical and Q uantum Field Theory Fundam ental Particles General Relativity G roup Theory N uclear Structure Physical Oceanography Plasma Physics Q uantum Mechanics Q uantum Optics Solid State Physics Statistical Physics opics will be planned in advance each year in consultation with the students intending to enroll in the seminar. Depending on interest and appropriateness to External Exam ination Program s, certain topics may be offered as intensive half­ sem ester seminars. S p rin g sem ester. 197 — POLITICAL SCIENCE C H A R L E S E. G IL B E R T , P ro fe s so r R A Y M O N D F. H O P K IN S , P ro fe sso r JA M E S R. K U R T H , Professor% D A V ID G. S M IT H , P ro fe s so r a n d C h a irm a n K E N N E T H G. L IE B E R T H A L , A s s o c ia te P ro fe sso r* R IC H A R D L. R U B IN , A ss o c ia te P r o fe s s o r o f P u b lic P o lic y a n d P o litic a l Scien c e. K E N N E T H E. S H A R P E , A s s o c ia te P ro fe sso r C H A R L E S R. B E IT Z , A s s is ta n t Professor% S T E P H E N L. E S Q U IT H , A s s is ta n t P ro fe sso r G A IL R U S S E L L , A s s is ta n t P ro fe sso r Courses and sem inars offered by the Political Science D epartm ent deal with the place of politics in society and contribute to an understanding of the purposes, organization, and operation o f political institutions, domestic and international. F or the beginning student, the D epartm ent offers courses dealing generally with the basic concepts of political science and the processes of politics as illustrated by case studies, by theoretical analysis, and by more extended study o f the elements o f politics in various institutional settings. In appropriate places throughout the curriculum, attention is focused on problems o f change (evolutionary and revolutionary), freedom and authority, war and peace — and on the development of political institutions that are responsive to the needs of our day. Courses are provided that give special attention to political theory, com parative political systems, political development, politics and governm ent in the United States, and international relations. R equirements and R ecommendations Students planning to study, political science are advised to start with Elements of Politics (Political Science 1), and to continue with one or more of the other introduc­ tory level courses, Policy-M aking in America (Political Science 2), Com parative Politics (Political Science 3), International Politics (Political Science 4), Politics of the Third World (Political Science 5). N orm ally any two of these courses, preferably including Political Science 1 a n d /o r Political Science 2, constitute the prerequisite for further work in the D epartm ent. Students who intend to m ajor in political science should begin their w ork in the freshm an year if possible. S upporting courses strongly recom m ended for all majors are: M ethods of Social Research (Political Science 25) or Applied Statistics I (M athem atics 1); and Introduction to Economics (Economics 1-2). Political Theory, either in sem inar for Honors candidates, or in Course (Political Science 54 or 55) for Course students, is required of all majors. Program in In tern a tio n a l R elations: This program , designed for students interested in a career in the field of international relations, is described in full on p. 152. 1. Elements of Politics. Designed to probe some m ajor questions of politics, this course asks: W ho governs in the interests of whom? How? W hat are the sources of political stability and change? How is political power created, m aintained, or chal* Absent on leave, fall semester 1979. J Absent on leave, 1979-80. 198 POLITICAL SCIENCE lenged? Answering these questions will involve a study o f the basic institutions, concepts, and moving forces of politics and exploring problems such as justice’ freedom, equality, and obligation. Materials will be drawn from the United States, Germany, China, and the Soviet Union. F all sem ester. Staff. 2. Policy-Making in America. Consideration of basic elements of American national politics, and of ways of defining and explaining the functions and results o f American politics. M ajor attention will be devoted to electoral organizations, voting behavior and opinion form ation, legislation and presidential leadership, adm inistration and policy choices. Each sem ester. Smith or Russell. 3. Comparative Politics. An introduction to theories of comparative politics and to the data used in com paring political systems. M ajor attention will be given to the political systems of Western Europe, particularly Britain, France, West Germany, Italy, and Spain. The course will focus on political culture; political crises; political parties, including Com m unist, anarchist and fascist movements; and contem porary political institutions and policy-making. S p rin g sem ester. R u ssell o r Sharpe. 4. International Politics. An introduction to the analysis o f the contem porary inter­ national system and its evolution since 1945. The course will examine the foreign policies of m ajor powers, wars and interventions, international economic conflicts, and various approaches to world order. S p rin g sem ester. Staff. 5. Politics of the Third World. A study of politics in post-revolutionary o r post­ independence periods in selected countries in Asia, Africa, and Latin America. Topics include nationalism , revolutionary movements, party and interest group form ation, military rule, political mobilization, and ideologies. S p rin g sem ester. N o t o ffe re d 1979-80. 11. Problems in Community Government. The social, economic, and legal setting of local government. Politics and adm inistration at state and local levels. Problems of federalism and m etropolitan areas. The course may include special research projects, such as field work in nearby communities. S p rin g sem ester. Gilbert or Russell. 13. International Organizations in World Politics. This course surveys briefly the activities of international organizations related to military security and peacekeeping, but will focus primarily on one o r more of the new issues facing international organizations, such as energy, food, economic o r environm ental concerns. A lte rn a te years, spring sem ester. N o t o ffe re d 1979-80. Hopkins. 14. American Foreign Policy. An exam ination o f the making of American foreign policy and of the major problems faced by the United States in the m odern world. The course will focus on the influence of political, bureaucratic, and economic forces and on the problems o f war, intervention, and economic conflict. A lte rn a te years, f a l l sem ester. N o t o ffe re d 1979-80. Kurth. 18. Political Development. An exam ination of the conditions of change and develop­ ment. The processes which prom ote change and affect the stability and capacity of political systems will be considered in the context of widely diverse states including industrialized and third world states. S p rin g sem ester. Hopkins. 19. Comparative Communist Politics. A comparative study of the various communist countries, with special attention to the Soviet Union and the Chinese People’s Republic. Analysis of differences in goal structures, modes of rule, and social develop­ ment as a function of the interaction between legacies of the paths to power, domestic 199 POLITICAL SCIENCE political conflict, an d economic imperatives. S p rin g sem ester. Lieberthal. 20. Politics of China. An analysis o f critical elements in Chinese politics: the historical j legacy, ideology, policy-making, policy im plem entation, economic programs, and foreign policy. S p rin g sem ester. Lieberthal. 21. Politics o f Black Africa. A survey of political forces in contem porary Africa. Selected countries will be studied to illuminate im portant aspects of political change including traditional attitudes, leadership, ethnic rivalry, socialism, neocolonialism, military intervention, national integration, and international involvements. F all sem ester. Hopkins. 22. Latin American Politics. This introduction to L atin American politics will explore such topics as the colonial legacy o f Latin America; the difficulties of creating viable political institutions; contem porary sources of instability, revolution, and military intervention; the different meaning of politics for various groups (Indians, peasants, workers, middle-class groups, industrialists, landowners, etc.); and the economic and political difficulties raised by U .S.-Latin American relations. These, topics will be approached through a com parative study o f such countries as Brazil, Chile, C uba, Mexico, and Argentina. F all sem ester. Sharpe. 36. The Politics o f Peasant Movements. Focusing on the politics of peasant movements, this course will address such general political questions as: How is authority legitimized? How do men come to accept or reject the obligation to obey? W hat are the obstacles and resources involved in creating the power to challenge a particular form of control? The course will integrate theories of revolution and ideological change with anthropological materials to explore the quality of peasant life, the meaning of various forms of economic and political control, and the origins and results of peasant movements. Cases will be draw n from Mexico, China, Italy, the D om inican Republic, and the United States. S p rin g sem ester. N o t o ffe re d 1979-80. Sharpe. Public Administration. An analysis o f policy-making and adm inistration in m odern governments with illustrative material draw n chiefly from th é national governm ent of the United States. C entral topics include: accountability and respon­ sibility; organizational theory and practice; budgeting, planning, and “rational” policy making; public relations.; regulation; adm inistrative law; intergovernmental relations. Fall sem ester. Gilbert 52. American Constitutional Law. The role o f the Suprem e C ourt in the American political system, viewed both historically and through analysis of leading cases. Areas of constitutional law. and development emphasized are: the nature and exercise of judicial review; federalism and the scope of national power; due process, equal protection, the First A mendment, and other civil liberties. Open to sophom ores and upperclassmen, F all sem ester. Smith. 53. American Party Politics. An historical and functional analysis of American political parties. The study of interest groups, public opinion and voting behavior, electoral systems and representation, the legislative process. F all sem ester, alternate years. Gilbert o r Russell. 51. 53B. The Mass Media and American Politics. An historical and contem porary consideration of the effects o f mass media on American political institutions and political behavior. Special emphasis on the transform ation from print to electronic media and its im pact upon political parties and governm ental institutions. F all sem ester. Rubin. 200 — POLITICAL SCIENCE 54. Political Theory: Plato to Machiavelli. The development of political thought in the ancient and medieval periods, and the emergence o f a distinctively modern political outlook. Topics considered include: the origins, functions, and purposes of the city-state; the role of law and knowledge in government; the relation of ethics and politics; justice, and its relation to Greek and Christian thought. Recommended for students who plan to take the Political Theory seminar. F all sem ester. Esquith or Sharpe. 55. Modern Political Theory. A study and critique of liberalism through close reading and analysis o f the writings o f such theorists as Hobbes, Locke, Rousseau, Bentham, J. S. Mill, M arx, and Rawls. The course will consider problems regarding liberty, political obligation, the comm on good, hum an nature, and distributive justice. S p rin g sem ester. Esquith or Sharpe. 56. Contemporary Political Theory. An exam ination o f political theory from M arx and J. S . Mill to present. A m ong other topics a special concern will be the ability of contem porary liberal political and economic thought to respond to its critics’attacks on its psychological and epistemological foundations, and on its adequacy as a guide to political understanding and action. An effort will be made to understand the various and often conflicting currents within liberal theory, as well as to identify certain com m on problems. M arxist, existentialist, anarchist and structuralist critics m ay be considered. Prerequisite: Political Science 55 or permission of the instructor. S p rin g sem ester. N o t o ffe re d 1979-80. Sharpe or Beitz. 57. Jurisprudence. As exploration of the cortcept of law as i t has been understood by lawyers, judges, philosophers, and social scientists. Issues to be considered include the nature and validity of law, the relation of law to m orality, arid the place of political theory in the judicial decision. Some current m oral issueS'in law may be discussed. Readings will be chosen from classical and contem porary w orks in the philosophy and social science of law as well as from representative cases. F all sem ester. N o t o ffe re d 1979-80. Beitz or Smith. 58. Health Policy. (Also listed as Economics 58.) Analysis of governm ental policy tow ard health care and public health, its im pact upon institutions and resource allocation, and m ajor alternatives for action. C entral topics are the organization of health care delivery (roles and views of physicians, nurses, adm inistrators, patients and insurers); the interplay o f federal, state, and local governm ents, quasi-public authorities, and interest groups; technical and political aspects o f health insurance alternatives; health m anpow er (medical and nursing schools, para-professionals); biomedical research program s. Students wishing to take this course should consult in advance with the instructors. P rio r w ork in at least tw o of the following will be helpful: Economics 1-2, 4,26; Political Science 2, 51; M athem atics 1; Engineering 4 32. S p rin g sem ester. N o t o ffe re d in 1979-80. H ollister and Smith. 60. Special Topics in Political Science. Open to senior Course majors in Political Science. Devoted to the preparation fo three qualifying papers in the senior year. S p rin g sem ester. M embers of the D epartm ent. 61. Topics in Political Theory. A n analysis of topics o r problem s in the fields of political philosophy or the history o f political thought, chosen by the instructor.. Some of the possibilities are: varieties o f systematic theory; such problems as privacy or individual rights; political obligation; or concentrated study o f a particular period such as political thought o f nineteenth-century Britain. S ta ff. 201 POLITICAL SCIENCE 63. Advanced International Politics. An exam ination of the m ajor international wars and the m ajor international economic crises from 1870 to the present. The emphasis will be on the relationships between domestic politics and foreign policies. Topics will include World W ar I, the G reat Depression, World W ar II, and contem porary economic conflicts. Prerequisite: Political Science 4 or the equivalent. S p rin g sem ester. N o t o ffe re d 1979-80. Kurth. 64. Political Socialization and Schools. (Also listed as Education 64. See course description under Program in Education.) N o t o ffe re d 1979-80. Travers. 65. Political Psychology. (Also listed as Psychology 65.) A psychological exam ination of individuals’ participation in and im pact upon politics and the effect o f various political systems on individuals. Topics include opinion in the American electoral process, ideology form ation and models of post-revolutionary man. Projects will involve gathering original data and analyzing archival data. F all sem ester. N o t o ffe re d in 1979-80. Peabody and Hopkins. 70. The Political Economy o f Communist Systems. (Also listed as Economics 70.) A single credit colloquium analyzing the interaction between economics and politics in Communist countries. Case study material will be draw n from several East E uropean countries, the U SSR, and China. Prerequisite: at least one introductory course in either economics or politics. F all sem ester. N o t o ffe re d 1979-80. 93. Directed Readings in Political Science. Available on an individual or group basis, subject to the approval of the chairm an and the instructor. 96. Thesis. W ith the permission of the chairm an and a supervising instructor, any m ajor in C ourse may substitute a thesis for one course, norm ally during either semester o f the senior year. S eminars The following seminars prepare for exam ination for a degree with Honors: 101. Political Theory. An analytical and critical exam ination of the philosophical foundations o f liberalism and socialism, draw ing on the writings of theorists from H obbes to M arx and including works of some contem porary political philosophers. The subjects considered include such problem s as the nature o f legitimate authority, the basis o f political obligation, liberty, and democracy. Particular attention will be given to the question of distributive justice and the relevance o f M arx’s political and philosophical writings to liberal theory. Each sem ester. Esquith o r Sharpe. 102. Politics and Legislation. The study of political parties, interest groups, public opinion and voting behavior, electoral systems and representation, the legislative process. Emphasis is on A m erican politics, with some com parative material; and, ultim ately, on politics from the standpoint of theories of political democracy. S p rin g sem ester. Gilbert. 103. Problems in Government and Administration. Problem s o f adm inistrative organization, policy-m aking and responsibility, with prim ary reference to the United States and to selected fields of policy. F all sem ester. Gilbert. 104. International Politics. A n inquiry into problems in international politics. Topics will include (1) wars and interventions, (2) international economic conflicts and crises, (3) com peting theories of foreign policies, (4) various approaches to world order. — 202 — POLITICAL SCIENCE Prerequisite: Political Science 4 or the equivalent. F all sem ester. Hopkins. 105. American Foreign Policy. A study o f key problems faced by the United States in the m odern world together with a critical investigation of the m aking and implement­ ing of A m erican foreign policy. A variety of explanations o f American foreign policy will be discussed and evaluated, and the political, economic, and social influences upon it will be considered. Key assum ptions o f United States policy-makers will be subjected to scrutiny, and alternate assum ptions and policies will be analyzed. S p rin g sem ester. N o t o ffe re d in 1979-80. Kurth. 106. Public Law and Jurisprudence. A study of the sources and nature of law; historical, sociological, philosophic, “realistic,” and behavioral approaches to juris­ prudence; the nature o f the judicial process and other problems of jurisprudence, illustrated by judicial decisions and other legal materials relating to selected areas of law. S p rin g sem ester. Smith. 107. Comparative Communist Politics. A com parative study of the various commu­ nist countries, with special attention to the Soviet Union and the Chinese People’s Republic. Analysis of differences in goal structures, modes of rule, and social developm ent as a function o f the interaction between legacies of the paths to power, domestic political conflict, and economic imperatives. S p rin g sem ester. Lieberthal. 108. Comparative Politics. A com parative study of the political systems of Western Europe. The m ajor countries examined will be Britain, France, Germany, Italy and Spain, but attention will also be given to smaller states. Topics will include (1) com peting theories of com parative politics, (2) the relationships between economic developm ent, economic crises, and political conflict, (3) political parties, including communist, anarchist, and fascist movements, and (4) contem porary political institu­ tions and policymaking. Prerequisite: Political Science 3 o r the equivalent. F all sem ester. Russell. 108B. Comparative Politics: Latin America. A comparative study of the politics of several Latin American countries: Chile, Brazil, Cuba, Mexico, Peru, Argentina, the D om inican Republic. The course will focus on im portant differences in major institutions, class structures and social values, and an examination o f various theories explaining political stability and change. Problems will include: difficulties of creating stable dem ocratic institutions; causes and results of revolutions, coups, and military interventions; different meanings of politics for various classes in socialist, corporatist, and (formerly) democratic regimes; and the utility of dependency theory in explaining U .S.-Latin American relations. S p rin g sem ester. Sharpe. 109. Political Development. A comparative study of the politics o f societies under­ going change and m odernization. Various theories, approaches, and methods of explanation are examined and considered in the context of third world states in Asia, Africa, the M iddle East and Latin America and industrialized states such as the United States and countries o f Western Europe. S p rin g sem ester. Hopkins. 110. Urban Society, Politics, and Policy. The political and governmental organization of extended cities in contem porary America: social, economic, and constitutional foundations; issues of public policy. S p rin g sem ester. Gilbert. 180. Thesis. All members of the D epartm ent. — 203 — PSYCHOLOGY K E N N E T H J. G E R G E N , P ro fe s so r D E A N PE A B O D Y , P ro fe sso r A L L E N S C H N E ID E R , P ro fe s so r] A L F R E D B L O O M , A s s o c ia te P ro fesso r* * D E B O R A H G. K E M L E R , A s s o c ia te P ro fe s so r B A R R Y S C H W A R T Z , A s s o c ia te P r o fe s s o r a n d D e p a r tm e n t H e a d W IL L IA M B A L L , A s s is ta n t P ro fe s so r { JE A N N E M A R E C E K , A s s is ta n t P ro fe s so r } S U Z A N N E B E N A C K , In s tr u c to r H A N S W A L L A C H , R e se a rc h P sy c h o lo g ist The w ork of the D epartm ent o f Psychology deals w ith the scientific study of hum an behavior and experience; processes o f perception, learning, thinking, and m otivation are considered in their relation to the developm ent o f the individual personality, and to the relations of the individual to other persons. F o r those students planning graduate and professional w ork in psychology and related fields, the courses and sem inars of the D epartm ent are designed to provide a sound basis of understanding of psychological principles and a grasp of research m ethod. Students learn the nature o f psychological inquiry and the psychological approach to various problems encountered in the humanities, the social sciences and the life sciences. A special m ajor is available in conjunction with Linguistics emphasizing funda­ m ental issues in hum an cognitive organization. A full description of this program may be found under Linguistics. R equirements and R ecommendations Psychology 3, Introduction to Psychology, is norm ally a prerequisite for further w ork in the D epartm ent. M ajors should norm ally include four of the core courses (with course numbers in the 30’s): Physiological Psychology, Learning and Behavior Theory, Perception, Cognitive Psychology, Psychology of Language, Social Psychology, Personality, A bnorm al Psychology, and Child Development. Those wishing to substitute more individualized program s should present their reasons in writing. M ajors should take at least one course providing them with experience in research. In addition, majors in Course are encouraged to enroll in Psychology 98 during the spring semester of their senior year. This course is intended to provide integration of different fields of psychology and to offer m ajors one way to meet the comprehensive requirem ent. Students intending to pursue graduate w ork in psychology will also find it useful to take Psychology 13, Applied Statistics. ** Joint appointment with Linguistics, t On leave, spring semester, 1980. J On leave, 1979-80 — 204 — PSYCHOLOGY 3. Introduction to Psychology. An introduction to the basic processes underlying hum an and anim al behavior, which will be studied in experim ental, social, and clinical contexts. Analysis will center on the extent to which norm al and abnorm al behavior are determined by learning, motivation, neural, cognitive, and social processes. Each sem ester. Staff. 4. Freshman Seminar. This class considers questions ab ou t the characteristics of different nationalities. Is it possible to make any general statem ents about such characteristics, or are such generalizations dangerous? How do judgm ents about national characteristics by the general public compare with the conclusions of social science? W hat is the relation between the characteristics of individuals and the nature of their society? D o they show historical continuity, or change? By permission of the instructor. Peabody. 13. Applied Statistics. (See M athem atics 1.) S p rin g sem ester. Iversen. 21. Educational Psychology. (See Education 21.) F all sem ester. Gross. 23. Adolescence. (See Education 23.) S p rin g sem ester. Gross. 24. Psychological Anthropology. (See Sociology/A nthropology 24). F all sem ester. Piker. 25. Methods o f Psychological Research. Direct research experience is emphasized, and instruction proceeds by example. Discussion focusses on the relationships between given theories and the methods used in the supporting research. The comparative advantages and disadvantages o f participatory observation and analysis, “objective” naturalistic observation, interviewing, content analysis, and experimen­ tation are examined. Each student conducts an individual research project and participates in class projects. F all sem ester. Kemler. 30. Physiological Psychology. A survey of the neural and biochemical bases of behavior with special emphasis on sensory processing, motivation, emotion, learning and memory. Both experimental analyses and clinical implications will be considered. (Form erly Psychology 42.) S p rin g sem ester. N o t o ffe re d 1979-80. Schneider. 31. Learning and Behavior Theory. The experimental analysis of the m ajor phenom ­ ena of learning and conditioning is considered mainly at the anim al level, with particular attention to the theories of B. F. Skinner. Specific empirical and theoretical issues are considered in detail, and the m ajor theories are evaluated. The laboratory is designed to acquaint students with the processes considered. (Formerly Psychology 37.) F all sem ester. Schwartz. 32. Perception. The major theories and some problems of visual and auditory perception are outlined and used to acquaint the student with experimental research. Particular attention is paid to perceptual development in hum an infants and children. L aboratory section one afternoon per week to be arranged. (Form erly Psychology 50.) 33. Cognitive Psychology. The course covers higher mental processes, including such topics as visual and auditory attention, pattern recognition, short- and long-term memory, concept form ation, thinking, and problem solving. Models of hum an cognition are examined in the light o f experimental data. (Form erly Psychology 46.) F all sem ester. Kemler. — 205 - PSYCHOLOGY 34. The Psychology o f Language. (See Linguistics 34). (Form erly Psychology 20.) F all sem ester. Bloom. 35. Social Psychology. An exam ination o f theory and research relevant to the understanding of social interaction from a psychological viewpoint. Special emphasis will be placed on social perception and its distortion, attitude developm ent and change, conformity, the relationship of personality to social interaction and social motivation. S p rin g sem ester. Gergen. 36. Personality. An exam ination of contrasting theories of the hum an personality. Theories of Freud, Jung, From m , Rogers and others will be discussed, and special attention will be given to current empirical work. F all sem ester. Staff. 38. Abnormal Psychology. A survey of m ajor forms o f psychopathology in adults and children. Biogenetic, socio-cultural, and psychological bases o f abnorm ality are examined, along with their corresponding modes of treatm ent. S p rin g sem ester. 39. Child Development. A selective survey of cognitive and social developm ent from infancy to adolescence. M ajor theoretical perspectives on the nature of developmen­ tal change are examined, including those o f Piaget and his critics. Topics include the grow th of logic, language, and other cognitive skills, as well as moral development, sex typing, and personality theory in a developm ental context. F all sem ester. Benack. 44. Psychology o f Women. An exam ination of traditional and revisionist theories and research on sex roles and sex differences. The socialization of sex roles in adults and children will be studied, with particular emphasis on the penalties th a t adults incur for sex-role deviance. O ther topics include androgyny as a model of mental health, institutional and psychological barriers to women’s achievement, and the psychology of powerlessness. A research project, using either content analysis or participant observation, will be required. S p rin g sem ester. 45. Group Dynamics. The course deals with the psychological aspects of behavior in groups. Issues such as intimacy, solidarity, group problem solving, leadership devel­ opment, splinter-group formation, and phases o f group development receive attention. C lassroom sessions focus on the ongoing behavior w ithin the group itself. Outside reading and papers are used to illuminate processes w ithin the group and to raise significant theoretical problems. (By application only.) 55. Neuropsychology of Language. The course investigates higher cortical function in hum ans. It focusses on breakdow ns in cognition, languages, and memory which accom pany particular types of neurological disorder, with prim ary emphasis on what these neurological breakdowns reveal about cognitive function in the normal, intact human. Previous work in linguistics and in cognitive psychology, and a working familiarity with the functions o f the nervous system are helpful and may be essential. Students deficient in background may be asked to do some preparatory reading. S p rin g sem ester. 56. Cognitive Patterns in Moral, Linguistic and Political Behavior. An investigation into the role played by cognitive dim ensions in influencing moral, linguistic, and political behavior, with emphasis on adolescence and beyond. An attem pt is made to place the investigation within a fram ew ork provided by current trends in cognitive psychology, existential philosophy and linguistics and to draw on the implications of these dimensions with respect to the relationship of the individual to the nation-state and the international system. (Cross-listed as Linguistics 56.) (Form erly Psychology 34.) Bloom. 206 - PSYCHOLOGY 63. Special Topics in Cognitive Psychology. Selected problems from the current literature on hum an inform ation processing and cognitive psychology are considered in detail. Emphasis is placed on the relationship between theories of cognition and current experimental findings. Also, the developm ent of cognitive skills receives some attention. Kemler. 64. M odes of Psychotherapy. A survey of the theories, techniques, and goals of various modes of psychotherapy, including psychoanalysis, behavior therapy, Gestalt therapy, and family therapy. O ther topics include research on the effects of psycho­ therapy, the ethics and politics o f psychotherapy, and the comm unity mental health movement. Prerequisite: Psychology 38. F all sem ester. Benack. 65. Political Psychology. (Also listed as Political Science 65.) A psychological exam­ ination of individuals’ participation in and im pact upon politics and the effect of various political systems on individuals. Topics include public opinion in the Ameri­ can electoral process, ideology form ation and models o f post-revolutionary man. Projects will involve gathering original data and analyzing archival data. 66. Advanced Topics in Neurobehavioral Research. A course in seminar format. A detailed analysis of the neural basis of behavior. Genetics, endocrinology and neuro­ chemistry are considered with emphasis on their relationship to behavioral disorders such as schizophrenia, amnesia and aphasia. N o t o ffe re d 1979-80. Schneider. 67. Advanced Issues in Child Development. C onducted in a combined lecture and discussion-group form at. The laboratory consists of field placement in local schools, and both individual and class projects are undertaken. Aspects of personality, social^ and cognitive development are examined with literature for children typically used to explore the nature of growing up. S p rin g sem ester. 68. Advanced Issues in Social Psychology. Considers selected special topics in hum an relationships. 69. Advanced Issues in Personality. Considers selected special topics in personality organization and dynamics. 88. Colloquium: Behaviorism and Developmentalism. This course examines behav­ iorism, as exemplified by B. F. Skinner, in detail. It evaluates the epistemological assum ptions of behaviorism, the empirical support for these assumptions, and the social and political im plications of behaviorist analysis. Special attention is paid to the articulation of alternative epistemological assum ptions as potential frameworks for empirical psychology. Open to advanced students in philosophy a n d /o r psychology. 90. Practicum in Psychology. An experim ental practicum in which Psychology students can gain supervised experience working in off-campus research projects or clinical settings. Inform al sem inars will meet to consider practical, theoretical and ethical issues arising from p articipant’s experiences. Course requirem ents and evalu­ ations will be tailored to individual projects. Advance arrangem ents for placements should be made in consultation with the instructor. S p rin g sem ester. N o t o ffe re d in 1979-80. Marecek. 91. Research Practicum in Physiological Psychology. Research on the neural and chemical bases o f learning and memory. C urrent theories are discussed. Special — 207 PSYCHOLOGY topics include: interhem ispheric transfer, mem ory consolidation, and recovery from retrograde amnesia. In sem inar form at. Prerequisite: Psychology 42. By application. F all sem ester. Schneider. 92. Directed Research on Social Explanation. Lectures and discussions first center on contem porary psychological and philosophical issues in self and social perception, emotional identification, and causal explanation. A fter exploring fundam ental issues relating these areas, students engage in independent supervised research projects based on this work. The course furnishes a means of gaining first-hand research experience on issues of m ajor concern in contem porary social and personality psy­ chology. F all sem ester. Gergen. 94. Independent Research. Students conduct independent research projects. They typically study problems with which they are already fam iliar from their course work. Students must subm it a written report of their work. Registration for Inde­ pendent Research requires the sponsorship o f a faculty mem ber who agrees to supervise the work. Each sem ester. Staff. 95. Tutorial. Any student may, with the consent of a mem ber of the departm ent, work under a tutorial arrangem ent for a single semester. The student is thus allowed to select a topic of particular interest, and in consultation with a faculty member, prepare a reading list and w ork plan. Tutorial w ork may include field research outside Swarthm ore. Each sem ester. Staff. 96. 97. Senior Paper. W ith th e permission of the D epartm ent, students may do a comprehensive research paper in their senior year — in lieu of comprehensive exams. Such students are encouraged to take the course both semesters. The course includes: (a) carrying out a research project with the advice of a faculty sponsor and (b) taking part in a jo in t discussion group th a t will share the problems o f each stage of their research. It is helpful for such students to develop a general plan by the end of the ju n io r year. It is possible to take the course for 6 single semester. B o th sem esters. 98. History and Systems o f Psychology. Intended to provide integration of different fields of psychology and to offer majors one way to meet the comprehensive require­ ment. Historical treatm ent concentrates on the major systematic points of view. Special consideration is given to problems overlapping several areas o f psychology. S p rin g sem ester. Peabody. S eminars 101. Perception. Reading and discussion combines with independent experimental projects. Students are expected to know the basic facts about hum an perceptual mechanisms and their developm ent by the time they have completed this seminar. Specific topics covered are: color vision, grouping and form , depth and distance, size, visual motion, visual and auditory localization, recognition, adaptation of perceptual functions. Laboratories are devoted, to dem onstrations and both group and individ­ ual projects with adults, infants, and children. N o t o ffe re d 1979-80. Ball. 104. Individual in Society. The relationship between man and his society. Basic processes including the understanding of other persons, theories of cognitive consis­ tency, group influence and conformity. Applications to political attitudes, group prejudices. The relation of attitudes and personality. The relation of psychology to the social sciences. F all sem ester. Peabody. - 208 — PSYCHOLOGY 105. Personality. A scrutiny o f attem pts to build an objective basis for “understanding the person as a whole.” Contrasting theoretical orientations, techniques of observa­ tion, and specific problems will be examined, Theoretical orientations: psychoanaly­ sis, factor analysis, learning theory, phenomenology. O bservation techniques: inter­ views, questionnaires, fantasy material. Problems: aggression, need achievement, prediction, psychotherapy, and psychological maturity. S p rin g sem ester. Gergen. 107. Language and Thought. See Linguistics 107. F all sem ester. Bloom. 109. Physiological Psychology. An in depth analysis o f the neural bases of motivation, emotion, learning, memory and language. Generalizations derived from neurobehavioral relations will be brought to bear on clinical issues. S p rin g se m e ste r N o t o ffe re d 1979-80. Schneider. 118. Philosophy of Psychology. See Philosophy 118. N o t o ffe re d 1979-80. Lacey. 131a and b. Learning and Behavior Theory. See description of Psychology 31. Students are expected to attend lectures given in Psychology 31, and to participate in the laboratory. (Form erly 137a and b). B o th sem esters. Schwartz. 133a and b. Cognitive Psychology. An intensive study of selected problems in hum an inform ation processing. Specific topics may include visual and auditory attention, pattern recognition, short- and long-term memory, concept form ation, thinking and problem-solving. Students will conduct individual or group projects of empirical research. Psychology 133a meets with Psychology 33. (Form erly 146a and b.) B o th sem esters. Kemler. 138. Abnormal Psychology. A comparison of theories of disordered behavior. Biol­ ogical, psychodynamic and sociocultural approaches are considered, with emphasis on the works of Freud, Laing, and the family theorists. Topics such as the “illness” model o f mental disorders, ethical issues in psychotherapy and definitions of mental health are also discussed. F all sem ester. N o t o ffe re d 1979-80. Marecek. 139. Child Development. A com parative study of the m ajor theoretical approaches to child development. Psychoanalytic, cognitive-development and learning orienta­ tions are stressed. Interplay am ong biological m aturation, experience with the phys­ ical and social environment, and the socialization practices of parents and schools is examined. Substantive topics covered include sensory-m otor and social development in infancy, language acquisition, cognitive change in the preschool and early elemen­ tary school years, m oral development, and selected aspects o f personality develop­ ment. S p rin g sem ester. 180. Thesis. May be presented as a substitute for one sem inar provided some member of the D epartm ent is available to undertake the direction o f the thesis. Each sem ester. All members o f the D epartm ent. M aster 's D egree A limited num ber of students may be accepted for graduate study tow ard the M aster’s degree in psychology (see p. 81). Students receiving the B achelor’s degree from Sw arthm ore are n o t encouraged to enter this program. The program of w ork for the M aster’s degree requires the com pletion of four seminars. or their equivalent. O ne o f the seminars must be a research sem inar leading to a Thesis. The w ork of the seminars is judged by external examiners. The require­ ments for the M aster’s degree can norm ally be completed in one year. 209 — PUBLIC POLICY R IC H A R D L. R U B IN , C o o r d in a to r The concentration in Public Policy enables students to combine w ork in several departm ents tow ard critical understanding and practical competence in issues of public policy in its developm ent, form ulation, im plem entation, and evaluation. The departm ents centrally concerned with the concentration are Economics, Engineering and Political Science; but w ork in other departm ents is decidedly pertinent to the concentration. Faculty members from other departm ents may be directly involved in the concentration, and course or sem inar offerings from other departm ents may, in certain circumstances, meet requirem ents for the concentration. Some competence in form al or quantitative methods is required for students concentrating in Public Policy, but w ork in the concentration also and at least equally emphasizes historical, institutional, and norm ative analysis or understanding. R equirements and R ecommendations The concentration in Public Policy is n o t a m ajor. It may be taken together with a Course o r E xternal Exam ination (H onors) major in any field, and it can be combined most integrally with a m ajor in one or more of the participating departm ents of Economics, Engineering o r Political Science. A t a minimum, the concentration consists of certain course requirem ents, totaling six credits and an internship. The program of each concentrator should be w orked out in consultation with the C oordinator o f the Public Policy P rogram and approved by the C oordinator, preferably at the same time as majors in the Course and H onors Program s aré planned. Students who wish to concentrate in Public Policy are urged to complete the introductory, prerequisite courses in two or more of the participating departments by the end of their sophom ore year. Academic requirem ents for the concentration include three preparatory courses: Economics 20 (Economics Theory) o r Economics 22 (Public Finance), Political Science 51 (Public Adm inistration), and at least one course in quantitative analysis. This last requirem ent may be met by M athematics 1 (Applied Statistics), M athematics 15 (M athem atical Statistics), Economics 4 (Statistics for Economists), Engineering/ Economics 56 (O perations Research), and Economics 108 (Econometrics). Two courses, colloquia, or seminars specific to the Public Policy concentration and dealing with certain substantive sectors or institutional aspects of public policy are required, and at least one of these will be taken for double credit. Three o r four such offerings are expected to be available each academic year, some of which will be taught jointly by faculty members from two departm ents. Some of these will be offered as single-credit and some as double-credit units. Enrollm ent will be limited, and students concentrating in Public Policy will take priority in admission. Students able to do work in addition to these requirem ents are encouraged to do so. In particular, if possible both Economics 20 (Economic Theory) and Economics 22 (Public Finance) should be taken. Highly desirable, though not required, is some course or seminar work dealing with questions of public law and political philosophy, such as Political Science 57 (Jurisprudence), and Political Science 55 (M odern Political Theory). These courses and other academ ic work, such as theses, directed — 210 — PUBLIC POLICY reading, and regular offerings in various departm ents relevant to the particular program and interest of the student, should be included in the planning of the student’s program even if they are not formally required for the concentration. In special circumstances, students with adequate and appropriate alternative prepara­ tion (as might be the case for some natural-science students) may request that such preparation be substituted for courses norm ally required in the concentration. Ap­ proval of such requests, as for approval o f internships, will be the responsibility of the coordinator and the committee on public policy studies. I nternship Some direct experience or practical responsibility in the field, through w ork in a public, private, or voluntary agency, is required for graduation with a concentration in public policy. This requirem ent may be met by completing an internship during either a semester or a sum m er or both. Normally, students will hold internships between their ju n io r and senior years. The internship program is supervised by the faculty mem ber serving as coordinator o f the concentration, and specific opportun­ ities may be w orked out for the students. E ligibility The concentration is open to students majoring in any field, although students in the social and natural sciences are likely to be able to meet the requirem ents most readily. Any student with acceptable preparation is welcome to undertake w ork in a public policy course, subject to the priority for concentrators. F o r students concen­ trating in Public Policy and reading for H onors, certain w ork in the concentration may be eligible for external exam ination. — 211 RELIGION PATRICK HENRY, P r o fe s s o r a n d C hairperson% SA M U E L T. L A C H S, V isitin g P ro fe s so r (P a rt T im e ) D O N A L D K. SW E A R E R , P ro fe s so r a n d A c tin g C h a irp e rso n P. L IN W O O D U R B A N , JR-, P ro fe sso r J. W ILLIA M FRO ST, A s s o c ia te P ro fe s so r IVAN C A IN E , V isitin g L e ctu rer* * C H A R L E S S. HALLISEY, L e c tu re r* * D E M A R IS W EH R , L e c tu re r* * * JO H N D . W OO DC O C K , L e c tu re r* * * Religion as a field of study encompasses historical religious traditions and varied dimensions of hum an experience on social and personal levels evidenced at all times and in all forms of hum an society. Because o f the diverse and pervasive nature ót religion, several methodologies have evolved for its study, including the skills of historical investigation, textual criticism, philosophical analysis, and empirical de­ scription Added to these skills is the im portant ingredient of em pathy tow ard the claims religious persons m ake regarding w hat they have perceived to be ultimately real Focus for the several methodologies is provided by dividing the subject m atter into tw o broad areas: The Religious Traditions of the West, and the Religious Traditions of Asia. Any course num bered 2 through 6 may be taken as introductory to other courses in the D epartm ent. Successful com pletion of one o f these courses is normally required for admission to courses numbered 10 and above. Religion 3, 4, 5, and 6 are particularly relevant to w ork in the Religious Traditions of the West, and Religion 2 to the Religious Traditions of Asia. The norm al prerequisite for religion as a Course m ajor, or an External E xam ination m ajor or m inor, is com pletion o f tw o courses. The m ajor in Religion is planned through consultation with faculty members in the D epartm ent. M ajors in both the Course and the E x te rn ^ E xam ination Program s shall select an area o f concentration — either Religious Traditions o f the West or Religious Traditions of Asia — but shall also do some w ork in the other areas. An im portant p art of the Course m ajor is the production o f a sustained piece of writing Normally, students in the Course program will elect the Senior Com prehen­ sive Paper. However, with the consent of the D epartm ent, students may substitute a tw o-credit Thesis. F o r advanced work in some areas of religion, foreign language facility is desirable. Students should consult members of the D epartm ent on the appropriateness of various languages, w hether ancient or modern, fo r their own particular interests. ** Fall semester, 1979. *** Spring semester, 1980. { Absent on leave, 1979-80 ■ 212 ■ RELIGION 2. Patterns o f Asian Religions. An introduction to the study o f religion through an exam ination of selected teachings and practices o f the religious traditions of India and C hina structured as patterns o f religious life. M aterial is taken primarily from Hinduism and Buddhism in India, and Confucianisim and Taoism in China. S p rin g sem ester. N o rm a lly o ffe re d in Fall sem ester. Swearer. 3. Introduction to the Hebrew Scriptures. A comprehensive introduction to the Hebrew Scriptures (Old Testament), with some study of the ancient N ear Eastern setting, leading to an understanding of the developm ent and variety of religious institutions, practices and beliefs in ancient Israel. F all sem ester. Caine. 4. Introduction to the New Testament. A comprehensive introduction to the New Testament, with som e study of the religious situation in the R om an Empire, leading to an understanding of continuities and transform ations in the emergence of Christi­ anity and its developm ent during the first century. S p rin g sem ester. Woodcock. 5. Problems o f Religious Thought. The purpose of this course is to study various answers to the chief religious problems of the tw entieth century. Problem s include: the nature of religious experience, the existence o f God, religion and morality, science and religion, and the problem o f evil. Answers include those given by M artin Buber, William Jam es, Reinhold N iebuhr, Paul Tillich and others. Students are encouraged to find their own answers and to w ork out their own religious beliefs. Each sem ester. Urban. 6. War and Peace. A n analysis o f the moral issues posed by w ar with consideration of the argum ents for holy wars, just wars, defensive wars, pacifism, and the sancity of life. The study of A m erica’s wars from the R evolution to Vietnam will show our nation’s responses to organized violence. F all sem ester. N o t o ffe re d 1979-80. Frost. 10. The Hindu Tradition. An analysis of the H indu religious tradition structured around the classical paths o f action (karm a), knowledge (jnana), and devotion (b h a kti). The course includes analyses o f various mythic, poetic, and didactic texts, selected rituals, representative institutions, and symbolic expressions in art and architecture. S p rin g sem ester. N o t o ffe re d 1979-80. Swearer. 11. The Buddhist Tradition. A study of selected facets o f the worldviews of the three m ajor schools of Asian Buddhism (Theravada, M ahayana, Vajrayana). The course includes analyses of various m ythic, poetic, didactic texts, selected rituals, represent­ ative institutions, and symbolic expressions in a rt and architecture. S p rin g sem ester. N o t o ffe r e d 1979-80. Swearer. 12. Religious Autobiography. A utobiography as a genre o f religious literature and as a way of understanding the religous experience o f men and women. M ethods and problem s of studying religious autobiography as well as how religious experience is affected by culture, religious tradition, and sex will be considered. A utobiographies to be read include Augustine, C. S , Lewis, M alcolm X, G andhi, Schweitzer, Basho, and Thoreau. F all sem ester. Hallisey. 13. Comparative Religious Mysticism. Mysticism is studied as a distinctive phenom ­ enon within the religious traditions of Asia and the West. The writings of particular mystics, e.g., E ckhart, the Baal-shem, al D in Rumi, R am akrishna, are studied and such problem s as mystic states of consciousness, language and mysticism, the mystic and traditional religious authority, mysticism and com m unity are explored. F all sem ester. N o t o ffe re d 1979-80. Swearer. - 213 H RELIGION 14. Philosophy o f Religion. An investigation of the nature of religious faith, the problem of religious knowledge, concepts of deity, the problems of evil, and tlie relationship of religion to ethics. Both critics and supporters of traditional religious perspectives will be studied. (Crosslisted as Philosophy 16.) S p rin g sem ester. Urban. 15. Moses: History, Tradition, Interpretation. An investigation of the dynamic interplay of history, myth, philosophy, ritual, and society in the origin and develop­ m ent of religious tradition and understanding, through a study of the figure of Moses as he appears in various religious contexts (e.g., Hebrew Scriptures, Philo, New Testament, Rabbinic literature, the Q u r’an, art and music). M ethodological perspec­ tives will be developed from such m odem interpreters as Weber, Freud, Buber, and several historians of ancient Israel. F all sem ester. O ffered 1980-81. Henry. 16. The Apostolic Age. A study o f the early developm ent o f key Christian concepts (including “orthodoxy” and “ heresy,” Christ, the Holy Spirit, G od as creator, law, gospel, worship, baptism , ethics, m artyrdom , etc.) and institutional form s through the letters of Paul, the Johannine literature, and the Apostolic Fathers (early second century writers). S p rin g sem ester. O ffered 1980-81. Henry. 17. History of Religion in America. An exam ination of religious ideas and practices of Americans from the 17th until th e 20th century. Particular emphasis is placed upon the effects of religious pluralism , im m igrant churches, the challenge of D arwin­ ism, and the relation between the church and reform movements from Puritanism to Progressivism. S p rin g sem ester. N o t o ffe re d 1979-80. Frost. 18. Quakerism. The history of the distinctive religious and social ideas of the Friends from the time o f George F ox until the present. Particular attention is paid to differences in the developm ent o f Quakerism in England and America S p rin g sem ester. N o t o ffe re d 1979-80. Frost. 19. Existentialism and Religious Belief. A study o f one of the m ost influential philosophical movements of tbe twentieth century and its im pact on religious thought. Amongst philosophers attention is given to the writings o f Edm und Husserl, M artin Heidegger, and Jean-P aul Sartre. A m ongst religious thinkers the writings of R udolf Bultm ann, J o h n M acquarrie, Karl R ahner, and Paul Tillich are read. F all sem ester. N o t o ffe re d 1979-80. Urban. 20. Rabbinic Literature in Translation. Exempla of early rabbinic writings covering both H alakah and Aggadah. Readings in the M ishnah, M idrash, and Talmud. S p rin g sem ester. Lachs. 21. Psychological Approaches to the Study o f Religion. We will explore several classical psychological paradigm s for understanding religion. This study will include both religious experience and religious institutions as analyzed variously by Jam es, Freud, Jung, Maslow, From m and others. Students will be encouraged to think through issues of methodology and reductionism in the study of religion. S p rin g sem ester. Wehr. 22. Women and Religion. This will be an interdisciplinary course using insights from the Sociology of Religion and Feminist Theology to explore the relationship of women to religious structures and religious experience. C oncentration will be on women in the Jewish and Christian traditions, but there will also be some focus on women in traditional religions and women and religious experience as understood in Jungian psychology. — 214 RELIGION 30. Religion as a Cultural Institution. See Sociology and A nthropology 30. 31. Indian Religious Literature. An introduction to the classical literatures and languages of Hinduism and early Buddhism. The course focusses on the Bhagavad G ita of the H indu tradition and the D h a m m a p a d a o f the Buddhist tradition. Study is in bilingual texts with traditional commentaries, and includes an elementary examin­ ation of relevant structures and vocabulary of the Sanskrit and Pali languages. Not a language course as such but o f relevance to an understanding of Indo-European. F all sem ester. Swearer. 32. Religion in East Asia. The m ajor religous traditions of East Asia studied against the social and cultural background of Japan. Particular attention is given to the appropriation and later development of classical Chinese Buddhist, Confucian, and Taoist traditions; religion, nationalism, and state Shinto; religion and modes of Japanese aesthetics; and the development o f new religions in the 20th Century. S p rin g sem ester. N o t o ffe re d 1979-80. Swearer. 33. The Reformation. A study o f the doctrinal, ecclesiastical, and political effects stemming from the reform ation o f the R om an Catholic C hurch in western Europe in the period from 1500 until 1688 focusing on Luther, Calvin, the A nabaptists, the Henrican settlement, and Puritanism. Topics considered include the relationship between church and state, revelation and science, and the emergence of toleration. F all sem ester. Frost. 34. Religion in the 19th Century. W hat were the effects in religious thought and sensibility of new ways of understanding history, society, nature, and the psyche that developed in the nineteenth century? Representative figures, such as Schleiermacher, Newman, Arnold, Emerson, Khomyakov, Troeltsch, Schweitzer, and the develop­ ment of distinctive schools of thought within Judaism , are considered in some detail. F all sem ester. N o t o ffe re d 1979-80. Henry. 35. Formation o f Christian Doctrine. A study o f the form ation and classical expression of the doctrines o f the Trinity, Incarnation, A tonem ent, Original Sin, and the Sacram ents as found in Scripture and the Early and Medieval Church. Toward the end of the semester students are given the opportunity to expound and evaluate the views of 19th and 20th century thinkers on these m ajor themes. Such thinkers could include; K. Barth, M. Buber, R. Bultmann, K. R ahner, F. Schleiermacher, and P. Tillich. F all sem ester. Urban. 36. Medieval Philosophy. Philosophical thought from Augustine to the 15th century. A ttention is paid both to specific problems such as u n iv e rsa l, analogy, and epistemology and to outstanding thinkers such as Anselm, A quinas, and Ockham. Although the prim ary emphasis is historical, attention is given to the contem porary relevance of medieval thought. (Also listed as Philosophy 19.) S p rin g sem ester. N o t o ffe re d 1979-80. Urban. 93. Directed Reading. Staff. 95. Tutorial. Staff. 96. Thesis. M ajors in Course may, with D epartm ental permission, write a two-credit thesis. 97. Senior Paper. Senior majors in Course will norm ally write a one-credit paper as the m ajor part o f their comprehensive requirem ent. S p rin g sem ester. S ta ff. 215 — r e l ig io n Courses offered occasionally: Religions of the Oppressed Asian Religions in America M onasticism East and West Religion and L iterature Religion and Science P reparation for E xternal E xaminations The D epartm ent will arrange External Exam inations in the following areas, to be prepared for in the ways indicated. P reparation b y sem inar: Religious Perspective East and West (Seminar: 101). An exam ination of the nature and structure of religious systems through the study of seminal ti n k e r s or schools of thought as they influenced and were shaped by the traditions of which they were a p a r t8 Thinkers considered include N agarjuna, Shankara, R am anuja, Thom as Aquinas, Spinoza, and K ierkegaard. . . . . , • c , t (This paper is required of all students declaring a Religion M ajor in their External E xam ination Program .) S p rin g sem ester. Swearer and Urban. , Christianity and Classical Culture (Seminar: 102). A study of the developm ent of C hristian thought and institutions to the fifth century in the context of GrecoR om an religion and society. Readings in Lucretius, Apuleius, Plutarch, and Hellenistic religious texts, in Philo and the Dead Sea Scrolls, and in early Christian writers such as Justin M artyr, Tcrtullian, Origen, A thanasius, Am brose, Augustine. F all sem ester. Offered 1980-81. Henry. Asian Religious Thought (Seminar: 103). A study o f seminal writings in.India and China which have had a decisive influence on the religious traditions of these two cultures. The traditions considered are: Vedanta, Samkhya-Yoga, M ahayan Buddhism , Confucianism , and Taoism. F all sem ester. Swearer. Religion in Southeast Asia (Seminar: 104) An analysis of'H ieravada Buddhism as a part of the cultural traditions of Sri L anka, Burma, and Thailand. The sem inar is structured in term s of three different contexts: national, village and « ^ a n . The themes dom inating these contexts are national integration, syncretism, and m odern­ ization. F all sem ester. N o t o ffe re d 1979-80. Swearer. Religion and Society (Seminar: 105). An exam ination of the interaction between religkius values and institutions and society in different cultural contexts and time periods M ajor concentration on the English Civil War, late nineteenth-century Africa, and m odem America. Topics include patterns of conversion, millenmahsm, personal and corporate ethics, rituals, and theology. S p rin g sem ester. Frost. Contemporary Religious Thought (Seminar: 106). Representative thinkers and schools of thought in the present century These m c!u^ e ^ a^ f rt^ a n BubC ’ R udolph Bultmann, Karl R ahner, Paul Tillich, and A. N. W hitehead. F all sem ester. U rban. — 216 — RELIGION P reparation b y co m b in a tio n s o f courses: F o r each of the external exam ination papers in this category, a general prospectus of subjects to be covered and m aterials to be read will be drawn up by the in stru cto rs) involved. The two courses in a particular case may not exactly cover the m aterial of the prospectus, but much attention will be given to the prospectus in the shaping o f the courses. Indian R eligion The H indu Tradition (Swearer) Indian Religious Texts (Swearer) B ud d h ism The Buddhist Tradition (Swearer) Religion in East Asia (Swearer) A p o sto lic F aith a n d A p o sto lic Tradition The Apostolic Age (Henry) Form ation of Christian D octrine (U rban) The A g e o f F aith a n d th e A g e o f R e fo rm a tio n F orm ation of C hristian D octrine (U rban) The Reform ation (Frost) R efo rm a tio n , E nlightenm ent, R o m a n ticism : The T w entieth-C entury B a c k g ro u n d The Reform ation (Frost) Religion in the Nineteenth C entury (Henry) The P rotestant Traditions The Reform ation (Frost) H istory of Religion in American (Frost) P reparation b y course a n d a tta ch m en t: ■E arly J u d a ism Early Judaism (Sam uel T. Lachs — Bryn M awr College) P h ilo so p h y o f R eligion Philosophy of Religion (U rban) P reparation b y Thesis: Students who declare a m ajor in Religion in their External Exam ination Program may, with perm ission of the D epartm ent, offer a thesis as one of their External Exam ination papers. C ourses C omplementing R eligion O fferings at S warthmore B ryn M awr C ollege: 104a and b. H istory and Literature o f Judaism . Lachs. 001. Elementary Hebrew. Rabi. 101. Readings in the Hebrew Bible. Rabi. 300. Studies in Early Rabbinic and Medieval Judaism . Lachs. H averford C ollege: GP300. M yth, Symbol, and R itual in Asian Religions. (Gest Seminar). Swearer. 215a. M odem Critics o f Christianity. Thiem ann. 300. C hrist and Caesar. C hristianity and the R om an World. Luman. — 217 — SOCIOLOGY AND ANTHROPOLOGY L E O N B R A M S O N , Professor% A S M A R O M L E G E S S E , Professor% ST E V E N P IK E R , P ro fe s so r a n d C h a irm a n JE N N IE K E IT H , A s s o c ia te P ro fe sso r H A N S -E B E R H A R D M U E L L E R , A s s o c ia te P ro fe sso r B R A U L IO M U Ñ O Z , A s s is ta n t P ro fe s so r JO N A T H A N R IE D E R , A s s is ta n t P ro fe sso r A lthough Sociology and A nthropology arose initially out o f divergent historical traditions, they are engaged in a com m on task. Studies in the D epartm ent are directed tow ard the discovery of the general principles which help to explain the order, meaning, and coherence of hum an social and cultural life. To th a t end, work in the D epartm ent will emphasize the com parative analysis o f societies and social institutions; the structure and functioning of hum an communities; the principles of social organization and disorganization; and the conditions which tend to foster continuity and change, consensus and conflict. Emphasis will also be laid on the relevance of Sociology and A nthropology to social problems in the m odern age, particularly to the question of the nature, conditions, and limits o f hum an freedom. R equirements and R ecommendations Courses numbered 1 through 12 as well as 24, may serve as points of entry for students wishing to begin w ork in the D epartm ent. Students may take more than one entry course. Enrollm ent in these courses is unrestricted, and com pletion o f one of them will norm ally be prerequisite to all other w ork in the D epartm ent (the following courses may, with perm ission of the instructor, be taken w ithout prerequisite. 31,47, 48). A pplicants fo r m ajor will norm ally be expected to have completed at least two courses in the D epartm ent. Course m ajors will complete a minim um o f eight units of w ork in the D epartm ent, including a double-credit thesis tutorial to be taken during the fall and spring semesters o f the senior year, as well as course 50. Course m ajors, norm ally will be expected to complete course 50 no later th an the spring semester of the ju n io r year. Prospective m ajors may take the course during the sophom ore year. A REA S O F S P E C IA L C ON CEN TRA TION IN SOCIOLOGY A N D A N TH R O PO LO G Y Teaching and research interests of members of the D epartm ent cluster so as to create a num ber of subject m atter areas w ithin or between the two disciplines in which students may take a concentration o f w ork, in course or sem inar form at, or both. The D epartm ent here identifies these general areas and the faculty members who w ork within them , and encourages students interested in them to meet with one or more of the indicated D epartm ent members to explore program of study possibil­ ities. A) Social Theory and Social Philosophy (M ueller, Bram son, M uñoz, Rieder) B) Cultural Ecology, H um an A daptation, and H um an Evolution (Legesse, Piker) X Absent on leave, 1979-80 — 218 — SOCIOLOGY AND ANTHROPOLOGY C) D) E) F) G) Post-Industrial Society (Bramson, Keith, Mueller, Rieder) Cultural and Ethnic Pluralism (Bram son, Keith, Legesse, Rieder) Psychology and Culture (Legesse, Mueller, Piker and Rieder) Sociology of A rt and Intellectual Life (Mueller, Munoz, Rieder) M odernization and Development in the West and non-Western World (Bram­ son, Keith, Legesse, Mueller, Rieder) 1. Modern America: Culture, Society and State. The analysis o f the central patterns and processes of modern America. Topics include the evolution o f corporate capitalism; class, power and ethnicity; inequality and meritocracy; political parties, ideology and participation, mass culture and intellectuals. F all sem ester. Rieder. 3. Creation o f Community. The process through which both the structures and the feelings of comm unity are created, the conditions which prom ote or obstruct that creative process, and the consequences for the individuals who participate in it, will be examined through com parison o f comm unity form ation in a variety of settings: utopias, kibbutzim, retirem ent villages, suburbs, mental institutions. F all sem ester. Keith. 4. Environment, Society, and Culture Change. This is an introductory course dealing with social and cultural adaptation to natural and m an-m ade environments. The course examines how simpler societies regulated their population and maintained a steady state, whereas m odern societies are faced with great social upheavals associated with rapid population growth, economic development, and unprecedented levels of urbanization. The central them e is this: Can present rates o f change be sustained? If not, w hat are the alternatives? Some attention will be paid to the social effects of crowding and to territoriality, personal space, privacy, and stress as possible ecolog­ ical regulators that are emerging in urban society. Prim arily for freshmen and sophom ores. S p rin g sem ester. N o t o ffe re d 1979-80. Legesse. 5. Freshman Seminar: The Meaning o f Work. This sem inar will take up theory and research pertaining to the social organization of w ork and the meaning of work experience in m odern societies. A m ong the topics to be discussed are the concept of career, the nature of work-satisfaction, the process of professionalization, degrees of com m itm ent to work, the relationship of w ork and leisure, mid-life career change and retirement, both voluntary and involuntary. Occupational subcultures to be studied will include several types of industrial workers, law, medicine, education, and the military. Special attention will be devoted to the relationship o f work and family life, and the problems associated with the w ork of women. N o t o ffe re d 1979-80. 6 . Freshman Seminar: Classics in the Study o f American Society and Culture. Sociologists and anthropologists have made a unique contribution to the study and interpretation of American society. This course reviews a num ber of classic studies and places them in historical context. An attem pt will be made to determine whether or not these studies support a particular interpretation of the character o f American society and culture. A m ong the studies to be read are: Alexis de Tocqueville, D em o­ cracy in A m erica; Thorstein Veblen, The T heory o f th e Leisure Class; W. Lloyd Warner, A m e ric a n L ife: D ream a n d R eality; W illiam Foote W hyte, Street C orner Society; E. Franklin Frazier, B lack B ourgeoisie; C. W right Mills, The P ow er Elite; David Riesman, The L o n e ly C rowd. Upper-class students may be adm itted with permission o f the instructor. F all sem ester. N o t o ffe re d 1979-80. 7. Sex Roles, Power, and Identity. An exploration of the social, political, and psychological im plications of gender, draw ing on socio-biological, cross-cultural, and historical materials. The prim ary emphasis will be placed on developments in contem porary America. S p rin g sem ester. Rieder. 219 — SOCIOLOGY AND ANTHROPOLOGY 9. Language, Culture, and Society. The relation of language to culture and society will be investigated through interdisciplinary perspectives that emphasize both trad i­ tional and contem porary research in Sociology. A nthropology, and Linguistics. The influence of social and cultural context on language use, the distribution o f linguistic, social, and cultural borders in speech communities, and the interrelations of the participants, topics, setting, and com m unication channels will also be examined. Specific topics will include multilingualism, nonverbal com m unication, language planning, and the social stratification of dialects. F all sem ester. 10. Human Evolution. This course emphasizes the hum an condition, or culture, as a mode of adaptation to be seen in evolutionary perspective. Topics to be treated include: the relationship o f Hominids to the O rder o f the Primates; stages in the evolution of hum ankind; and the evolution of distinctively cultural systems of behavior. Special emphasis will be given to the evolution of language, the evolution of the family and incest taboos, and bio-evolutionary theses on hum an nature. S p rin g sem ester. Piker. 11. Sociological Dimensions o f Literature. This course analyzes the relationship between the literary act and society from a sociological perspective. Topics examined include: a) social factors m aking for the rise o f literary genres (an extensive analysis o f the rise of the E uropean novel is undertaken); b) social factors underlying the rise and fall of literary “schools” o r “movements”; c) effects of the social position of the writer on his work; d) role of the public in literary production; e) the patterns of distribution and consum ption o f literary goods. The class also analyzes m ajor con­ tem porary literary products. Prerequisite: Entry-level course or permission o f the instructor. F all serriester. Muñoz. 12. Social Origins o f Inequality. Study of the m ajor historical forms of social inequality such as unequal kinship groups in tribal societies, castes and estates in peasant societies, and classes and status groups in industrial societies. Emphasis will be given to their origin in economic, political, and cultural organization of the societies, as well as to the evolution of inequality from the simplest to the most complex' societies. The course will culminate with a com parison o f contem porary capitalist and socialist societies. F all sem ester. Mueller. 24. Psychological Anthropology. Sometim es called culture and personality, this field explores the relationship between the individual and his o r her culture. The course treats the following issues: a) the psychological, or symbolic, capacities presupposed by culture; b) socialization, or the transm ission of culture from generation to generation; c) the cultural distribution of personality traits; and d) culture and mental health. Case m aterials will be principally, b u t n o t exclusively, non-Western, and the cross-cultural study o f child rearing will receive particular emphasis. Prerequisites: S&A 1-12, Psychology 3, or perm ission of the instructor. F all sem ester. Piker. 25a. Cross-cultural Study o f Child Rearing. Survey o f m ethods for the study of child rearing in both non-W estern and W estern cultures. Emphasis will be given to obser­ vation m ethods and the use o f inform ation so gathered for testing o f hypotheses relating child-rearing practices to other aspects of cultures. This course may be taken in conjunction with S&A 24, or independent o f it. No prerequisites. N o t o ffe r e d 1979-80. 25h. Sociology through Literature. This half course introduces students to the uses of literature (novels, plays, poetry, folklore) as a social indicator. The course is divided into tw o parts. The first half introduces herm eneutics as a sociological m ethod of research. Rigorous analysis of selected texts is carried out. The second half o f the - 220 - SOCIOLOGY AND ANTHROPOLOGY course explores a) the uses of narrative (including autobiography, biography confes?°"a eplsto' f ry’ hist°n c a l, and anthropological novels) as sociological data, and b) the uses of literature m the elucidation of specific areas of sociological investigation such as The Family. s N o t o ffe re d 1979-80. Munoz. 27 Afro-American Culture and Society. Black culture is examined at several stages of its developm ent m the twentieth century - as a culture of survival, assimilation pan-Africanism, prophetism , nationalism , and revolution. The sociology of Black American comm unities is viewed in terms o f the lifecycle, family structure associational life, religious institutions, and class structure, and how these system’s react to racism, urban m igration, economic deprivation, and political change F all sem ester. N o t o ffe re d 1979-80. Legesse. 30. Religion as a Cultural Institution. (Cross-listed as Religion 30.) The focus is exclusively cross-cultural, and case materials will be draw n from both civilized and preliterate traditions. The following topics will be taken up: the content of religious symbolism, religion as a force for both social stability and social change, and the psychological bases fo r religious belief. F all sem ester. Piker. 33. Ecology and Society. Exam ination of different types of ecological conditions and how they influence pastoral, agricultural, peri-urban and urban social systems Special attention will be given to the world food crisis, to climatic change demo­ graphic pressures, environmental degradation and a wide range of adaptive strategies th at have developed in response to ecological stress. F all sem ester. N o t o ffe re d 1979-80. Legesse. 36. Peoples and Cultures o f Africa. An introduction to traditional and modern A lnca with emphasis on representative societies from East and West Africa. The course examines pre-colonial political and social institutions, African responses to colonial dom ination, and the im pact o f urbanization and economic development during the post-colonial period. v a ll sem ester. N o t o ffe re d 1979-80. Legesse. 42. Caribbean Society. A review of the attem pt to develop generalizations ab o u t the structure of C aribbean society. Theoretical materials will focus on the historical role of slavery the nature o f plural societies, race, class, ethnicity, and specific institutions such as the family, the school, the church, and the political structure. N o t o ffe re d 1979-80. Bramson. 43. Society and Culture in Spanish America. The relationship between society and culture in Spanish America. Recent and historical developments in social stratifica­ tion and ethnic relations will be considered as crucial factors underlying SpanishA m encan culture. Particular attention will be given to Spanish-American social thought as evidenced in social sciences research, theology, philosophy, and literature r a i l sem ester. Munoz. 44. Social Stratification. Comparative study o f structured social inequality, processes of class form ation, and conditions o f class conflict since the industrial revolution S p rin g sem ester. N o t o ffe re d 1979-80. Mueller. 4