Swarthmore College Catalogue, 1974-1975

LUTALOGUE ISSUE

1974-75

WARTHMORE
COLLEGE BULLETIN

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Volume LXXII

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1974-1 975

Number 1

September 1974

DIRECTIONS FOR CORRESPONDENCE
SWARTHMORE COLLEGE. SWARTHMORE, PA. 19081
Theodore Friend, President

GENERAL COLLEGE POLICY
ACADEMIC POLICY

Harold E. Pagliaro, Provost

ADMISSIONS, SCHOLARSHIPS, AND
CATALOGUES

William D. Quesenbery, Jr.,
Dean of Admissions
Jane H. Mullins,
Associate Registrar

RECORDS AND TRANSCRIPTS

FINANCIAL INFORMATION'

Edward K. Cratsley, Vice-President
G. Caroline Shero, Associate Controller

c a r e e r c o u n s e l in g a n d p l a c e m e n t

Judith Kapustin Katz,
Director

ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS

g e n e r a l in f o r m a t io n

Kendall Landis,
Vice-President

Maralyn Orbison Gillespie,
Director of Information Services

The B u l l e t in , of which this publication is Volume LXXII, No. 1, is published in
September, October, December, January, March, May and July by Swarthmore
College, Swarthmore, Pennsylvania 19081.
Photographs by Walter Holt, David Landau, James Purring, and Lawrence S.
Williams.
(Printed in U. S. A.)

TABLE

OF CONTENTS

CALENDAR 5
DIRECTIONS FOR REACHING TH E COLLEGE 6

I
II

INTRODUCTION 9
EDUCATIONAL RESOURCES 12
ADMISSION 21
EXPENSES 26
FINANCIAL AID 28

III

COLLEGE LIFE 45
STUDENT COMMUNITY 50

IV

EDUCATIONAL PROGRAM 57
FACULTY REGULATIONS 76
D EGREE REQUIREMENTS 81
AWARDS AND PRIZES 83
FELLOWSHIPS 85

V

COURSES OF INSTRUCTION 87
A rt 89
Astronomy 93
Biology 95
Black Studies 101
Chemistry 103
Classics 107
Economics 112
Education 117
Engineering 119
English Literature 129
History 138
International Relations 145
Linguistics 146
Literature 148

VI

Mathematics 149
Mediaeval Studies 155
Modern Languages
and Literatures 156
Music 171
Philosophy 175
Physical Education for Men 181
Physical Education for Women 182
Physics 184
Political Science 189
Psychology 197
Religion 202
Sociology and Anthropology 210

TH E CORPORATION and BOARD OF MANAGERS 217
ALUM NI OFFICERS and COUNCIL 220
FACULTY 222
ADMINISTRATION 236

V II

VISITING EXAMINERS 244
DEGREES CONFERRED 245
AWARDS AND DISTINCTIONS 250
ENROLLM ENT STATISTICS 252
IND EX 253
PLAN OF COLLEGE GROUNDS 254

1974
SUN
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8
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1975

SE P T E M B E R
MON¡ TU€ WED THU FRI
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23 24 25 26 27
30

O CTOBER
SUN MON TUEÍ WED THU
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9 10
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20 21 22 23 24
27 28 29 30 31

Fri
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MAY
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JANUA lR Y
SUN MON TUE WED THU FRI
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p
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JU N E
SUN

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5 6
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22 23 24 25 26 27 28
29 30

NOVEMBER
SUN MON. TUE WED THU Fri
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3 4
5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29

SATSi
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9
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D ECEM BER
MON TUE WED THU
2 ■3 4 5
9 10 11 12
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30 31

FRI
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1976

SUN
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2
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JULY
MON

TUE

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9
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A U G U ST
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7 8
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28 29

F E BRUARY
TUE WED THU
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17 18 19
24 25 26

FRI
6
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27

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MARCH
TUE WED THU FRI
2 <3;': 4 ’ 5
9 10 11 12
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30 31

SAT
6
13
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27

APRI L
SUN MON TUE WED THU
1
4
5
6 7 8
11 12 13 14 15
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25 26 27 28 29

FRI
2
9
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30

1975
JANUARY
TUE WED THU
1 2
5
6
7 8 9
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30

SUN

MON

MON

TUE

WED

THU

2
3 4
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9 1 0 1 1 1 2 13 14
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J UNE
SUN MON TUE WED THU
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6 7
8 9 10
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27 28 29 30

m SAT
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11 12
18 19
25 26

J ULY
SUN MON TUE WED THU
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5 6 1 7 8
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FRI
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AUGUS T
TUE WED THU
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D ECEM BER

A PRI L
MON

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15

9 1 0 11 1 2
16 17 18 19 2 0 2 1 2 2
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30 31

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FEBRU A RY
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College Calendar

1974
September 11-14
September 13
September 14
September 16
October 4-5
November 28-30
December 6-7
December 6
December 13

Fall Semester
Freshman placement days
Meeting of Honors students
Registration
Classes and Seminars begin
Meeting of the Board of Managers
Thanksgiving recess
Annual Meeting of the Board of Managers
Registration for spring semester
Christmas vacation begins, 6:00 p.m.

1975
January
January
January
January
January
January

2
2-8
8
11
18
20

Christmas vacation ends, 8:30 a.m.
Reading period (at option of instructor)
Classes and Seminars end
Midyear examinations begin
Midyear examinations end
Meeting of Honors students

Spring Semester
January 22
Seminars begin
January 27
Classes begin
February 28-March 1
Meeting of the Board of Managers
March 7
Spring vacation begins, 6:00 p.m.
March 17
Spring vacation ends, 8:30 a.m.
April 28-May 6
Reading period (at option of instructor)
May 2
Seminars end
May 5
Pre-registration for fall semester
May 6
Classes end
May 9
Written Honors examinations begin
M ay 12
Course examinations begin
May 19
Course examinations end
Written Honors examinations end
May 20
Senior comprehensive examinations
May 20-22
Oral Honors examinations
May 22-24
Meeting of the Board of Managers
May 30
May 31
Alumni Day
Baccalaureate Day
June 1
June 2
Commencement Day

5

DIRECTIONS FOR REACHING SWARTHMORE COLLEGE
The College is readily accessible from points north and south of
Philadelphia by train. Penn Central trains from New York and Wash­
ington arrive hourly at Philadelphia’s 30th Street Station. From 30th
Street Station, the Media Suburban Line takes 23 minutes to reach
the campus.
Motorists from the north and from the west leave the Pennsylvania
Turnpike at Exit 24 (Valley Forge) and from the toll booth travel
approximately two miles on 1-76 to Exit 36; exit on to Route 320
and follow it south approximately 14.5 miles to College Ave.; turn
right on to College Ave. and proceed two blocks to Parrish Hall.
Motorists from the south leave 1-95 at Chester, Pa. (PA 320—
PA 352—Edgmont Ave. Exit); count mileage from beginning of exit
ramp and follow Route 320 north approximately 4.1 miles to College
Ave.; turn left on to College Ave. and proceed two blocks to Parrish
Hall.
Motorists from central New Jersey should use Walt Whitman
Bridge. After crossing the bridge, follow signs for Philadelphia Inter­
national Airport (Route 291). Pass the airport and continue follow­
ing Route 291 to Route 420. Turn right on to 420 north approximately
4.1 miles to Baltimore Pike (Strawbridge and Clothier store at inter­
section). Turn left on to Baltimore Pike and travel approximately .9
mile to Route 320 (fourth stoplight). Turn left on to 320 and follow
it .5 mile to College Ave. Turn right on to College Ave. and proceed
two blocks to Parrish Hall.
There is no direct public transportation from Philadelphia Inter­
national Airport to the College. Taxi fare from the Airport to the
College is approximately six dollars.

6

IN T R O D U C T IO N T O
SW A R TH M O R E C O L LEG E

E D U C A T IO N A L

RESO URCES

IN T R O D U C T IO N T O
SW A R TH M O R E C O L L E G E
Swarthmore College, founded in 1864 by members of the Religious
Society of Friends, is a co-educational college occupying a campus of
about 300 acres of rolling wooded land in and adjacent to the bor­
ough of Swarthmore in Delaware County, Pennsylvania. It is a small
college by deliberate policy. Its present enrollment is about 1200 stu­
dents, of whom 550 are women and 650 are men. The borough of
Swarthmore is a residential suburb within half an hour’s commuting
distance of Philadelphia. Because of its location, Swarthmore College
students are able to combine the advantages of a semi-rural setting
with the opportunities offered by Philadelphia. Especially valuable is
the cooperation made possible with three other nearby institutions,
Bryn Mawr and Haverford Colleges and the University of Pennsyl­
vania.
O B JE C T IV E S AND PU R PO SES
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. It shares
this purpose with other educational institutions, for American educa­
tion is a direct outgrowth of our democratic principles. While a com­
mon purpose underlies all American education, each school and col­
lege and university seeks to realize that purpose in its own way. Each
must select those tasks it can do best. Only by such selection can it
contribute to the diversity and richness of educational opportunity
which is part of the American heritage and the American strength.
9

IN T R O D U C T IO N

STA N D A R D S O F E X C E L L E N C E
Democracy demands a broad base of intelligent understanding of
issues. It also necessitates a high order of excellence in those who are
destined to become its leaders. Swarthmore can best serve society by
the maintenance of high standards. It is peculiarly fitted by tradition
and performance for this essential role, and it is precisely this readi­
ness to do a particular job well that gives the College its value in the
educational pattern of American democracy.
Education is largely an individual matter, for no two students are
exactly alike. Some need detailed help, while others profit from con­
siderable freedom. The program of Honors study, in which Swarth­
more pioneered, is designed to give recognition to this fact. It is the
most distinctive feature of the College’s educational program. For
many students, it provides an enriching and exciting intellectual
experience. It has as its main ingredients freedom from ordinary
classroom routine, close association with faculty members in small
seminars, concentrated work in broad fields of study and maximum
latitude for the development of individual responsibility. The Honors
program and the Course program are alternative systems of instruc­
tion for students during their last two years. Both are designed to
evoke the maximum effort and development from each student, the
choice of method being determined by individual need and capacity.
T H E R E L IG IO U S T R A D IT IO N
Swarthmore College was founded by members of the Religious So­
ciety of Friends, and it seeks to illuminate the life of its students with
the spiritual principles of that Society. Although it has been non-sec­
tarian in control since the beginning of the present century, and al­
though the children of Friends compose a minority of the student
body, the College seeks to preserve the religious traditions out of
which it sprang.
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 stu­
dents 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,
have the two-fold aim of encouraging conscious concern about such
questions and unceasing re-examination of any view which may be
10

IN T R O D U C T IO N

held regarding them. That is the kind of ethical and religious charac­
ter which Swarthmore seeks to develop.
T R A D IT IO N AND C H A N G E
A college is never static. Its purposes and policies are always
changing to meet new demands and new conditions. The founders of
Swarthmore would find in it today many features which they never
contemplated when they shaped the College in the middle of the nine­
teenth century. Swarthmore, if it is to remain effective, must be for­
ever changing. The goal is to achieve for each generation, by means
appropriate to the times, that unique contribution and that standard
of excellence which have been the guiding ideals of Swarthmore from
its founding.

11

E D U C A T IO N A L R E SO U R C E S
P H Y S IC A L F A C IL IT IE S
The primary educational resources of any college are the quality
of its faculty and the spirit of the institution. Second to these are the
physical facilities, in particular the libraries, laboratories and equip­
ment.
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 engi­
neering. 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 facili­
ties for work in psychology, zoology, botany, and pre-medical studies.
The Pierre S. Du Pont Science Building, completed in 1960, provides
accommodations for chemistry, mathematics, and physics. Beardsley
and Hicks Halls contain the engineering laboratories.
The Arts Center, opened in 1961, contains the Paul M. Pearson
Experimental Theater, the Florence Wilcox Lobby for art exhibitions,
and studios for various arts and crafts.
The Lang Music Building, opened in September 1973, contains an
auditorium seating approximately 500, the 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 furnished with
an IBM 1130 computer with a plotter and appropriate supporting
equipment. Students and faculty members also have access to IBM
System 370 facilities using telecommunication equipment for remote
job entry. Both systems are available to students and faculty members
for research and instruction.
12

E D U C A T IO N A L RESOURCES

The Center for Social and Policy Studies in Beardsley Hall, estab­
lished in 1972 under an initial grant from the National Science Foun­
dation and closely related to the Computer Center, is a facility for the
accumulation of data and for student and faculty research projects,
which are frequently interdisciplinary and part of the curriculum. It is
intended to encourage interaction and a common focus among depart­
ments, especially the social and natural sciences, engineering, and
mathematics, in empirical work on social and policy issues.
The Language Laboratory in Beardsley Hall, made possible by a
contribution from the James Foundation of New York, was installed
in 1964. It provides stations for 24 students and has the equipment
for effective use in language teaching.
The Bartol Research Foundation of the Franklin Institute, which is
also located on the campus, enjoys an international reputation for its
basic research activities in physics, particularly in the fields of nuclear
physics, cosmic radiation, solid state physics, and astronomy. Through
its affiliation with Thomas Jefferson University, Bartol offers a program
of study leading to the Ph.D. degree.
The Thomas B. and Jeannette E. L. McCabe Library contains read­
ing rooms, offices and the major portion of the College library collec­
tion. Total College library holdings amount to 400,000 volumes.
Some 20,000 volumes are added annually. About 2,000 periodicals
are received regularly. The general collection, including all but the
scientific and technical books and journals, is housed in the library
building, situated on the front campus. The Du Pont Science Library
houses some 23,500 books and journals in chemistry, engineering,
mathematics and physics. The Lang Music Library contains about
9,000 books and scores, 4,000 recordings, and listening equipment.
The library is definitely a collection of books and journals for under­
graduate use. The demands of Honors work, 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.
S P E C IA L C O L L E C T IO N S
In addition, the library contains certain special collections—the
British Americana collection, the Wells Wordsworth and Thomson
13

E D U C A T IO N A L RESOURCES

collections, the Auden collection, the Bathe collection of technological
history, and a collection of the issuances 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 have been deposited;
many of them have been reproduced on microfilm, for which four
reading machines are available. The William Wade Hinshaw Index to
Quaker Meeting Records indexes the material of genealogical interest
in the records of 307 meetings in various parts of the United States.
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 autograph letters of Lucretia
Mott, antislavery and women’s rights leader), and the Hicks Manu­
scripts (more than 300 letters of Elias Hicks, a famous Quaker min­
ister). The Library’s collection of books and pamphlets by and about
Friends numbers approximately 30,000 volumes. About 96 Quaker
periodicals are currently received. There is also an extensive collec­
tion of photographs 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 and others seeking the records of the peace move­
ment. The personal papers of Jane Addams of Hull House, Chicago,
(approximately 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, A. J. Muste, William Sollmann,
E. Raymond Wilson, and others, as well as the records of the Amer­
ican Peace Society, 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
14

E D U C A T IO N A L RESOURCES

to Repeal the Draft, SANE, War Resisters League, Women’s Inter­
national League for Peace and Freedom, World Conference of Reli­
gion for Peace, World Peace Foundation, and many others. The Peace
Collection serves as the official repository for the archives of many
of these organizations. The Collection includes a library of 5,500
volumes and files of 1,200 peace periodicals published in the United
States and abroad over the past 150 years; approximately 185 such
periodicals in eleven languages are currently received from twentyone countries. A more nearly complete description of the Collection
will be found in the Guide to the Swarthmore College Peace Collec­
tion, published by the College and available on loan.
The Bronson M. Cutting Memorial Collection of Recorded Music
was established at Swarthmore College in 1936 by a gift of approxi­
mately four thousand phonograph records, a radio-phonograph, books
and musical scores, from the family of Bronson Murray Cutting, late
Senator from New Mexico. Its object is to make the best recorded
music available to the undergraduates, faculty, and friends of Swarth­
more College, in cooperation with the work of the college Department
of Music. The collection is kept up to date with current additions.
The Potter Collection of 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 700 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 pronuncia­
tion of the time; British and American ballads; lyrical verse in musi­
cal 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.
The Betty Dougherty Spock Memorial Fund, established through
the generosity of friends of the late member of the Class of 1952, pro­
vides income for the purchase of dramatic recordings. These are kept
with the Potter Collection.
S P E C IA L FUN D S AND L E C T U R E S H IP S
The William J. Cooper Foundation provides a varied program of
lectures and concerts which enriches the academic work of the col­
lege. The Foundation was established by William J. Cooper, a de­

15

E D U C A T IO N A L RESOURCES

voted 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 pro­
vided that the income should be used “in bringing to the college from
time to time eminent citizens of this and other countries who are lead­
ers in statesmanship, education, the arts, sciences, learned professions
and business, in order that the faculty, students and the college com­
munity 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 con­
certs, 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 com­
munity. Some of these speakers have been invited with the under­
standing that their lectures should be published under the auspices of
the Foundation. This arrangement has so far produced seventeen
volumes:
Lindsay, Alexander Dunlop. The Essentials of Democracy. Phila­
delphia, University of Pennsylvania Press, 1929.
Lowes, John Livingston. Geoffrey Chaucer and the Development
of His Genius. New York, Houghton Mifflin Co., 1934.
Weyl, Hermann, Mind and Nature. Philadelphia, University of
Pennsylvania Press, 1934.
America’s Recovery Program, by A. A. Berle, Jr., John Dickinson,
A. Heath Onthank. . . and others . . . London, New York, etc., Oxford
University Press, 1934.
Salter, Arthur S., World Trade and Its Future. Philadelphia, Uni­
versity of Pennsylvania Press, 1936.
Madariaga, Salvador de. Theory and Practice in International Re­
lations. Philadelphia, University of Pennsylvania Press, 1937.
Streit, Clarence Kirshman. Union Now; a Proposal for a Federal
Union of the Democracies of the North Atlantic. New York, Harper,
1939.
Krogh, August. The Comparative Physiology of Respiratory Mech­
anisms. Philadelphia, University of Pennsylvania Press, 1941.
Griffith, Ernest Stacey. The Modern Government in Action. New
York, Columbia University Press, 1942.
Linton, Ralph. The Cultural Background of Personality. New
York, London, D. Appleton-Century Co., 1945.
16

E D U C A T IO N A L RESOURCES

Wilcox, Clair, Editor. Civil Liberties Under Attack. A series of
lectures given in 1950-51. Philadelphia, University of Pennsylvania
Press, 1951.
Redfield, Robert. Peasant Society and Culture; an Anthropological
Approach to Civilization. Chicago, The University of Chicago Press,
1956.
Weatherford, Willis D., Jr., Editor. The Goals of Higher Educa­
tion. A series of lectures given in the spring of 1958. Cambridge:
Harvard University Press, 1960.
Lovejoy, Arthur Oncken. Reflections on Human Nature. Balti­
more: Johns Hopkins University Press, 1961.
Rhys, Hedley H., Editor. Seventeenth Century Science and the Arts.
Princeton: Princeton University Press, 1962.
Brandt, Richard B., Editor. Social Justice. Englewood Cliffs:
Prentice-Hall, 1962.
Pennock, James Roland, Editor. Self-government in Modernizing
Nations. Englewood Cliffs: Prentice-Hall, 1965.
The Arthur Hoyt Scott Horticultural Foundation. About three hun­
dred twenty-five acres are contained in the College property, includ­
ing a large tract of woodland and the valley of Crum Creek. Much
of this tract has been developed as a horticultural and botanical col­
lection 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, shrubs and herbaceous plants which are hardy in the climate
of Eastern Pennsylvania and suitable for planting by the average
gardener, and to beautify the campus. There are exceptionally fine
displays of hollies, Japanese cherries, flowering crab apples, magno­
lias and tree peonies, and a great variety of lilacs, rhododendrons,
azaleas, daffodils, irises, herbaceous peonies, and hemerocallis. Many
donors have contributed generously to the collections.
The Foundation offers lay horticultural educational programs to
the general public and an extracurricular course in horticulture to
Swarthmore students. These workshops, lectures and classes are de­
signed to cover most, if not all, of the many faceted science/art called
gardening. Special emphasis has been placed on acquainting the
youth of the area to the significance of plants. Classes from local
17

E D U C A T IO N A L

RESOURCES

elementary schools come to the campus to receive instruction in
plants and their relationship to people. In cooperation with the Dela­
ware County Intermediate Unit, an In-Service program is being
offered to familiarize teachers with plants that can be used as teach­
ing aids in the classroom and how to grow them.
Aiding the Foundation’s staff, in all of its efforts, are the “Asso­
ciates of the Scott Horticultural Foundation.” This organization pro­
vides not only financial support but also assistance in carrying out
the myriad operations which make up the Foundation’s total pro­
gram. The Associates’ newsletter, Hybrid, serves to publicize their
activities and provides up-to-date information on seasonal gardening
topics. (For full information see Bulletin of Swarthmore College,
Vol. XXXVII, No. 5.)
The Boyd and Ruth Barnard Fund for the Advancement of Music
at Swarthmore was established in 1964 by two graduates of the Col­
lege, 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. 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 scholarships for students in the Department of Music
who show unusual promise as instrumentalists or vocalists. Since
1966 part of the fund has been used to bring to the campus Asso­
ciates in Performance who direct the chamber music coaching pro­
gram in the Department of Music and give concerts of chamber music.
The Gene D. Overstreet Memorial Fund, given by friends in mem­
ory 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 moderniz­
ing 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 So­
ciety which built up a collection of paintings, drawings, and prints,
which are exhibited, as space permits, in the college buildings. The
lecture 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.
18

A D M IS S IO N
Inquiries concerning admission and applications should be ad­
dressed to the Dean of Admissions, Swarthmore College, Swarthmore,
Pennsylvania 19081.
G E N E R A L ST A T E M E N T
In the selection of students the college seeks those qualities of char­
acter, social responsibility, and intellectual capacity which it is pri­
marily concerned to develop. It seeks them, not in isolation, but as
essential elements in the whole personality of candidates for admis­
sion.
Selection is important and difficult. No simple formula will be ef­
fective. 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 satis­
factory completion of a four-year secondary school program prepara­
tory to advanced liberal study. 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 compe­
tition 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.
21

ADM ISSIO N

2. Recommendations from the. school principal, headmaster, or
guidance counselor and from two teachers.
3. Rating in the Scholastic Aptitude Test and in three Achievement
Tests of the College Entrance Examination Board.
4. Personal interview with one of the Deans or an appointed rep­
resentative.
5. Reading and experience, both in school and out.
Applicants must have satisfactory standing in school, and in aptitude
and achievement tests, and should show strong intellectual interests.
They should also give evidence of sturdiness of character, promise of
growth, initiative, seriousness of purpose, physical vigor, and a sense
of social responsibility. As future members of the college community,
they should represent varied interests and backgrounds.
PREPARATION
The College 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, preparation
should include:
1. Skills: The following skills are essential to success in college
work and should be brought to a high level by study and prac­
tice throughout the preparatory period.
a. The use of the English language with accuracy and effective­
ness in reading, writing, and speaking.
b. The use of the principles of mathematics.
c. The use of one, or two, foreign languages to the point of read­
ing prose of average difficulty. The College encourages stu­
dents to study at least one language for four years, if possible.
2. Subjects: All, or almost all, of the preparatory course should be
composed of the subjects listed in the following four groups.
Variations of choice and emphasis are acceptable although some
work should be taken in each group.
History and Social Studies: African, American, Asian, English,
European, and ancient history; political, social, and economic
problems of modem society.
Literature and Art: American, English, and foreign literature;
music; art.
22

ADM ISSIO N

Natural Science and Mathematics: chemistry, physics, biology,
astronomy; algebra, geometry, trigonometry, and calculus.
Those planning to major in engineering should present work
in chemistry, physics, and four years of mathematics includ­
ing algebra, geometry and trigonometry.
Languages: English, Latin, Greek, German, French, Spanish,
Russian, other European or Oriental languages. Applicants
should present the strongest possible command of at least one
foreign language.
A P P L I C A T I O N S AND EX A M I N A T I O N S
Applications must be initiated prior to January 15, and all appli­
cations must be completed by February 1. A personal information
form will be sent upon request, and this form should be returned
promptly, together with the non-refundable application fee of $20.00.
The College then sends the remainder of the application materials.
Applicants are encouraged to complete their applications to the Col­
lege as early in the fall of their senior year as possible. Although
Swarthmore does not have an “early decision” program, preliminary
readings of completed applications are made at an early date to deter­
mine regional and national award winners.
All applicants for freshman admission are required to take the
Scholastic Aptitude Test and three Achievement Tests given by the
College Entrance Examination Board. English Composition is re­
quired and the other two Achievement Tests should be selected from
two different fields. Applicants for Engineering must take one
Achievement Test in Mathematics.
Applicants must arrange to take the Scholastic Aptitude Test and
the Achievement Tests not later than January of the senior year. Re­
sults from later test dates will not reach the Admissions Committee in
time to be considered with the applicant’s other credentials.
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 with­
out 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—should address their
23

A DM ISSIO N

inquiries and send their applications to the College Entrance Exam­
ination 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 scholar­
ships should complete their applications at the earliest possible date.
Information concerning financial aid will be found on pages 28-41.
TH E INTERVIEW
An admissions interview with a representative of the College is a
requirement in making application to Swarthmore. Applicants are ex­
pected to 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 meet­
ing with an alumni representative in their own area. Interviews with
alumni representatives must be requested by February 1 and all inter­
views should be completed before February 15. Financial aid appli­
cants and applicants for honorary awards are urged to have their in­
terviews by January 1. Candidates will not be able to have campus
interviews from March 1 to May 1 but a tour of the campus may be
arranged during this period. Appointments at the College can be
made by calling or writing the Office of Admissions, 215-KI 4-7900,
Ext. 445.
A DM IS S IO N DEC ISION S
Notices of the action of the Admissions Committee will be mailed
about April 15.
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. Deci­
sions are made by the departments concerned. Every effort is made
to place students in the most advanced courses for which they are
qualified.
♦Directions for reaching the College can be found on page 6 of this catalogue.

24

ADM ISSIO N

A P P L IC A T I O N S F O R T R A N S F E R
The college accepts a limited number of transfer students. Appli­
cants for transfer must have had a good scholastic record in the insti­
tution 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 ad­
vanced 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 March 15 of the year
in which entrance is desired. Decisions on these applications are
announced early in June. Only under exceptional circumstances are
students admitted for transfer eligible for financial assistance during
their first year at Swarthmore.

25

EXPENSES
T U I T I O N AND FEES
Charges for the academic year 1974-75 (two semesters):
T uition...............................................................
General F e e ............................................................. .. • •
Board and R o o m ..............................................................

$2,870
255
1>425

Total Resident C harges................................. $4,550*
While a general charge for board and room is made, this may be
divided into $750 for board and $675 for room. $55 of the general
fee of $255 has been designated Student Activity Fee. The balance
covers library and laboratory fees, athletic fees, student health serv­
ices and other items.
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 shoilld 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 bill is paid. Correspondence about financial matters
should be addressed to Miss Caroline Shero, Associate Controller.
Students who wish to charge Book Store purchases, laboratory
breakage fees, etc., may do so by maintaining a student deposit ac­
count at the Business Office against which charge checks may be
drawn. Cash withdrawals may also be made. Students will be noti­
fied when overdrafts occur and no cash withdrawals may be made
unless a cash balance is maintained. A minimum deposit of $100.00
*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 $50 is required of returning students. These
deposits are credited against the bill for tuition, board, and room.
_
The real costs incurred last year by the College approximated $7,000 for each student.
The difference between this and tuition and fees has been made up in the past by income
from previous gifts or current gifts received from alumni, parents and friends.

26

E X PE NS ES

in September is suggested and all students are urged to maintain such
an account for their convenience.
No reduction or refunding of tuition can be made on account of
absence, illness, voluntary withdrawal, or dismissal from college. No
reduction or refund will be made for failure to occupy the room
assigned for a given term, nor is the general fee refundable. In case
of absence or withdrawal from the college and provided due notice
has been given in advance to the Business Office, there will be a refund
of two-thirds of the board charge for any time in excess of two weeks.
Students engaged in independent projects away from the College for
which regular academic credit is anticipated are expected to register
in advance in the usual way and pay normal tuition. If the student
is away from the College for a full semester no charge for board, room
or general fee will be made but if a student is away only for a part
of a semester, board may be charged on a pro rata basis by prior
arrangement.
The regular College tuition covers the normal program of four
courses per term as well as variations of as many as five courses or
as few as three courses. Students who elect to carry more than five
courses incur a unit charge for the additional course ($360) or half
course ($180), although they may within the regular tuition so vary
their programs as to average as many as five courses in the two semes­
ters of any academic year.
T U I T I O N P A Y M E N T PLAN
Many of the parents of students may wish to pay tuition, fees, and
residence charges on a monthly basis. Details of a monthly payment
plan offered by the Girard Bank of Philadelphia, Pennsylvania will be
furnished by the College prior to issuance of the first semester’s bill.
A C C I D E N T AND SICKNESS I N S U RA NC E
The college makes available both accident and accident and sick­
ness insurance to students through Fred S. James and Co. of Boston,
Massachusetts. Accident coverage alone costs $16.45 per year (12
months). The combined accident and sickness policy is available at
an annual cost of $41.35. At least accident coverage is required for
all students who participate in intercollegiate athletic activities and the
combined accident and sickness policy is particularly recommended.
Application forms are mailed to all students during the summer.
27

F IN A N C IA L A ID
The College strives to make it possible for all students who are ad­
mitted to attend Swarthmore, regardless of their financial circum­
stances, and to enable them to complete their education when finan­
cial reverses take place. Thirty-five per cent of the total student body
currently receive aid from the College, and aid from other sources
brings to approximately forty-five per cent the number of students
receiving financial assistance. Financial aid awarded by the College is
usually a combination of grant, loan, and student employment.
A prospective scholarship student must apply for financial aid at
the time of his application for admission, but financial need does
not influence admissions decisions. Instructions for obtaining and
filing a Parents’ Confidential Statement with the College Scholar­
ship Service are included on the admissions application. The prin­
ciples of this agency and careful review of its recommendations by the
Committee on Financial Aid determine the amount of aid in each case.
Essentially, this amount is the difference between the College budget
and a family’s anticipated contribution. That contribution is deter­
mined by weighing the family’s income and assets against demands
made upon it by such items as taxes, medical expenses, and other
children. It also includes the expectation of $300 to $400 from the
student’s summer earnings as well as a portion of his or her personal
savings and assets.
For 1974-75 the college bill, which includes tuition, room and
board, and a comprehensive fee, will be $4,550. This comprehensive
fee covers not only the usual student services—health, library, labora­
tory fees, for example—but admission to all social, cultural, and
athletic events on campus. The total budget figure against which aid
is computed is $5,120. This allows $570 for books and personal
expenses, exclusive of travel.
When a student receives financial aid from a source other than the
College, the College subtracts the amount of that financial aid from his
Swarthmore award. This equitable distribution of total available
28

F I N A N C I A L AID

resources enables the College to assist additional students. Thus, the
amount of financial aid a student may expect to receive from the
College is determined by other grants he may receive as well as by the
anticipated family contribution.
In keeping with the policy of basing financial aid upon need, the
College reviews each student’s award annually. Early in January
the Director of Financial Aid mails to each student who has aid a
new Parents’ Confidential Statement and requests a copy of the par­
ents’ (or, if he is independent, the student’s) Federal Income Tax
Return. This information is analyzed by the College Scholarship Serv­
ice and reviewed by the Committee on Financial Aid along with the
student’s personal and academic record. The expected contribution
from a student’s summer earning increases by approximately $100
each year as does the proportion of his expected contribution from
savings. A student’s aid is not withdrawn unless he no longer demon­
strates need. The proportion of grant to loan may vary, however,
contingent upon his academic record.
Students who have not previously received financial aid may apply
if special circumstances have arisen. Transfer students who are not
graduates of two-year colleges are usually not eligible for financial aid
in their first year at Swarthmore. Students who marry may continue
to apply for aid, but a contribution from the parents is expected in an
amount equivalent to the contribution were the student single.
For the academic year 1974-75 the College has awarded approxi­
mately $800,000 in grants. About two-thirds of that sum was pro­
vided through the generosity of alumni and friends by special gifts
and the endowed scholarships listed below. The Federal government
also makes Basic Opportunity Grants and Supplementary Educational
Opportunity Grants available. It is not necessary to apply for a specific
scholarship; the Committee on Financial Aid decides who are to re­
ceive endowed scholarships and others are helped from general schol­
arship funds. Financial need is a requirement for all scholarships listed
below unless otherwise indicated.

Swarthmore College
National and Regional Scholarships
Swarthmore College awards each year a number of four-year Na­
tional and Regional Scholarships to the outstanding men and women
entering the freshman class. National Scholarships are awarded to
freshmen not eligible for Regional Scholarships.
29

F I N A N C I A L AID

Midwest Scholarships are awarded each year to at least one man
and one woman who reside in Illinois, Indiana, Iowa, Michigan,
Minnesota, Missouri, or Wisconsin.
New England Scholarships are awarded each year to at least one
man and one woman who reside in Connecticut, Maine, Massachu­
setts, New Hampshire, Rhode Island or Vermont.
Pacific Scholarships are awarded each year to at least one man
and one woman who reside in Alaska, California, Hawaii, Oregon
or Washington.
Rocky Mountain Scholarships are awarded each year to at least one
man and one woman who reside in Arizona, Colorado, Idaho, Mon­
tana, New Mexico, Utah, or Wyoming.
Southeast Scholarships are awarded each year to at least one man
and one woman who reside in Alabama, Florida, Georgia, Louisiana,
Mississippi, North Carolina, South Carolina, or Tennessee.
Based on the general plan of the Rhodes Scholarships, the awards
are made to those candidates who, in the opinion of Committees of
Award, rank highest in scholarship, leadership, character, physical
vigor, and personality. Whenever feasible, finalists for National and
Regional Scholarships will be interviewed by the appropriate Commit­
tee of Award.
The amount of the annual award varies from $200 to $5,000 ac­
cording to the financial need of the winner. In those instances where
there is no financial need, scholarships carry an honorary award.

Other Scholarships for Men and Women
The Vivian B. Allen Foundation provides scholarship aid to enable
foreign students to attend Swarthmore College, as part of the Founda­
tion’s interest in the international exchange of students.
The Frank and Marie Aydelotte Scholarship is awarded biennially
to a new student who shows promise of distinguished intellectual
attainment based upon sound character and effective personality. The
award is made in honor of Frank Aydelotte, President of the College
from 1921-1940, and originator of the Honors program at Swarth­
more, and of Marie Osgood Aydelotte, his wife.
The Boyd and Ruth Barnard Fund grants are awarded by the De­
partment of Music to students at the College who show unusual
promise as instrumentalists or vocalists and who need help to pay for
private instruction.
30

F I N A N C I A L AI D

The Curtis Bok Scholarship was established in the College’s Cen­
tennial Year 1964 in honor of the late Philadelphia attorney, author
and jurist, who was a Quaker and honorary alumnus of Swarthmore.
The scholarship is assigned annually to a junior or senior whose qual­
ities of mind and character indicate a potential for humanitarian
service such as Curtis Bok himself rendered and would have wished to
develop in young people. Students in any field of study, and from any
part of this country or from abroad, are eligible. The scholarship is
renewable until graduation.
The Edward S. Bower Memorial Scholarship, established by Mr.
and Mrs. Ward T. Bower in memory of their son, Class of ’42, is
awarded annually to a man or woman student who ranks high in
scholarship, character, and personality.
The Robert C. Brooks Scholarship was established as a memorial to
Professor Brooks by a number of his former students. It is available
to a major in Political Science in the junior or senior year.
The Edna Pownall Buffington Fund was established during the Col­
lege’s Centennial Year of 1964. The income from this Fund is used to
provide scholarships for a student or students attending Swarthmore
College who are concentrating their studies in the field of the social
sciences and who indicate an interest in the objects or purposes of
the American Friends Service Committee and a desire following their
graduation and post-graduate work to serve in those fields. Awards
are made to students in any of the four classes.
The Chi Omega Scholarship provides an award annually to a
member of the freshman class. Preference is given to daughters or
sons of members of the fraternity.
The Sarah Antrim Cole Scholarship was founded by her parents in
memory of Sarah Antrim Cole of the Class of 1934. It is awarded to
a graduate of the Worthington High School, Worthington, Ohio.
The Charles A. Collins Scholarship Fund, awarded every year to
a deserving student who is in need of financial assistance, in accord­
ance with the donor’s will.
The N. Harvey Collisson Scholarship established by his family and
the Olin Mathieson Charitable Trust in memory of N. Harvey Collis­
son of the Class of 1922 is awarded to a freshman man or woman. In
making selections the committee will place emphasis on character,
personality and ability.
31

FINANCIAL AID

The Delta Gamma Scholarship is to be awarded to a blind student
at Swarthmore College. In any year in which there is no such candi­
date the fund may be awarded to a freshman woman.
The Francis W. D’Olier Scholarship, in memory of Francis W.
D’Olier of the Class of 1907, is awarded to a freshman man or
woman. In making selections, the committee will place emphasis on
character, personality and ability.
The Robert K. Enders Scholarship is to be awarded annually to a
senior student who has shown excellence in pursuit of a major in a
biological topic, if possible reflecting Dr. Enders’ concern for the
value of field work.
The Howard S. and Gertrude P. Evans Scholarship Fund provides
scholarships for worthy students, preference being given to students
showing highest standards in scholarship from high schools of Dela­
ware County, Pennsylvania.
The Stella and Charles Guttman Foundation Scholarships were
established in 1964 by a grant from the Foundation to provide scholar­
ships to defray all or part of the cost of tuition and fees for students
who require financial assistance. Preference is given to students of
recognized ability who have completed two academic years of college
and who are contemplating graduate or professional study. The
scholarships are renewable for a second year.
The Rachel W. Hillborn Scholarship was founded by Anne Hillbom Philips of the Class of 1892 in memory of her mother, with the
stipulation that the income shall go to a student in the junior or senior
class who is studying for service in the international field. Preference
will be given to a Friend or to one who intends to contribute to world
understanding through diplomatic service, participation in some inter­
national government agency, the American Friends Service Commit­
tee, or similar activities.
The Everett L. Hunt Scholarship, endowed by the Class of 1937 in
the name of its beloved emeritus professor and dean, provides an un­
restricted scholarship to be awarded annually by the College.
The Kappa Kappa Gamma Scholarship provides an award to a
member of the freshman class, renewable each year. Preference is
given to a relative of members of the fraternity. In the absence of a
relative it may be awarded at the discretion of the College.
The Lafore Scholarship is awarded in memory of John A. Lafore
of the Class of 1895. The college in granting this scholarship will
32

F I N A N C I A L AI D

give preference to qualified candidates who are descendants of Amand
and Margaret White Lafore.
The Ida and Daniel Lang Scholarship established by their son,
Eugene M. T ang of the Class of 1938, provides financial assistance
for a man or woman who ranks high in scholarship, character and
personality.
The E. Hibberd Lawrence Scholarship provides for a scholarship
to an incoming freshman man or woman who ranks high in scholar­
ship, character, and personality.
The Christian R. and Mary F. Lindback Foundation Scholarship is
awarded to deserving students from the States of Pennsylvania, New
Jersey, Delaware or Maryland.
The Thomas B. McCabe Achievement Awards, established by
Thomas B. McCabe, ’15, are awarded to entering students from the
Delmarva Peninsula, Northern New England (Maine, New Hamp­
shire, or Vermont) and Delaware County, Pennsylvania, who give
promise of leadership. In making selections, the Committee will place
emphasis on ability, character, personality, and service to school and
community. These awards provide a minimum annual grant of tui­
tion, or up to $5000 depending on need.
The James E. Miller Scholarship. Under the will of Arabella M.
Miller, funds are available annually for students from Delaware
County (with preference for residents of Nether Providence Town­
ship).
The Minnesota Mining and Manufacturing Company Scholarship is
awarded annually to a student selected by the Scholarship Committee.
The Margaret Moore Scholarship Fund provides scholarships to
foreign students with a preference given to students of South Asian
origin.
National Society of Professional Engineers Scholarships are
awarded annually by the College in cooperation with the Society.
Prospective engineers apply for these awards through their home
state’s branch of the NSPE. NSPE Scholarships currently carry a
minimum stipend of $1000, with assistance in excess of that amount
based on the scholar’s need.
The Howard Osborn Scholarships, established by Howard Osborn
in memory of his mother and father, Viola L. Osborn and Frank
Osborn, are awarded to worthy students of good character who main­
tain satisfactory grades and who require financial assistance.
33

F I N A N C I A L AI D

The Rogers Palmer Scholarship, established in 1973 by Rogers
Palmer, of the Class of 1926, is awarded to a member of the fresh­
man class who shows promise of leadership anti who has need of
financial assistance. The scholarship is renewable for a total of four
years at the discretion of the College.
The Cornelia Chapman and Nicholas O. Pittenger Scholarship
established by her family and friends is awarded to an incoming fresh­
man man or woman who ranks high in scholarship, character and
personality and who has need for financial assistance.
The Presser Foundation Scholarship is awarded annually to one or
more students selected by the President and the Department of Music
who plan to become teachers of music.
The Robert Pyle Scholarship was established by his sisters, Mar­
gery Pyle and Ellen Pyle Groff, in memory of Robert Pyle of the Class
of 1897 and for many years a member of the Board of Managers. Ap­
plicants who show promise of intellectual attainment based upon
sound character and effective personality and who reside in Chester
County are given preference.
The RCA Scholarship is awarded to a young man or woman who is
making a creditable academic record in the field of science or engi­
neering at the undergraduate level. The appointment is usually made
for the junior or senior year.
The Reader’s Digest Foundation Endowed Scholarship Fund pro­
vides scholarships annually for students selected by the Scholarship
Committee.
The Adele Mills Riley Memorial Scholarship, founded by her hus­
band, John R. Riley, was awarded for the first time for the academic
year 1964-65. Under the provisions of this scholarship, an annual
award subject to renewal is made to a deserving student, man or
woman. Selection stresses the candidate’s capacity for significant de­
velopment of his or her interests and talents during the college years.
Qualities of intellectual promise as well as potential for service are
sought in making this appointment.
The Byron T. Roberts Scholarship, endowed by his family in
memory of Byron T. Roberts; T2, is awarded annually to an in­
coming student and is renewable for his or her years of study at
Swarthmore.
The Louis N. Robinson Scholarship was established during the Col­
lege’s Centennial year by the family and friends of Louis N. Robinson.
34

F I N A N C I A L AI D

Mr. Robinson was for many years a member of the Swarthmore Col­
lege facility and founder of the Economics Discussion Group. A mem­
ber of the junior or senior class who has demonstrated interest and
ability in the study of Economics is chosen for this award.
The David Barker Rushmore Scholarship, established in honor of
David Barker Rushmore, Class of 1894, by his niece Dorothea
Rushmore Egan ’24, is awarded annually to a worthy student who
plans to major in Engineering or Economics.
The Katharine Scherman Scholarship, is awarded to a student with
a primary interest in the arts and the humanities, having special tal­
ents in these fields. Students with other special interests, however, will
not be excluded from consideration. Awarded in honor of Katharine
Scherman, of the Class of 1938, it is renewable for the full period of
undergraduate study.
The Clinton G. Shafer Scholarship endowed by his family in mem­
ory of Clinton G. Shafer, of the Class of 1951, is open to students
interested in engineering and physical science. The committee in mak­
ing its selection will have regard for character, personality and leader­
ship.
The Thomas H. and Mary Williams Shoemaker Fund provides
scholarships annually for children of Friends.
The Marshall P. Sullivan Scholarship Fund was established by
Creth and Sullivan, Inc., in memory of Marshall P. Sullivan of the
Class of 1897. Preference will be given to graduates of George School,
but if no suitable candidate applies from this school, graduates of
other Friends schools or other persons will be eligible.
The Jonathan K. Taylor Scholarship, in accordance with the donor’s
will, is awarded by the Board of Trustees of the Baltimore Monthly
Meeting of Friends. The scholarship is first open to descendants of
the late Jonathan K. Taylor. Then, while preference is to be given
to members of the Baltimore Yearly Meeting of Friends, it is not to
be confined to them when suitable persons in membership cannot be
found.
The Phebe Anna Thorne Fund provides an income for scholarships
for students whose previous work has demonstrated their earnestness
and ability. This gift includes a clause of preference to those students
who are members of the New York Monthly Meeting of Friends.
The Audrey Friedman Troy Scholarship, established by her hus­
band, Melvin B. Troy ’48, is awarded to a freshman man or woman.
35

F I N A N C I A L AI D

The scholarship is renewable for four years at the discretion of the
College. In awarding the scholarship, prime consideration is given to
the ability of the prospective scholar to profit from a Swarthmore edu­
cation, and to be a contributor to the College and ultimately to society.
The Daniel Underhill Scholarship was given by Daniel Underhill
’94, in memory of his grandfather, Daniel Underhill, member of the
first Board of Managers.
The William Hilles Ward Scholarship in memory of William Hilles
Ward of the Class of 1915, is to be awarded annually, preferably to
a student who plans to major in science. The committee in making its
selection, will have regard for candidates who are most deserving of
financial assistance.
The Westbury Quarterly Meeting, N.Y., Scholarship, is awarded
annually by a committee of that Quarterly Meeting.
The Barclay and Edith Lewis White Scholarship is awarded an­
nually by the Music Department to a student of music.
The Thomas H. White Scholarship provides financial aid for a de­
serving student.
The Samuel Willets Fund. This fund provides an annual income
for scholarships. A portion of the fund is assigned for scholarships in
the name of Mr. Willets’ children, Frederick Willets, Edward Willets,
Walter Willets, and Caroline W. Frame.
The I. V. Williamson Scholarship. Preference is given to graduates
of Friends Central, George School, New York Friends Seminary,
Baltimore Friends School, Wilmington Friends School, Moorestown
Friends School, Friends Academy at Locust Valley, Sidwell Friends
School and Brooklyn Friends School.
The Edward Clarkson Wilson Scholarship has been established at
Swarthmore by friends of Edward Clarkson Wilson, ’91, formerly
Principal of the Baltimore Friends School. It will be awarded each
year to a former student of the Baltimore Friends School, who has
been approved by the faculty of the school, on the basis of high char­
acter and high standing in scholarship.
The Edward Clarkson Wilson and Elizabeth T. Wilson Scholarship
provides financial aid for a deserving student.
The Letitia M. Wolverton Scholarship Fund, given by Letitia M.
Wolverton of the Class of 1913, provides scholarships for members Of
the junior and senior classes who have proved to be capable students
36

FINANCIAL AID

and have need for financial assistance to complete their education at
Swarthmore College.
The income from each of the following funds is awarded at the
discretion of the college.
The Barclay G. Atkinson Scholarship Fund.
The Rebecca M. Atkinson Scholarship Fund.
The Class of 1913 Scholarship Fund.
The Class of 1914 Scholarship Fund.
The Class of 1915 Scholarship Fund.
The Class of 1917 Scholarship Fund.
The William Dorsey Scholarship Fund.
The George Ellsler Scholarship Fund.
The Caroline W. Frame Scholarship Fund.
The Joseph E. Gillingham Fund.
The Thomas L. Leedom Scholarship Fund.
The Sarah E. Lippincott Scholarship Fund.
The Mark E. Reeves Scholarship Fund.
The Frank Solomon Memorial Scholarship Fund.
The Mary Sprout Scholarship Fund.
The Helen Squier Scholarship Fund.
The Frances Holmes Strozier Memorial Scholarship Fund.
The Joseph T. Sullivan Scholarship Fund.
The Deborah F. Wharton Scholarship Fund.
The Thomas Woodnutt Scholarship Fund.

Scholarships for Men
The Book and Key Scholarship, established by the Book and Key
men’s senior honorary society in 1965 when the Society dissolved
itself, is awarded each year to a senior man who has shown quality
of leadership and has demonstrated through past performance his
eagerness to give service to college and community. He should rank
high in scholarship, character and personality.
The Sarah Kaighn Cooper Scholarship, founded by Sallie K. John­
son in memory of her grandparents, Sarah Kaigihn and Sarah Cooper,
is awarded to a man in the Junior Class who is judged by the faculty
37

F I N A N C I A L A ID

to have had, since entering College, the best record for scholarship,
character, and influence.
The Howard S. Evans 1903 Scholarship provides scholarships for
worthy male students. The awards are made to those who stand high
in scholarship, character, and personality. Preference is given first to
applicants preparing for the ministry of the Episcopal Church, sec­
ond, to that of other prote9tant denominations; and third, to those in­
terested in Engineering or Economics.
The Donald Renwick Ferguson Scholarship, established by Mrs.
Amy Baker Ferguson, in memory of her husband, Donald Renwick
Ferguson, M.D., of the Class of 1912, is awarded to a young man who
is looking forward to the study of medicine.
The Aaron B. Ivins Scholarship is awarded annually to a young
man of the graduating class of Friends Central School, Overbrook,
Philadelphia. This scholarship is awarded by the faculty of Friends
Central School, and is subject to the approval of Swarthmore College.
The Howard Cooper Johnson Scholarship, established by Howard
Cooper Johnson ’96, is awarded on the basis of all-around achieve­
ment to a male undergraduate who is a member of the Society of
Friends.
The Walter W. Krider Scholarship was established by his wife and
daughter for a young man who ranks high in scholarship, character
and personality.
The Scott B. Lilly Scholarship, endowed by Jacob T. Schless of the
Class of 1914 at Swarthmore College, was offered for the first timfe in
1950. This scholarship is in honor of a former distinguished Profes­
sor of Engineering and, therefore, students who plan to major in en­
gineering will be given preference. An award is made annually.
The Peter Mertz Scholarship is awarded to an entering freshman
outstanding in mental and physical vigor, who shows promise of
spending these talents for the good of the college community and of
the larger community outside. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory of Peter Mertz, who
was a member of the class of 1957. It is renewable for all four un­
dergraduate years.
The T. H. Dudley Perkins Memorial Scholarship is awarded an­
nually to an entering freshman on the basis of qualities of manhood,
force of character and leadership; literary and scholastic ability; physi­
38

F I N A N C I A L AI D

cal vigor as shown by participating in out-of-doors sports or in other
ways.
The Anthony Beekman Pool Scholarship. This scholarship is
awarded to an incoming freshman man of promise and intellectual
curiosity. It is given in memory of Tony Pool of the Class of 1959.
The William G. and Mary N. Serrill Honors Scholarship is a com­
petitive scholarship for men, awarded to a candidate for admission
to the College, based upon the general plan of the Rhodes Scholar­
ships. Preference will be given to men who are residents of Abington
Township, including Jenkintown and Glenside, Montgomery County,
Pa.
The Philip T. Sharpies Scholarship, a four-year scholarship open
to entering freshmen, is designed to honor and encourage young men
in engineering or physical science. The committee, in making its se­
lections, will have regard for candidates who rank highest in scholar­
ship, character, personality, leadership, and physical vigor. At least
one scholarship will be given each year.
The Newton E. Tarble Award, established by Newton E. Tarble
of the Class of 1913, is granted to a freshman man who gives promise
of leadership, ranks high in scholarship, character and personality,
and resides west of the Mississippi River or south of Springfield in the
State of Illinois.

Scholarships for Women
The Mary Lippincott Griscom Scholarship is to be given to a girl
with financial need, who ranks high in character, personality and
scholarship. Preference would be given to a member of the Society
of Friends.
The George K. and Sallie K. Johnson Fund, provides aid during the
senior year for young women who are fitted to become desirable
teachers.
The income of the Kappa Alpha Theta Scholarship Fund, given by
members and friends of the Kappa Alpha Theta Fraternity at Swarthmore, is awarded annually to a woman student.
The Jessie Stevenson Kovalenko Scholarship Fund is the gift of
Michel Kovalenko in memory of his wife. This scholarship is to be
awarded to a student, preferably a woman, who is in her junior or
senior year and who is a major in astronomy, or to a graduate of the
39

F I N A N C I A L AI D

College, preferably a woman, for graduate work in astronomy at
Swarthmore or elsewhere.
The Mary T. Longstreth Scholarship was founded by Rebecca C.
Longstreth in memory of her mother and is to be awarded annually
to assist a young woman student to pursue her studies in the College.
The Clara B. Marshall Scholarship, established by the will of Dr.
Clara B. Marshall, is awarded to a woman at Swarthmore College
with preference given to descendants of her grandfathers, Abram
Marshall or Mahlon Phillips.
The Harriet W. Paiste Fund provides a scholarship for a young
woman who is a member of the Society of Friends (Philadelphia
Yearly Meeting).
The Mary Coates Preston Scholarship Fund. A sum of money has
been left by the will of Elizabeth Coates, the annual interest of which
provides a scholarship to a young woman student in Swarthmore Col­
lege. Preference is given to a relative of the donor.
The Lily Tily Richards Scholarship, established by Peirce L. Rich­
ards, Jr., in memory of his wife, Lily Tily Richards ’29, is awarded
to a woman distinguished for high scholarship, character, personality
and physical vigor.
The Annie Shoemaker Scholarship is granted annually to a young
woman of the graduating class of Friends Central School, Overbrook,
Philadelphia. This scholarship is awarded by the faculty of Friends
Central School, and is subject to the approval of Swarthmore College.
The Sarah W. Shreiner Scholarship given in loving memory by her
daughter, Leah S. Leeds of the Class of 1927, is awarded annually to
a woman who ranks high in scholarship, character and personality.
The Titus Scholarships established by the will of Georgiana Titus
of the Class of 1898 are awarded to young women in order that they
may pursue their studies in the College.
The Mary Wood Fund provides a scholarship which may be
awarded to a young woman who is preparing to become a teacher.
LO A N FUNDS
Long term loan funds with generous repayment terms combine with
Swarthmore’s program of scholarships and grants to enable the Col­
lege to meet the needs of each student. National Direct Student Loan
40

F I N A N C I A L AI D

Funds are awarded by the College under the guidelines of the United
States Office of Education and its own need determination policies.
The College also maintains special loan funds which are listed below.
Interest on both National Defense Student Loans and Swarthmore
College loans is 3% on the unpaid balance, beginning with the re­
payment period, which starts nine months after the student terminates
his higher education. The College tries to maintain a ceiling of $1,000
per year on loan funds it administers. The average loan, however, is
considerably less and the College makes every effort to see that the
annual amount of loan does not exceed the amount that a student may
earn through part-time employment. This enables students, who wish
to avoid indebtedness to repay loans annually from campus earnings.
The Class of 1916 Loan Fund
The Class of 1920 Loan Fund
The Class of 1936 Loan Fund
The Class of 1937 Loan Fund
The John A. Miller Loan Fund
The Paul M. Pearson Loan Fund
The Thatcher Family Loan Fund
The Ellis D. Williams Fund
The Swarthmore College Student Loan Fund
The Joseph W. Conard Memorial Fund, established by friends of
the late Professor Conard, provides short-term loans without interest
to meet student emergencies. Income earned by The Alphonse N.
Bertrand Fund is also available for this purpose.
STU D E N T E M PL O Y M E N T
Student employment on the Swarthmore campus is handled by the
Student Employment Office, which is under student direction. Jobs
are available in such areas as the dining hall, library, departmental
offices and the post office, and applications are made when students
arrive in the fall. Rates of pay run from $1.70 to $2.40 per hour, and
it is possible for a student to earn between $300 and $600 a year. The
Student Employment Office takes financial need into account in as­
signing jobs, but there are usually jobs for all who wish employment.
The Student Employment Office also publicizes local off-campus em­
ployment opportunities. Students are generally able to carry a moderate
working schedule without detriment to their academic performance.

41

Ill
COLLEGE

L IF E

STUDEN T

C O M M U N IT Y

C O L L E G E L IF E
H O U SIN G
Swarthmore is primarily a residential college, conducted on the
assumption that an important element in education comes from close
association of students and instructors. Most students live in the Col­
lege dormitories, which offer a diversity of housing styles including
a program in coeducational housing as well as a variety of single sex
dormitories and sections. In addition, many members of the faculty
live on or near the campus, and are readily accessible to students.
Residence Halls
There are seven dormitories for men; two sections of Wharton Hall,
named in honor of its donor, Joseph Wharton, at one time President of
the Board of Managers, Palmer and Pittenger Halls on South Chester
Road, one building on the former Mary Lyon School property, Ashton
House, and two dormitories, Hallowell and Dana, which were opened
in September of 1967.
The women’s dormitories include the upper floors in the wings of
Parrish Hall, three sections of Worth Hall, the gift of William P.
Worth and J. Sharpies Worth, as a memorial to their parents, Woolman House, and one floor of Willets Hall, made possible largely by a
bequest from Phebe Seaman, and named in honor of her mother and
aunts.
Dormitories designated for the program of coeducational housing
include Roberts Hall, one building in Mary Lyon, four sections of
Wharton, three sections of Worth, and two floors of Willets.
The men’s and women’s dormitories may be visited by members of
the opposite sex according to procedures established by the dormitory
sections in consultation with the Deans.
All freshmen are assigned to rooms by the Deans. Other students
choose their rooms in an order determined by lot. Special permission
must be obtained from the Deans to room outside the dormitories.
45

COLLEGE LIFE

Dormitories are closed to student occupancy during Christmas vaca­
tion. During spring vacation, students may occupy college rooms only
by special arrangement with the Deans and payment of the required
fee. Students enrolled for the fall semester only are expected to vacate
their dormitory rooms promptly after their last examination. Fresh­
men, sophomores and juniors are expected to leave college immedi­
ately after their last examination in the spring so that their rooms
may be readied for use by Commencement visitors.
The insurance program for the College is designed to provide pro­
tection for College property and does not include the property of stu­
dents or others. It is therefore suggested that students and their parents
should review their insurance program in order to be sure that cover­
age is extended to include personal effects while at college.
Sharpies Dining Hall
All students living on campus have their meals in the Philip T.
Sharpies Dining Hall. The dining hall is closed during vacations.
Tarble Social Center
Through the generosity of Newton E. Tarble of the Class of 1913,
the building which formerly housed the College Library has been
completely renovated and serves as the College’s Social Center. It in­
cludes recreational facilities, lounges, meeting rooms, and a snack bar.
Black Cultural Center
A Black Cultural Center, located in the Caroline Hadley Robinson
House, provides a library and various cultural activities of special
interest to black students. The program is planned by a committee of
black students, faculty, and administration.
Women’s Center
The Women’s Center, housed in Bond, was established to draw
all women of the Swarthmore community together through common
concerns. The Center, which serves faculty, students, faculty wives,
staff and alumnae, maintains a library of resource books, pamphlets
and periodicals, provides information, and sponsors a variety of pro­
grams, lectures, discussions and symposia for all members of the
College community about issues relating to women.
R E L IG IO U S L IF E
The religious life of the college is founded on the Quaker principle
that the seat of spiritual authority lies in the Inner Light of each
46

COLLEGE LIFE

individual. The Society of Friends is committed to the belief that re­
ligion is best expressed in the quality of everyday living. There are
accordingly no compulsory religious exercises. Students are encour­
aged to attend the churches of their choice. Five churches are located
in the borough of Swarthmore; other churches and synagogues in the
nearby towns of Morton, Media, Chester, and Springfield. The Swarth­
more Friends Meeting House is located on the campus. Students are
cordially invited to attend its meeting for worship on Sunday. Extra­
curricular groups with faculty cooperation exist for the study of the
Bible and the exploration of common concerns in religion.
STUDENT W ELFARE
Health
The college physicians hold office hours every weekday at the
college, where students may consult them without charge. Students
should report any illness to the college physicians, but are free to go
for treatment to another doctor if they prefer to do so.
As a part of the matriculation process each student must submit a
brief medical history and health certificate, prepared by the family
physician on a form supplied by the College. Pertinent information
about such matters as physical reserve, unusual medical episodes, se­
vere allergies, or psychiatric disturbances will be especially valuable
to the college Health Service in assisting each student.
The Health Center staff cooperates closely with the Departments
of Physical Education. Recommendations for limited activity are made
for those students with physical handicaps. In occasional cases a stu­
dent may be excused entirely from the requirements of the Physical
Education Departments, although adaptive programs are offered.
The Worth Health Center, a gift of the Worth family in memory of
William Penn Worth and Caroline Hallowell Worth, houses offices for
the college physicians and nurses, out-patient treatment facilities and
rooms for students who require in-patient care. Registered nurses
are on duty under the direction of the college physicians.
Each student is allowed ten days in-patient care in the Health Cen­
ter per term without charge unless the services of a special nurse are
required. After ten days, a charge of $5.00 per day is made. Students
suffering from a communicable disease or from illness which makes it
necessary for them to remain in bed must stay in the Health Center for
the period of their illness. Ordinary medicines are furnished without
cost, but a charge is made for special medicines, certain immunization
47

COLLEGE LIFE

procedures and laboratory tests, and transportation when necessary
to local hospitals.
The medical facilities of the college are available to students in­
jured in athletic activities or otherwise, but the college cannot assume
additional financial responsibility for medical and surgical expenses
arising from accidents. Accident insurance coverage is, therefore, re­
quired for all students participating in athletics and is recommended
for all others. (For details see page 27.)
The college psychiatric consultants hold office hours by appoint­
ment each week. The purpose of this service is to be of help with
personal and emotional problems. The psychiatrists will provide as
complete an evaluation of any student as possible. Brief psychotherapy
within the limits of available time will be given to students without
charge. In instances where longer treatment is needed, an outside
psychiatrist will be recommended to the student.
Student Advising
The Associate Provost, the Deans, and their assistants hold the
primary responsibility for advising all students. However, other
advisors are also available.
Each freshman is assigned to a faculty member who acts as his
course adviser until this responsibility falls to the chairman of the
student’s major department at the end of his sophomore year.
A consultant for testing and guidance, is available to assist students
with special problems of academic adjustment, study skills and read­
ing proficiency. In addition, aptitude and interest tests may be given
on request.
Most dormitory areas have adult head residents or resident couples
who are available to counsel students. Resident assistants, members of
the junior or senior classes, are also assigned to each of the dormitory
sections. In addition, a group of upperclass students is chosen to
serve as counselors for freshmen, with several being assigned to
each hall.
Career Counseling and Placement
The Office of Career Counseling and Placement provides assistance
to students in considering how a given major may relate to future em­
ployment, choosing an occupation, and locating employment during
the summers and upon graduation. Periodic conferences are planned
and interviews are arranged with prospective employers. In addition,
an Extern Program is offered through which students may observe at

48

COLLEGE LIFE

first hand the business and professional activities of alumni who are
working in fields related to students’ potential career interests. This
program takes place during the spring recess.
Alumni Office
The Alumni Office keeps records of the addresses of all living
graduates and alumni of the college. It helps edit the Swarthmore
alumni magazine, and acts as liaison for the college with all alumni
and alumni groups, interpreting to them the present plans and policies
of the college.
Information Services Office
The Information Services Office helps prepare several publications
issued by the college known as Swarthmore College Bulletins. These
include the alumni magazine, the President’s Report, the Catalogue,
and other miscellaneous issues. In addition to this, the Information
Services Office, with the assistance of the largely student operated
News Bureau, works with the press and other communications media
in publicizing news that is of interest to the general public.

49

ST U D EN T CO M M UNITY
Student Conduct
The influence of the Society of Friends within the College com­
munity is one of the important factors in making Swarthmore what it
is. Students who choose Swarthmore as their college should under­
stand that they are accepting social and academic standards which,
while subject to periodic review, are essential to the well-being of the
community. In general, the life of students should be governed by good
taste and accepted practice rather than elaborate rules. Certain regula­
tions, however, are of particular importance and are listed below.
1. The possession and use of alcoholic beverages on the campus is
regulated by State law and limited to those areas of the campus which
are specified by Student Council and the Deans. The observance of
moderation and decorum in respect to drink is a student obligation.
Disorderly conduct is regarded as a serious offense.
2. The use or possession of injurious drugs or narcotics without
the specific recommendation of a physician and knowledge of the
Deans subjects a student to possible suspension or expulsion.
3. The use or possession of firearms or other dangerous weapons
is not permitted. Firecrackers or other explosives are prohibited. Tamp­
ering with fire alarm or prevention equipment is a serious offense.
4. No undergraduate may maintain an automobile while enrolled
at the College without the permission of the Car Authorization Com­
mittee, a student-faculty group. This permission is not extended to
freshmen. Day students may use cars for commuting to College, but
special arrangements for stickers must be made for campus parking.
More detailed information may be obtained from the Office of the
Deans.
5.

The participation by any student in any disruption or inter50

STUDENT COMMUNITY

ference with the orderly programs, functions, or conduct of College
activities of any kind is a serious offense.
Penalties for violations of College regulations such as those listed
above are set by judicial committees or the Deans and may involve
suspension or expulsion. Standing regulations may be modified and
new rules may be added at any time upon notice to the student body.
The College reserves the right to exclude at any time students whose
conduct it regards as undesirable, and without assigning any further
reason therefor. Neither the College nor any of its officers shall be
under any liability whatsoever for such exclusion.
Student Council
The semi-annually elected Student Council represents the entire
undergraduate community and is the chief body of student govern­
ment. Its efforts are directed toward coordination of student activi­
ties and the expression of student opinion.
Committees of the Council include the Budget Committee, which
regulates distribution of funds to student groups; the Elections Com­
mittee, which supervises procedure in campus elections; and the
Social Committee (see below). In addition to these, there are several
joint Faculty-Student Committees, whose student membership is ap­
pointed by Council, which acts after consultation with the Deans.
Judicial Bodies
Two committees have different jurisdictions. The Student Judiciary
Committee, elected by the entire student body, acts on cases of
alleged violations of students’ rules and campus regulations except
as they fall within the sphere of the College Judiciary Committee.
Students may, however, request that their cases be considered by the
Deans instead. The College Judiciary Committee is composed of stu­
dent, faculty and administration members. It has primary jurisdiction
over cases that may involve academic dishonesty. It also acts upon
cases referred by or appealed from the Student Judiciary Committee
or the Deans.
Social Committee
An extensive program of social activities is managed by the Social
Committee appointed by the Student Council. The program is de­
signed to appeal to a wide variety of interests, and is open to all stu­
dents. There is usually no charge for college social functions.
51

STUDENT COMMUNITY
E X T R A -C U R R IC U L A R A C T IV IT IE S
In addition to the foregoing organizations, Swarthmore students
have an opportunity to participate in a program of extra-curricular
activities wide enough to meet every kind of interest. There are more
than thirty-five organized activities, not including departmental clubs
or political organizations. They vary as greatly as the interests of the
students vary, from the Hockey Club to the Debate Club, from the
Outing Club to co-ed dance groups. The College encourages a stu­
dent to participate in whatever activity best fits his personal talents
and inclinations, believing that saisfactory avocations are a necessary
part of life.
The Studio Arts Program
Instruction and facilities in Studio Arts are available on an extra­
curricular basis as well as for credit in the academic program of the
Art Department. See page 92 for a listing of credit and non-credit
courses.
The Wilcox Gallery provides ten to twelve exhibitions a year,
which are a direct complement to the program. The works of na­
tionally known painters as well as those of younger artists are exhib­
ited in group and one man shows.
The Marjorie Heilman Visiting Artist Program
Each year a committee of students and faculty members selects an
artist to be invited to spend a week at the College. The work of the
invited artist is exhibited in the Wilcox Gallery, and he meets and
talks with students on an informal basis.
Music
The Department of Music administers and staffs several perform­
ing organizations. The College Chorus, directed by Professor Swing,
rehearses three hours per week. (The College Singers, a select small
chorus drawn from the membership of the Chorus, rehearses an addi­
tional one or two hours per week.) The College Orchestra, directed
by Professor Freeman, rehearses twice per week: a two-hour rehearsal
for full orchestra and a one-hour rehearsal for strings. Members of
the orchestra, other instrumentalists and solo singers can participate
in the chamber music coaching program directed by members of
the department.
52

STUDENT COMMUNITY

The Chorus and Orchestra give several public concerts per year at
the College and elsewhere. Selected members of the chamber music
coaching program give a public concert in the spring.
All three organizations require auditions for membership.
The Bond Concert Committee, a student organization working with
the Department of Music, plans a series of informal Sunday after­
noon concerts to accommodate students interested in preparing solo,
and chamber music performances. These concerts also provide an
opportunity for student composers to have their compositions per­
formed publicly.
There are facilities for private practice, and an excellent college
record collection. The Cooper Foundation presents a distinguished
group of concerts each year on the campus.
Dance
The Department of Physical Education for Women sponsors per­
formance groups in Folk Dance and Modem Dance. Both groups meet
regularly each week and give performances throughout the year. In
addition, Mrs. Patricia Boyer offers a non-credit course in dance
composition.
Drama
Professor Lee Devin is Director of the Theatre. He supervises the
drama program, which includes some course work, workshops with
guest directors, invited speakers, and a number of student-directed
projects each semester. Interested students should consult the depart­
mental statement in English Literature.
Athletics
Swarthmore’s athletic policy is based on the premise that any inter­
collegiate program must be justified by the contribution which it can
make to the educational development of the individual student who
chooses to participate. In keeping with this fundamental policy,
Swarthmore’s athletic program is varied and extensive, offering every
student a chance to take part in a wide range of sports. The College
feels that it is desirable to have as many students as possible com­
peting on its intercollegiate teams. Faculty members serve as advisers
for many of the varsity athletic teams. They work closely with the
team, attending practices and many of the scheduled contests.
53

STUDENT COMMUNITY

Swarthmore College Upward Bound
The Upward Bound Program at Swarthmore College, begun in
1964 and continued with Federal support, is intended to provide
simultaneously a valuable experience for Swarthmore students and a
service to members of surrounding communities. It offers both a sixweek residential summer school in which Swarthmore students serve
as counselors and a series of activities during the academic year in
which Swarthmore students serve as tutors. The program is ad­
ministered by Edwin A. Collins, Project Director.
Fraternities
There are four fraternities at Swarthmore; Delta Upsilon and Phi
Sigma Kappa are affiliated with national organizations while Tau
Alpha Omicron and Phi Omicron Psi are local associations. Fraterni­
ties are adjuncts to the college social program and maintain separate
lodges on the campus. The lodges do not contain dormitory accom­
modations or eating facilities. New members are pledged during the
late fall of their first year at the college. In recent years about one
quarter of the freshman men have decided to affiliate with one of the
fraternities.

E D U C A T IO N A L
FACULTY

PROGRAM

R E G U L A T IO N S

DEGREE

R E Q U IR E M E N T S

AW ARDS

AND

P R IZ E S

F E L L O W S H IP S

An Honors Seminar

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E D U C A T IO N A L P R O G R A M
G E N E R A L ST A T E M E N T
Swarthmore College offers the degree of Bachelor of Arts and the
degree of Bachelor of Science. The latter is given only to students
who major in Engineering; the former, to students in the Humanities,
the Social Sciences, and the Natural Sciences.* Four years of resident
study are normally required for a Bachelor’s degree (see page 81),
but variation in this term, particularly as a result of advanced place­
ments, is possible (see page 65).
The selection of a program will depend upon the student’s inter­
ests and vocational plans. The purpose of a liberal education, how­
ever, is not primarily to provide vocational instruction, even though
it provides the best foundation for one’s future vocation. Its purpose
is to help students fulfill their responsibilities as citizens and grow into
cultivated and versatile individuals. A liberal education is concerned
with our cultural inheritance, with the cultivation of aesthetic, moral,
and spiritual values, with the development of analytical abilities.
Intellectually it aims to enhance resourcefulness, serious curiosity,
open-mindedness, perspective, logical coherence, insight, discrimina­
tion.
The most recent comprehensive review of Swarthmore’s curriculum
(Critique of a College, 1967) suggested two principles for a con­
temporary liberal education. “One is the principle of Depth. To make
the most of a liberal education, each student must go far enough into
some subjects to give him a genuine mastery of disciplinary skills,
so that he can use them to generate new discoveries on his own. . . .
He must go far enough to grasp systematic connections within a field,
to see how fundamental principles combine to make intelligible a
range of subordinate principles or phenomena.. . . The other principle
is that of Diversity. To make the most of a liberal education, each
student must have enough breadth and variety in his studies so that
♦For groupings of departments see page 235.

57

E D U C A T I O N A L PRO GRAM

he can compare and contrast different methods of inquiry . . and so
that he can have the experience of making the bright spark of con­
nection leap across wide gaps. It is this breadth that gives point to
the two senses of ‘relevance’ that are fundamental in liberal education
. . . perception of the relevance of one part of learning to another,
even across the boundaries of fields and subjects (and) . . . perception
of the relevance of learning to the exigencies of life. . . .” To these
two principles the study added two related observations: first, that no
single, central, general body of material should, in the present state of
knowledge, be required for study by all students; second, that the cur­
riculum should aim to encourage resourcefulness and self-reliance
and develop the personal conditions of intellectual progress by placing
substantial responsibility upon the student himself for his education,
amply allowing individuality of programs and requiring important
choices about the composition of programs. “What we are proposing,”
the study concluded, “is a curriculum that leans rather sharply toward
specialized diversity, and away from uniform generality . . . Our
emphasis is on serious encounters with special topics and problems at
a comparatively high level of competence, and on student programs
that reflect individual constellations of diversified interests.”
Accordingly, the Swarthmore curriculum requires of the student
both a diversity of intellectual experience sufficient to test and develop
different capacities and perspectives and concentration on some
field(s) sufficiently intensive to develop a serious understanding of
problems and methods and a sense of the conditions of mastery.
These ends of a liberal education are reflected in requirements for
distribution and for the major.
All students during the first half of their college program are ex­
pected to satisfy some if not all of the distribution requirements, to
choose their major and minor subjects, and to prepare for advanced
work in these subjects by taking certain prerequisites. The normal
program consists of four courses each semester chosen by the student
in consultation with his faculty advisor.
The program for upper class students affords a choice between two
methods of study: Honors work and the Course program. Honors
work is characteristically the more intensive, Course work the more
diversified. An Honors student concentrates on two or three fields,
his major and one or more minors, which he studies intensively and
which occupy three-fourths of his working time during the last two
years. At the close of his senior year he takes a series of six examina­
tions given by visiting examiners over this work. In addition he takes
58

E D U C A T I O N A L P ROGRAM

four courses, or the equivalent, which provide opportunities for
further exploration outside of his Honors program.
A student in the Course program has a somewhat wider freedom
of election and normally takes four courses or their equivalent in each
of the last four semesters. Before the end of his senior year he is re­
quired to pass a comprehensive examination given by his major
department. Students in the Course program are occasionally admitted
to Honors Seminars when space is available; but work in small semi­
nars and colloquia as well as independent work is part of the Course
program.
The program for engineering students follows a similar basic plan,
with certain variations which are explained on page 121. Courses
outside the technical fields are distributed over all four years.
The course advisors of freshmen and sophomores are members of
the faculty appointed by the Associate Provost. For juniors and
seniors the advisors are the chairmen of their major departments or
their representatives.
PROGRAM FOR FRESHMEN AND SOPHOMORES
The curriculum of the first two years introduces a student to the
content and methods of a variety of fields important to a liberal edu­
cation. The College distribution requirements are designed to lead the
student into serious work in several different, important, and broadly
characteristic kinds of intellectual activity without insisting on a
specific or narrow classification of knowledge and inquiry.
To meet these distribution requirements a student must take at
least two courses in each of the four subject-matter groups listed be­
low, elect work in at least six departments, and complete at least 20
courses outside the major before graduation. Three of the four dis­
tribution groups (those dealing with the natural sciences and engi­
neering, literature and the arts, and the social and policy sciences)
correspond generally to the College’s grouping of academic depart­
ments in three divisions; a fourth group comprises subjects especially
relevant to more than one division. Mathematics, though not included
in the four groups, may be counted as one of the six departments in
which work should be elected. Other courses which will not fulfill
the distribution requirement (e.g. courses taught jointly by members
of different departments, elementary language courses) may not be
counted as one of the six departments. The distribution requirements
are reviewed and revised from time to time by the Curriculum Com­
59

E D U C A T I O N A L PRO GRAM

mittee and the Faculty as disciplinary and departmental perspectives
change and in recognition of the pluralism of intellectual work.
The four groups for the distribution requirement at present are:
1. Astronomy, Biology, Chemistry, Engineering, Physics.
2. Art (courses in art history), Classics (literature courses numbered
11 or above), English Literature (except courses numbered 1 and
70 through 79), Modem Languages (literature courses numbered
11 or above), Music (except courses numbered 34-39).
3. Classics (courses in ancient history), History, Linguistics, Philos­
ophy, Psychology, Religion.
4. Economics (except Economics 3, Accounting), Political Science,
Sociology and Anthropology.
Courses taught jointly or alternately by faculty members of depart­
ments in different distribution groups may not be used to satisfy dis­
tribution requirements; and courses cross-listed between departments
in two groups fulfill the distribution requirement only for the group in
which the offering department belongs.
Students entering college with special preparation in any of the
subjects included in the distribution requirements may apply to the
Committee on Academic Requirements for exemption from that re­
quirement, but secondary school courses of an advanced level do not
usually provide grounds for such exemption.
It is most desirable that students include in their programs some
work in a foreign language. A student who intends to major in one
of the natural sciences, mathematics, or engineering should take an
appropriate mathematics course in the freshman year. Students in­
tending to major in one of the social sciences should be aware of the
increasing importance of mathematical background for these subjects.
In addition to the requirements listed above, prerequisites must be
completed for the work of the last two years in major and minor sub­
jects, and sufficient additional electives must be taken to make up a
full program, bearing in mind the requirement that at least 20 courses
must be taken outside the major department.
It is expected that, after satisfying the requirements in the general
program of the first two years, the student will devote the remainder
of his sophomore year to courses which will prepare him for more
advanced study of those subjects which have most interested him and
to other courses which will increase the range of his knowledge. He
should decide, as early in his sophomore year as possible, upon two
or three subjects in which he might like to major and should consult
60

E D U C A T I O N A L PROGRAM

the statements of the departments concerned as to required and
recommended courses and supporting subjects.
While faculty advisors assist the student in planning his program
so as to develop his talents while meeting academic requirements, it
is emphasized that students themselves are individually responsible
for the planning of their programs. Faculty advisors, department
chairmen, other faculty members, the Deans and the Associate
Provost and Registrar are available for information and advice.
Physical education is required of all students (except veterans) in
the first two years with certain provisions for exemption. The require­
ments are stated in full on page 79 and in the statements of the
departments of Physical Education.
COURSE PROGRAM FOR JUNIORS AND SENIORS
The work of juniors and seniors in the Course program includes
some intensive, specialized study within a general area of interest.
This comprises enough work in a single department (designated as a
“major”) to make an equivalent of at least eight courses before
graduation. There is no upper limit to the number of courses a student
may take in the major field, provided that he take at least twenty
courses outside the major field. It has been the practice of the Com­
mittee on Academic Requirements to review cases in which this rule
is alleged to create a special hardship. Before graduation the student
must pass a comprehensive examination in his major subject.
A student must choose his major subject at the end of the sopho­
more year, and apply formally through the Registrar to be accepted
by the division concerned. The decision will be based on an estimate
of his ability in his major subject as well as on his record. If a stu­
dent does not secure divisional approval, he cannot be admitted to
the junior class.
With departmental permission it is possible for a student to plan
a Special Major that includes closely-related work in one or more
departments outside the major department. This work (up to four
courses normally) is part of the major program for the comprehensive
examination; some of it may consist of a thesis or other written
research project(s) designed to integrate the work across depart­
mental boundaries. In any case, the program of the Special Major is
expected to be integral in the sense that it specifies a field of learning
(not necessarily conventional) or topic or problem for sustained in­
quiry that crosses departmental boundaries and can be treated as a
sub-field within the normal departmental major. Special Majors con­

61

E D U C A T I O N A L P ROGRAM

sist of at least 10 credits and normally of no more than 12 credits.
Occasionally, where regular departmental* requirements unduly con­
strain the possibilities of a Special Major, these requirements may be
relaxed to a minimum of six courses in the primary department or by
the omission of certain courses in that department normally required
for the sake of breadth of experience of the major field; but course
requirements central to systematic understanding of the major field
will not be waived. By extension, Special Majors may be formulated
as joint majors between two departments, normally with at least five
credits in each department and 11 in both departments, which, in
such programs, collaborate in advising and in the comprehensive
examination. Application for a Special Major need not be made as
early as the spring of the Sophomore year; students may apply at any
time up to the final semester in College, as their interests develop, to
convert a regular major into a Special Major or vice versa.
A student’s course advisor during his junior and senior years is the
chairman of his major department (or a member of the department
designated by the chairman) whose approval he must secure for his
choice of courses each semester.
The faculty may award the bachelor’s degree with Distinction to
students who have done distinguished work in the Course program
and have achieved the grade average established for this degree.
HONORS PROGRAM FOR JUNIORS AND SENIORS
The Honors Program, initiated in 1922 by President Frank Aydelotte and modified most recently in 1968, is a distinctive part of
Swarthmore’s educational life. It seeks to free from the limitations
of classroom routine those students whose maturity, commitment, and
capacity suit them for independent work. While the program is de­
signedly flexible and responsive to new needs, it has been character­
ized from the beginning by three basic elements, which taken together
may be said to be the essence of the system.
(1) Honors work involves a concentration of the student’s atten­
tion during his last two years upon a limited field of studies. He nor­
mally pursues only two subjects during a semester, thereby avoiding
fragmentation of interest. The content of the subject matter field is
correspondingly broader and deeper, permitting a wide range of read­
ing and investigation and demanding of the student correlations of an
independent and searching nature.
(2) Honors work frees the student from periodic examinations,
since his thinking is under continual scrutiny by his classmates and
62

E D U C A T I O N A L PROGRAM

instructors. By this program he undertakes to prepare himself to take
examinations in six subjects at the close of his senior year. In these
he is expected to demonstrate his competence in a field of knowledge
rather than simply his mastery of those facts and interpretations which
his instructor has seen fit to present. These examinations, consisting
of a three-hour paper in each field, are set by examiners from other
institutions who read the papers and then come to the campus to
conduct an oral examination of each student, in order to clarify and
enlarge the basis of their judgment of his command of his material.
(3)
Honors work is customarily carried on in seminars or small
classes or in independent projects which may lead to an Honors
paper or thesis. Seminars meet once a week, in many cases in the
home of the instructor, for sessions lasting three hours or more. The
exact technique of the seminar varies with the subject matter, but its
essence is a cooperative search for truth, whether it be by papers,
discussion, or laboratory experiment. Each student has an equal
responsibility for the assimilation of the whole of the material and is
correspondingly searching in his scrutiny of ideas presented by his
fellows or by his instructor. The student is expected to devote half of
his working time during a semester to each seminar or course taken
in preparation for an Honors paper or examination. No student is
permitted under ordinary circumstances to take more than six semi­
nars. He may take fewer than six, since he may prepare in other ways
for his Honors examinations.
In practice three avenues toward an Honors degree are open:
(1) The normal program of Honors work consists of six subjects
studied during the last two years in preparation for papers i.e., exami­
nations, given by the visiting examiners at the close of the senior year.
The usual pattern is four papers in the major department and two in
a minor department, but other combinations of major and minor fields
are possible. No student is allowed more than four papers in his
major; in those cases where he offers three subjects in each of two
fields, one of them is designated as his major. While there is a
general belief that two papers in a minor field are desirable because
of the mutual reinforcement they provide, there are by custom cer­
tain subjects which are allowed to stand alone. Thus there is a con­
siderable flexibility in Honors programs, each being subject to the
scrutiny of the departments and divisions in which the work is done.
(2) Students who have a special reason to study for one or two
semesters abroad or in another American institution must take the
63

E D U C A T I O N A L PRO GRAM

normal number of examinations. Such programs must be worked out
in advance, since it may not be possible to provide special visiting
examiners for work offered elsewhere and since instruction in some
fields of the student’s choice may not be available in the other institu­
tion. In general the student following this avenue to an Honors degree
should weigh carefully the advantage of working independently or
under tutorial guidance against the loss he incurs by missing both the
stimulus and the criticism provided by his fellows in seminar.
•
(3)
Students who at the end of the sophomore year did not elect
or were not permitted to read for Honors, but whose work has subsequendy shown distinction, may be encouraged to enter the Honors
program as late as the middle of the senior year. They shall receive
no remission of the number of examinations by reason of their prep­
aration in Course but shall be subject to the regulations governing
Honors programs of the division concerned. Such students must peti­
tion the division for permission to take the Honors examinations and
must submit an acceptable list of examinations which they are pre­
pared to take.
A candidate for admission to Honors should consult the chairmen
of his prospective major and minor departments during the second
semester of his sophomore year and work out a program for the junior
and senior years. This proposed program must be filed in the office
of the Registrar who will forward it to the divisions concerned. The
acceptance of the candidate by the divisions depends in part upon
the quality of his previous work as indicated by the grades he has
received but mainly upon his apparent capacity for assuming the
responsibility of Honors work. The major department is responsible
for the original plan of work and for keeping in touch with the
candidate’s progress from semester to semester. The division is re­
sponsible for approval of the original program and of any later
changes in that program.
At the end of the junior year Honors students are required to take
the Honors examinations set at that time for the fields they have stud­
ied. These trial papers are read, however, by their instructors, not by
the visiting examiners. On the basis of the showing made in these
examinations, the student may be advised or required to drop out of
Honors, or he may be warned that he continues in Honors at his own
risk. Those students who move to the Course program under these
circumstances or for other reasons will receive grades for the work
they have done while reading for Honors, but in no case without
taking examinations over the field covered.
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E D U C A T I O N A L PROGRAM

At the end of the senior year the reading of the examinations and
the decision of the degree of Honors to be awarded the candidates is
entirely in the hands of the visiting examiners. Upon their recom­
mendation, successful candidates are awarded the Bachelor’s Degree
with Honors, with High Honors, or with Highest Honors. When the
work of a candidate does not in the opinion of the examiners merit
Honors of any grade, his papers are returned to his instructors, who
decide, under rules of the Faculty, whether he shall be given a degree
in Course.
E X C E P T IO N S TO T H E FO U R
Y E A R PR O G R A M
Although the normal period of uninterrupted work toward the
Bachelor of Arts and Bachelor of Science degrees is four years, gradu­
ation in three years is freely permitted when a student can take advan­
tage of Advanced Placement credits, perhaps combining them with
extra work by special permission. When personal circumstances war­
rant a student may lengthen the continuous route to graduation to five
years by carrying fewer courses than the norm of four during some or
all of his college career: this may occasionally be appropriate for stu­
dents who enter Swarthmore lacking some elements of the usual prep­
aration for college or who, for other reasons, wish to free time for
activities relating to their curricular work although not done for aca­
demic credit. Such five-year programs are possible in Music and Studio
Arts for students who are taking some instruction off campus or who
wish to pursue studio or instrumental work without full credit but
with instruction and critical supervision; but such programs in the arts
are possible only on application to and selection by the department
concerned based on exceptional accomplishment or promise. In all
cases where it is proposed to reduce academic credit and lengthen the
period before graduation the College looks particularly to personal
circumstances and to careful advising and necessarily charges the
regular annual tuition (see the provisions for overloads, p. 27). Full­
time leaves of absence for a semester or a year or more are freely
permitted and in some cases encouraged, subject also to careful plan­
ning and academic advising.
N O R M A L C O U R SE LOAD
Although normal progress toward the degree of Bachelor of Arts or
Bachelor of Science is made by eight semesters’ work of four courses
or the equivalent each semester, students may and frequently do vary
65

E D U C A T I O N A L PRO GRAM

this by programs of five courses or three courses if it is desirable for
them to do so. The object of progress toward the degree is not pri­
marily the accumulation of 32 credits, however, and it is not College
policy to permit programs of fewer than three courses. Programs of
more than five courses or fewer than four courses require special
permission (see p. 27 on tuition and p. 78 on registration).
FO R M A TS O F IN S T R U C T IO N
While classes and seminars are the normal curricular formats at
Swarthmore, faculty regulations encourage other modes as well. These
include various forms of individual study, student-run courses, and a
limited amount of “practical” or off-campus work. The rationale and
details of these methods are set out in Critique of a College (1967).
The principal forms of individual work are attachments, directed
reading, and tutorials. The faculty regulation on attachments provides
that a student may attach to an existing course, with permission of the
instructor, a project of additional reading, research, and writing. If
this attachment is taken concurrently with the course it is normally
done for half credit. If it is taken in a later semester (preferably the
semester immediately following) it may be done for either half or full
credit. This kind of work can be done on either a small-group or
individual basis. It is not possible in all courses, but it is in most,
including some introductory courses. For freshmen and sophomores
it is a way of developing capacities for independent work, and for
Honors students it is an alternative to seminars as a preparation for
papers; but all students are encouraged to consider it as a way of
achieving greater concentration on certain subjects and varying the
standard credit formula. Students who decide before the middle of
the semester to do a half-credit attachment may commonly, with per­
mission, drop a regular course and carry three and a half credits in
that term to be balanced by four and a half credits in another term.
Students may do as many as two attachments each year.
Directed reading and tutorials are similar; but the faculty role in
the former is more bibliographical than pedagogical, and, because they
require somewhat less faculty time, opportunities for directed reading
are more frequent in most departments than are opportunities for
tutorials. In both cases substantial written work and/or written exam­
inations are considered appropriate, and it is generally desirable that
the work be more specialized or more sharply focussed than is usually
the case in courses or seminars; the work may range from a course of
reading to a specific research project. Such work is available primarily
66

E D U C A T I O N A L PROGRAM

to juniors and seniors in accordance with their curricular interests and
as faculty time permits.
The faculty regulation on student-run courses permits “a group of
students to propose a topic to an instructor for half or single credit and
to run their own course with a reading list approved by the instructor
and a final examination or equivalent administered by him, but nor­
mally with no further involvement of faculty.” In organizing such a
course students obtain provisional approval and agreement to serve as
course supervisor from a faculty member by December 1st (for the
spring term) or May 1st (for the fall term) on the basis of an initial
memorandum emphasizing the principal subject matter to be studied,
the questions to be asked about it, the methods of investigation, and
providing a preliminary bibliography. The course is then registered
by its organizers with the Provost, who has administrative supervi­
sion of such work, and who may waive the foregoing deadlines to
recognize problems in the organization of such courses. The course
supervisor consults his .department and any other departments con­
cerned (and the Curriculum Committee in the case of an inter­
departmental course). He also reviews the course outline and bib­
liography and qualifications and general eligibility of students pro­
posing to participate in the course. On departmental (or Curriculum
Committee) approval the course supervisor’s final approval is due
ten days before the term begins, following which a revised reading
list and class list are given to the Librarian and the course title and
class list are filed with the Registrar. At the end of the course the
supervisor evaluates and grades the students’ work or arranges for an
outside examiner to do so.
Student-run courses may vary in format and content. In particular,
they may be provisionally proposed for half credit to run in the first
half of the semester, and, at mid-term, may be either concluded or,
if the participants and course supervisor find the work profitable,
continued for the balance of the term for full credit. Alternatively,
student-run courses may be started after the beginning of the semester
(up to mid-semester) for half credit and then be continued, on the
same basis, into the following term. Or they may be taken for half
credit over a full term. The role of the course supervisor may exceed
that in planning and evaluation outlined above and extend to occa­
sional or regular participation. The only essentials, and the purpose
of the procedures, are sufficient planning and organization of the
course to facilitate focus and penetration. The course planning and
organization, both analytical and bibliographical, are also regarded
67

E D U C A T I O N A L P ROGRAM

as important ends in themselves, to be emphasized in the review of
proposals before approval. Up to four of the 32 credits required for
graduation may be taken in student-run courses.
Finally, as to applied or practical work, the College may under
faculty regulations grant up to one course credit for practical work,
which may be done off campus, when it can be shown to lend itself to
intellectual analysis and is likely to contribute to a student’s progress
in regular course work, and subject to four conditions: (1) agreement
of an instructor to supervise the project; (2) permission of the Cur­
riculum Committee obtained before the applied or practical work is
undertaken; (3) a basis for the project in some prior course work;
and (4) normally, the examination of pertinent literature and pro­
duction of a written report as parts of the project. This option is
intended to apply to work in which direct experience of the offcampus world or responsible applications of academic l e a r n i n g or
imaginative aspects of the practice of an art are the primary elements.
Because such work is likely to bear a loose relation to organized in­
struction and the regular curriculum the College limits academic
credit for it while recognizing its special importance for some stu­
dents’ programs.
IN T E R D IS C IP L IN A R Y WORK
The requirements of the major typically leave room for significant
flexibility in students’ programs, both within and outside the major.
This may be used to pursue a variety of interests and to emphasize
intellectual diversity; it may also be used for the practical integration
of individual programs around interests or principles supplementing
the major. Except for International Relations, Mediaeval Studies, Lit­
erature, and the Linguistics-Psychology major, the College does not
offer inter-departmental majors or, except for Black Studio's, formal
interdisciplinary programs short of the major. The programs in
Education and in Linguistics have departmental status as to staff,
although students do not major in them. It should be recognized that
some departments are themselves rather interdisciplinary in nature;
that a considerable number of courses are cross-listed between depart­
ments; that each year some courses are taught jointly by members of
two or more departments; that departments commonly recommend or
require supporting work for their major in other departments; and
that students can organize their work into personally selected concen­
trations in addition to or as extensions of their majors, particularly
in Special Majors. One such concentration is formally provided in
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E D U C A T I O N A L PROGRAM

the Black Studies program (see page 101). Many other opportunities
exist informally—e.g., in comparative literature, in African studies,
in American studies, in Religion and Sociology-Anthropology, in Engi­
neering and Social Sciences, or in Biology and Chemistry. Students
are encouraged to seek the advice of faculty members on such possi­
bilities with respect to their particular interests. In some cases fac­
ulty members of several departments have planned and scheduled
their course offerings with some consultation so as to afford a de facto
concentration m addition to the major, and students may wish to
know and take advantage of these cases of overlapping faculty inter­
ests. The following listings, which may be expected to change from
year to year, reflect currently organized opportunities, although some
other possibilities are mentioned with the listings of departmental
•programs later in the catalogue.
A SIA N STU D IE S
Students who wish to undertake work at Swarthmore in Asian
studies should be aware of the course and seminar offerings pertaining
to Asia in a number of departments. The opportunity exists to develop
coordinated programs of study of an interdisciplinary nature drawing
on Asian materials, in conjunction with a standard department major.
Students who wish to explore these possibilities are invited to discuss
the matter with Mr. Piker (Sociology-Anthropology), Mr. Swearer
(Religion), or Mr. Lieberthal (Political Science).
Courses and seminars dealing primarily or exclusively with Asian
materials:
Department of Art
51. Far Eastern Art (Mr. Rhys)
Department of History
9. Chinese Civilization (Miss Li)
44. Modern China(Miss Li)
45. Modern Japan (Miss Li)
47. Topics in East Asian History (Miss Li)
48. Topics on Modern China (Miss Li and Mr. Lieberthal)
(Cross-Listed as Political Science 48)
144. Modern East Asia (Miss Li)
Department of Political Science
19. Comparative Communist Politics (Mr. Lieberthal)
20. Politics of China (Mr. Lieberthal)
69

E D U C A T I O N A L PROGRAM

48.
107.

Topics on Modem China (Miss Li and Mr. Lieberthal)
(Cross-listed as History 48)
Comparative Communist Politics (Mr. Lieberthal)

Department of Religion
6. Patterns of Asian Religions (Mr. Swearer)
24. Hinduism and Indian Culture (Miss Robinson)
25. Buddhism, the Quest for Nirvana (Mr. Swearer)
26. Indian Religious Texts (Mr. Swearer)
27. Religion in Central and East Asia (Mr. Swearer)
35. South Asian Civilization (Miss Robinson and Mr. Brow)
(Cross-listed as Sociology-Anthropology 35)
108. Devotional Religion in India: Hinduism and Islam
(Miss Robinson)
109. Religion in Southeast Asia (Mr. Swearer)
111. Types of Religious Philosophy in Asia (Miss Robinson and
Mr. Swearer)
Department of Sociology and Anthropology
35. South Asian Civilization (Miss Robinson and Mr. Brow)
(Cross-listed as Religion 35)
41. Theravada Buddhism: A Social History (Mr. Piker)
Courses and seminars which include Asian materials:
Department of Economics
11. Economic Development (Mr. Ooms)
70. The Political Economy of Communist Systems (Mr. Lieber­
thal and Mr. Pryor) (Cross-listed as Political Science 70)
109. Economic Development (Mr. Ooms)
Department of History
43. Expansion of Europe (Mr. Wright)
Department of Political Science
3. Comparative Politics (staff)
70. The Political Economy of Communist Systems (Mr. Lieber­
thal and Mr. Pryor) (Cross-listed as Economics 70)
109. Political Development (Mr. Jalloh)
Department of Religion
7. Primitive Religions (Miss Robinson)
28. Mysticism East and West (Mr. Swearer)
30. Myth and Ritual (Miss Robinson)
44. Asian Religions in America (Mr. Swearer)
45. Monasticism East and West (Mr. Henry and Mr. Swearer)
70

E D U C A T I O N A L P ROGRAM

110.

Cult and Symbol: Goddess Cults (Miss Robinson)

Department of Sociology and Anthropology
23. Myth, Ritual and Social Structure (Mr. Brow)
64. Economic Anthropology (Mr. Brow.)
101. Economic Anthropology (Mr. Brow)
102. Myth, Ritual and Social Structure (Mr. Brow)
107. Sociology of Religion (Mr. Piker)
PUBLIC POLICY ANALYSIS AND EVALUATION
Course work in this program uses methods of description, analysis,
and evaluation from economics, engineering, mathematics and sta­
tistics, political science, sociology, and other disciplines. The pro­
gram focuses on substantive fields of policy in such aspects as the
identification and definition of a problem; recognition of systematic
or casual factors in its context; methods of analysis; objectives;
feasibility of proposed solutions; and equity, effectiveness, and effi­
ciency of solutions. Problems for consideration are drawn mainly
from three areas of public policy; the urban complex; health, welfare,
and education; and the environment. The role of administrative or­
ganization and of governmental bodies at the local, state, and federal
levels is included as a subject of analysis, as is the normative issue
of social, legal, and political theory. Interested students should con­
sult Professor Gilbert (Political Science).
H E A L T H S C IE N C E A D V ISIN G PR O G R A M
The function of the health science advising program is twofold:
to advise students interested in a career in the health sciences, and
to prepare a letter of recommendation for professional schools to
which the student may apply. The letter is based on faculty evaluation
forms the student submits to faculty members, the student’s academic
record, and nonacademic activities.
Students intending to enter a career in the health sciences, espe­
cially those applying to medical or dental schools, should plan their
academic programs carefully to meet the necessary requirements, as
well as the general College requirements. The following courses are
among the minimum requirements for students entering medical or
dental schools: Biology 1, 2; Chemistry 1, 2 or 11, 12; Chemistry
28, 29; Physics 1, 2, or 3, 4; Math 3, 4 or 5, 6; and English Litera­
ture, 2 semester courses. Some schools have foreign language re­
quirements. In addition to the minimal requirements, many medical
71

E D U C A T I O N A L PRO GRAM

schools recommend the following courses: Cell Biology, Develop­
mental Biology, and Genetics. However, the student should bear in
mind that requirements change and should remain in touch with those
professional schools in which he or she is interested. The work of the
junior and senior years may be completed in either the Course or the
Honors Program, and in any major department of the student’s
choice. However, professional schools in the health sciences generally
require a demonstrated proficiency in the basic sciences.
Basic information on the specific requirements of the various med­
ical and dental schools can be found in the following publications,
which are available in the college bookstore or the office of the
Health Science Advisor:
Medical School A dmission Requirements
Admission Requirements of American Dental Schools
The Health Science Advisor, Douglas C. Thompson, meets reg­
ularly with the freshmen, sophomores, juniors, and seniors interested
in medicine. Further information on requirements and opportunities
can be obtained from the Health Science Advisor, but it is important
to remember that it is the student’s responsibility to make his inten­
tions known to the advisor at the earliest possible date.
Swarthmore College participates in two experimental early de­
cision programs with the Bowman Gray School of Medicine of Wake
Forest University and The Cornell University Medical College. Each
year a small number of highly qualified sophomores are selected and
offered a place in one of these medical schools upon completion of
their four years of undergraduate education at Swarthmore. These
students are selected jointly by the Swarthmore Health Science Ad­
visory committee and the Admission Committees of the medical
schools. Early acceptance permits a student to experiment with his
curriculum during his last two years, and to take both more de­
manding and more diverse courses than he might choose with the
difficult problem of medical school admission still unresolved.
C R E A T IV E A R TS
Work in the creative arts is available both in the curriculum of
certain departments and on an extra-curricular basis. Interested stu­
dents should consult the departmental statements in Art, English
Literature, and Music. A total of not more than four courses in the
creative arts may be counted toward the degree of Bachelor of Arts.
72

E D U C A T I O N A L P ROGRAM

C O O P E R A T IO N W ITH N E IG H B O R IN G
IN S T IT U T IO N S
With the approval of their faculty advisor and the Associate Pro­
vost, students may take courses offered by Bryn Mawr or Haverford
College or the University of Pennsylvania without the payment of
extra tuition. This arrangement does not apply to the summer session
of the University of Pennsylvania.
Advanced students in the physical sciences and engineering may
benefit from the Bartol Research Foundation, located on the campus,
which offers a graduate program. (See page 13.)
STU D E N T E X C H A N G E PR O G R A M S
To provide variety and a broadened outlook for interested
students, the College has student exchange arrangements with
Middlebury College, Pomona College, Rice University, and Tufts
University. Selection is made by a committee of the home institution
from among applicants who will be sophomores or juniors at the
time of the exchange. With each institution there is a limited and
matched number of exchangees. Students settle financially with the
home institution, thus retaining during the exchange any financial
aid for which they are eligible. Exchange arrangements do not permit
transfer of participants to the institution with which the exchange
takes place.
E D U C A T IO N ABROA D
The College recognizes the general educational value of travel and
study abroad and cooperates as far as possible in enabling interested
students to take advantage of such opportunities. It distinguishes,
however, between those foreign study plans which may be taken for
credit as part of a Swarthmore educational program, and those which
must be regarded as supplementary. To be acceptable for credit, for­
eign study must meet Swarthmore academic standards, and must form
a coherent part of the student’s four-year plan of study. The Honors
Program in particular demands a concentration of study which is
not easily adapted to the very different educational systems of foreign
universities. Therefore, while some of the approved programs listed
below may normally be taken as substitutes for a semester or a year
of work at Swarthmore, each case is judged individually, and the
College may withhold its approval of a particular program, or may
insist that the program be carried out as an extra college year.
73

E D U C A T I O N A L PROGRAM

Plans for study abroad must be approved in advance by the Asso­
ciate Provost and Registrar and by the chairmen of departments con­
cerned, if credit is to be given for courses taken, and students may be
asked to take examinations upon their return to the College.
1. The Swarthmore Program in Grenoble, France, inaugurated in
the fall of 1972. Students entering this program spend either one or
two semesters at the University of Grenoble, where their course of
study is the equivalent of one or two semesters at Swarthmore. This
program, under the auspices of the Department of Modern Lan­
guages, is open to students from any department, but especially those
in the humanities and social sciences. Should there be places avail­
able, students from other neighboring institutions will be accepted.
The number of participants is limited to twenty.
Students are integrated into the academic life at the University of
Grenoble through regular courses when their language competence
allows or through special courses for foreign students. Individual
programs are arranged to suit the needs and competencies of stu­
dents, and the preparation of Honors papers is possible in certain
fields. The program is designed primarily for juniors and second
semester sophomores, but in special cases a few seniors can be
accommodated.
A Swarthmore College faculty member acts as resident Director.
The Director supervises the academic program apd the living ar­
rangements of the students, and advises on all educational or per­
sonal problems. There is also a co-ordinator of the program at
Swarthmore who handles such matters as admissions (in consultation
with the Deans), financial aid, negotiations with departments within
the College and with neighboring institutions whose students are in
the program. Applications for the fall semester must be submitted
by March 15 and for the spring semester by November 15.
2. Other Established Programs. Students who wish to study abroad
under formal academic conditions but whose needs would not be met
by the Swarthmore program in Grenoble may apply to one of the
programs administered by other American colleges and universities;
for example, those of Hamilton College, Smith College, or Sweet Briar
College. These are full-year programs of study at foreign universities,
under the supervision of American college personnel. Interested stu­
dents should consult the Associate Provost.
3. Black Studies Exchange Program. As part of the Program in
Black Studies (see p. 101) an exchange program has been arranged

74

E D U C A T I O N A L PR OG RA M

with the University of the West Indies. The program is available to
a limited number of participants.
4. Direct Enrollment. Application may also be made directly to
foreign institutions for admission as a special student. This should be
done only after consultation with the Associate Provost and the ap­
propriate department head, and care must be taken to assure in ad­
vance that courses taken abroad will be acceptable for Swarthmore
credit. Most foreign universities severely limit the number of students
they accept for short periods, however, and anyone who applies for
admission directly must be prepared to be refused.
5. University of Keele. For a number of years Swarthmore College
and the University of Keele, Staffordshire, England, have had a stu­
dent Exchange each year. A student from Swarthmore is selected for
study at Keele by a committee which interviews the applicants. The
year at Keele may take the place of the junior year at Swarthmore,
though it is often taken as an extra year.
6. Peaslee Scholarships. These scholarships, the gift of Amos
Peaslee (Class of ’07), were instituted in 1953 and are normally
awarded each year, preferably to sophomores and juniors, for lan­
guage study abroad. The scholarships are for a minimum of one
semester plus a summer; course credit is given for the work done
upon approval of the department concerned.
7. Intercollegiate Center for Classical Studies, Rome. See an­
nouncement of Classics Department, p. 107.

75

F A C U L T Y R E G U L A T IO N S
A T T E N D A N C E AT CLASSES
• Registration to take a course for credit implies regular attendance
at classes, unless a student specifically elects to obtain credit in a
course without attending classes. The conditions for exercising this
option are set forth below. With this exception, students are respon­
sible for regular attendance. Faculty members will report to the
Deans the name of any student whose repeated absence is in their
opinion impairing the student’s work. The number of cuts allowed in
a given course is not specified, a fact which places a heavy responsi­
bility on all students to make sure that their work is not suffering as a
result of absences. Since freshmen must exercise particular care in
this respect, and since the Faculty recognizes its greater responsibility
toward freshmen in the matter of class attendance, it is expected that
freshmen, especially, will attend all classes.
When illness necessitates absence from classes, the student should
report at once to the nurses or to the college physician.
A student may obtain credit for a course without attending class
meetings by reading the material prescribed by a syllabus and taking
a final examination, under the following conditions:
1) The student must signify his intent to do so at the time of regis­
tration, having obtained the instructor’s approval in advance.
2) If after such registration the student wishes to change his status
and attend classes normally, he must again obtain the instructor’s
approval.
3) The student may be required to perform such work, in addi­
tion to the final examination, as the instructor deems necessary for
adequate evaluation of his performance.
4) The final grade will be recorded by the Registrar exactly as if
the student had attended classes normally.
76

FACULTY REGULATIONS

G RA D ES
Instructors report to the Associate Provost and Registrar’s office
at intervals during the year upon the work of students in courses.
Informal reports during the semester take the form of comments on
unsatisfactory work. At the end of each semester formal grades are
given in each course under the letter system, by which A means ex­
cellent work, B good work, C satisfactory work, D passing but below
the average required for graduation, and NC (no credit) for uncom­
pleted or unsatisfactory work. Letter grades are qualified by pluses
and minuses. W signifies that the student has been permitted to
withdraw from the course by the Committee on Academic Require­
ments. X designates a condition; this means that a student has done
unsatisfactory work in the first half of a year course, but by credit­
able work during the second half may earn a passing grade for the
full course and thereby remove his condition. R is used to designate
an auditor or to indicate cases in which the work of a foreign stud­
ent cannot be evaluated because of deficiencies in English.
Inc. means that a student’s work is incomplete with respect to spe­
cific assignments or examinations. The Faculty has voted that a stu­
dent’s final grade in a course should incorporate a zero for any part of
the course not completed by the date of the final examination, or the
end of the examination period. However, if circumstances beyond the
student’s control preclude the completion of all work by this date,
a grade of Incomplete (Inc.) may be assigned with the permission
of the Registrar. In such cases incomplete work must normally be
made up and graded and the final grade recorded within five weeks
after the start of the following term. Except by special permission
of the Registrar (on consultation with the Committee on Academic
Requirements) all grades of Inc. still outstanding after that date will
be replaced on the student’s permanent record by NC (no credit).
Waiver of this provision by special permission shall in no case extend
beyond one year from the time the Inc. grade was incurred.
The only grades recorded on students’ records for courses taken
during their first semester of the freshman year are CR (credit) and
NC (no credit). In the balance of their work at Swarthmore, stu­
dents may select up to four courses for Credit/No Credit by inform­
ing the Registrar’s Office at registration time or within the first two
weeks of the term in which the course is taken. For freshmen and
sophomores credit will be recorded for work that would earn a
grade of D or higher; for juniors and seniors the minimum equivalent
letter grade for credit will be C. Instructors are asked to provide
77

FACULTY REGULATIONS

the student and his faculty advisor with evaluation of the student’s
Credit/No Credit work. The evaluation may be either a letter-grade
equivalent, or a comment. Such evaluations are not a part of the
student’s grade record.
Reports of grades are sent to students at the end of each semester.
They are not routinely sent to parents or guardians, but such informa­
tion may be released at the discretion of the Deans or Associate
Provost when parents request it.
A C average is required in the courses counted for graduation.
R E G IS T R A T IO N
All students are required to register at the time specified in official
announcements and to file programs of courses or seminars approved
by their course advisors. Fines are imposed for late or incomplete
registration.
A regular student is expected to take the prescribed number of
courses in each semester. If more than five or fewer than four courses
seem desirable, he should consult his course advisor and file a peti­
tion with the Committee on Academic Requirements.
Applications involving the late entrance into a course must be
received within the first two weeks of the semester. Applications
involving withdrawal from a course must be received not later than
the middle of the semester.
A deposit of $50 is required of all returning students prior to their
registration, during the spring semester, for the semester which begins
the following fall. This deposit is applied to charges for that fall
semester, and will be refunded if the student withdraws from College
prior to July 15.
S T U D E N T LE A V ES O F A B SEN C E
Student leaves of absence are freely permitted provided the request
for leave is received by the date of registration and the student is in
good standing. If a student has not registered and has not arranged
for a leave of absence for the subsequent semester, it is assumed that
he or she is withdrawing. Such students must apply to the Deans for
re-admission in order to return to College after an interval. The pur­
pose of this policy is to assist the College in planning its enrollments.
E X A M IN A T IO N S
Any student who is absent from an examination, announcement of
which was made in advance, shall be given an examination at another
78

F A C U L T Y R E G U L A T I ON S

hour only by special arrangement with the instructor in charge of the
course.
No examination in absentia shall be permitted. This rule shall be
interpreted to mean that instructors shall give examinations only at
the College and under direct departmental supervision.
SU M M ER SC H O O L W ORK
Students desiring to receive Swarthmore College credit for work
at a summer school are required to obtain the approval of the chair­
man of the Swarthmore department concerned before doing the
work. Prior approval is not automatic: it depends upon adequate
information about the content and instruction of the work to be
undertaken. Validation of the work for credit depends upon evalu-<
ation of the materials of the course including syllabus, reading lists,
written papers, and examinations, by the Swarthmore department
concerned after the work has been done. Validation may include an
examination, written or oral, administered at Swarthmore. An
official transcript from the summer school must be presented to the
Office of the Registrar before the work can be validated for credit.
One course credit at Swarthmore is regarded as equivalent to 4
semester hours.
P H Y S IC A L ED U C A T IO N
Physical education is required of all women and non-veteran men
in the freshman and sophomore years, unless an excuse is granted by
the college physician. Three periods per week are normally required,
but exemption is possible after any quarter (half-semester) provided
that certain minimum requirements are met. (See the departmental
statements of the departments of Physical Education for Men and
Women.) Students who have not fulfilled their Physical Education
requirement will not be allowed to enter their senior year.
A C A D E M IC H O N E S T Y
Members of an academic community have an unequivocal respon­
sibility to present as the result of their, own work only that which is
truly theirs. Cheating, whether in examinations or by plagiarizing the
work of others, is a most serious offense, and one which strikes at the
foundations of academic life.
The responsibility of the Faculty in this area is three-fold: to ex­
plain the nature of the problem to those they teach, to minimize
79

FACULTY REGULATIONS

temptation and to report any case of cheating to the Deans for
action by the College Judiciary Committee.
The College Judiciary Committee will consider the case, determine
guilt, and recommend a penalty to the President. The order of mag­
nitude of the penalty should reflect the seriousness of the transgres­
sion. It is the opinion of the Faculty that for the first offense failure in
the course and, as appropriate, suspension for a semester or depriva­
tion of the degree in that year is not unsuitable; for a second offense
the penalty should normally be expulsion.
E X C L U S IO N FR O M C O L L E G E
The College reserves the right to exclude at any time students
whose academic standing it regards as unsatisfactory, and without
assigning any further reason therefor; and neither the College nor
any of its officers shall be under any liability whatsoever for such
exclusion.

80

D E G R E E R E Q U IR E M E N T S
BACHELOR OF ARTS AND BACHELOR OF SCIENCE
The degree of Bachelor of Arts or Bachelor of Science is con­
ferred upon students who have met the following requirements for
graduation. The candidate must have:
1. Completed thirty-two courses or their equivalent.
2. An average grade of C on the courses counted for graduation.
3. Complied with the distribution requirements and have com­
pleted at least twenty courses outside his or her major. (See page
59.)
4. Met the requirements in the major and supporting fields during
the last two years.
5. Passed satisfactorily the comprehensive examinations in his
or her major field, or met the standards set by visiting examiners
for a degree with Honors.
6. Completed four semesters of study at Swarthmore College, two
of which have been those of the senior year.
7. Completed the physical education requirement set forth on
page 79 and in statements of the Physical Education Departments.
8. Paid all outstanding bills and returned all equipment and
library books.
MASTER OF ARTS AND MASTER OF SCIENCE
The degree of Master of Arts or Master of Science may be con­
ferred subject to the following requirements:
Only students who have completed the work for the Bachelor’s
degree with some distinction, either at Swarthmore or at another
institution of satisfactory standing, shall be admitted as candidates
for the Master’s degree at Swarthmore.
The candidate’s record and a detailed program setting forth the
aim of the work to be pursued shall be submitted, with a recommen­
dation from the department or departments concerned, to the Com­
mittee on the Master’s Degree. If accepted by the Committee, the can­
didate’s name shall be reported to the faculty at or before the first
faculty meeting of the year in which the candidate is to begin his work.
81

D E G R E E R E Q U IR E M E N T S

The requirements for the Master’s degree shall include the equiva­
lent of a full year’s work of graduate character. This work may be
done in courses, seminars, reading courses, regular conferences with
members of the faculty, or research. The work may be done in one
department or in two related departments.
A candidate for the Master’s degree shall be required to pass an
examination conducted by the department or departments in which
his work was done. He shall be examined by outside examiners, pro­
vided that where this procedure is not practicable, exceptions may be
made by the Committee on the Master’s Degree. The department or
departments concerned, on the basis of the reports of the outside ex­
aminers, together with the reports of the student’s resident instructors,
shall make recommendations to the faculty for the award of the
degree.
At the option of the department or departments concerned, a thesis
may be required as part of the work for the degree.
A candidate for the Master’s degree will be expected to show be­
fore admission to candidacy a competence in those languages deemed
by his department or departments most essential for his field of re­
search. Detailed language requirements will be indicated in the an­
nouncements of departments which admit candidates for the degree.
The tuition fee for graduate students who are candidates for the
Master’s degree is $2,870 per year, and the general fee for these stu­
dents is $25 per semester.
A D V A N C E D E N G IN E E R IN G D E G R E E S
The advanced degrees of Mechanical Engineer (M .E.), Electrical
Engineer (E.E.), and Civil Engineer (C.E.), may be obtained by
graduates who have received their Bachelor’s degree in Engineering
upon fulfilling the requirements given below:
1. The candidate must have been engaged in engineering work for
five years since receiving his first degree.
2. He must have charge of engineering work and must be in a
position of responsibility and trust at the time of application.
3. He must make application and submit an outline of the thesis he
expects to present, one full year before the advanced degree is to be
conferred.
4. The thesis must be submitted for approval one calendar month
before the time of granting the degree.
5. Every candidate shall pay a registration fee of $5 and an addi­
tional fee of $20 when the degree is conferred.
82

A W A R D S A N D P R IZ E S
The Ivy Award Fund was created by a gift from Owen Moon, ’94.
The income of the fund is placed in the hands of the faculty for
award on Commencement Day to a male member of the graduating
class. The qualifications for the Ivy Award are similar to those for
the Rhodes Scholarships and include (a) qualities of manhood, force
of character, and leadership; (b) literary and scholastic ability and
attainments. These have been phrased by the donor in the words
“leadership based upon character and scholarship.”
The Oak Leaf Award was established by David Dwight Rowlands
of the Class of 1909. It was later permanently endowed in memory
of him by Hazel C. Rowlands, ’07, and Caroline A. Lukens, ’98. The
award is made by the faculty each year to the woman member of the
Senior Class who is outstanding for loyalty, scholarship and service.
The Flack Achievement Award, presented by the Flack Foundation,
one of whose founders is Hertha Eisenmenger Flack of the Class of
1938, is to be made to a deserving student who, during the first two
years at Swarthmore College, has demonstrated a good record of
achievements in both academic and extracurricular activities while
showing leadership potential as a constructive member of the College.
The donor hopes these awards will go to students of demonstrated
achievement and high potential and who are dedicated to the basic
principles of American democracy and of academic freedom. The
awards are not related to need.
The Scott Award at Swarthmore. A scholarship established by the
Scott Paper Co. of Chester, Pa., in honor of its former president,
Arthur Hoyt Scott of the Class of 1895. Given for the first time in
1953, it is awarded annually to an outstanding sophomore who plans
to enter business after graduation and who demonstrates the qualities
of scholarship, character, personality, leadership, and physical vigor.
The award provides the recipient with $2,000 for each of his last two
years in college, regardless of financial need.
The McCabe Engineering Award, founded by Thomas B. McCabe,
1915, is to be presented each year to the outstanding engineering stu­
dent in the Senior Class. The recipient is chosen by a committee of
the faculty of the department of Engineering.
The Phi Beta Kappa Prize is awarded by the Swarthmore Chapter
to the member of the junior class who had the best academic record
for the first two years. The value of the prize is $40.
83

A W A R D S A N D PRIZES

The Brand Blanshard Prize, honoring Brand Blanshard, professor
of philosophy at Swarthmore from 1925 to 1945, has been established
by David H. Scull, of the Class of 1936. The award'of $100 is pre­
sented annually to the student who, in the opinion of the department,
submits the best essay on any philosophical topic.
The A. Edward Newton Library Prize of $50, endowed by A. Ed­
ward Newton, to make permanent the Library Prize first established
by W. W. Thayer, is awarded annually to that undergraduate who,
in the opinion of the Committee of Award, shows the best and most
intelligently chosen collection of books upon any subject. Particular
emphasis is laid in the award not merely upon the size of the collec­
tion but also upon the skill with which the books are selected and
upon the owner’s knowledge of their subject-matter.
The Katherine B. Sicard Prize of $5, endowed by the Delta Gamma
Fraternity in memory of Katherine B. Sicard, ’34, is awarded annually
to the freshman woman who, in the opinion of the department, shows
greatest proficiency in English.
The William Plumer Potter Public Speaking Fund, established in
1927, in addition to providing funds for the collection of recorded
literature described on page 15, sponsors awards for the best student
short stories, and is a major source of funds for campus appearances
by poets and writers.
The Ella Frances Bunting Extemporary Speaking Fund and the
Owen Moon Fund provide income for a poetry reading contest as
well as funds for visiting poets and writers.
The Lois Morrell Poetry Award, given by her parents in memory
of Lois Morrell of the Class of 1946, goes to that student who, in the
o p i n i o n of the faculty, submits the best original poem in the annual
competition for the award. The award, consisting of $100, is made
in the spring of the year. All entries should be submitted by April 1.
The John Russell Hayes Poetry Prizes, of approximately $25 for a
first prize and $15 for a second prize, are offered for the best original
poem or for a translation from any language. Manuscripts should be
ready by April 1 of each year.
The Academy of American Poets has established at Swarthmore
College one of its five-year award programs. The Academy gives
$100 each year for the prize poem (or group of poems) submitted in
a competition under the direction of the Department of English Lit­
erature. The program was initiated in 1967.
84

A W A R D S A N D PRIZES

The May E. Parry Memorial Award, given by the Class of 1925 of
which she was a member, is presented each year to the senior woman
who by her loyalty, sportsmanship, and skill in athletics has made a
valuable contribution to Swarthmore College. The recipient is chosen
by the faculty of the Department of Physical Education for Women.
The Jesse H. Holmes Prize in Religion of $50, donated by
Eleanor S. Clarke of the Class of 1918 and named in honor of Jesse
Holmes, Professor of History of Religion and Philosophy at Swarth­
more from 1899 to 1934, is awarded to the student who, in the
opinion of the Department of Religion, submits the best essay on any
topic in the field of religion.

F E L L O W S H IP S
Three fellowships are awarded annually by the faculty, on recom­
mendation of the Committee on Fellowships, to seniors or graduates
of the College for the pursuit of advanced work. The proposed pro­
gram of study must have the approval of the faculty. Applications for
fellowships must be in the hands of the committee by April 15. Ap­
plicants for any one of these fellowships will be considered for the
others as well.
These three fellowships are:
The Hannah A. Leedom Fellowship of $1,800 founded by the
bequest of Hannah A. Leedom.
The Joshua Lippincott Fellowship of $2,000 founded by Howard
W. Lippincott, of the Class of 1875, in memory of his father.
The John Lockwood Memorial Fellowship of $2,000, founded by
the bequest of Lydia A. Lockwood, New York, in memory of her
brother, John Lockwood. It was the wish of the donor that the fel­
lowship be awarded to a member of the Society of Friends.
Four other fellowships are open to graduates of Swarthmore Col­
lege under the conditions described below:
The Lucretia Mott Fellowship, founded by the Somerville Literary
Society and sustained by the contribution of its life members, yields
an annual income of approximately $2,000. It is awarded each year
by a committee of the faculty to a woman graduate of that year who
is to pursue advanced study at some other institution approved by
this committee.
The Martha E. Tyson Fellowship, founded by the Somerville Lit85

FELLOWSHIPS
erary Society in 1913, is sustained by the contributions of life mem­
bers of the society and yields an income of approximately $2,000.
It is awarded each year by a committee of the faculty to a woman
senior or graduate of the. College who plans to enter elementary or
secondary school work. The recipient of the award is to pursue a
course of study in an institution approved by the Committee of
Award.
Sigma X i Research Fellowship. The Swarthmore Chapter of Sigma
Xi appoints, from time to time, as funds are available, Fellows with
research grants with a maximum value of $1,000. The holders of this
fellowship are usually associates of the chapter who have shown con­
spicuous ability in graduate studies. The purpose of the chapter in
awarding these fellowships is to relieve worthy students from teach­
ing and other distracting duties so that they may concentrate as much
as possible upon their research. Applications for these fellowships
should be made to the secretary of the chapter not later than the mid­
dle of March. Appointments will be announced about the middle of
April.

86

V

C O U R S E S O F IN S T R U C T I O N

C O U R SE S O F IN S T R U C T IO N
The course (semester course) is the unit of credit. Seminars and
colloquia are usually given for double credit, i.e., equivalent to two
courses. A few courses are given for half-course credit.
Courses are numbered as follows:
1 to 10—introductory courses
11 to 99—other courses. (Some of these courses are not open to
freshmen and sophomores.)
100 to 199—seminars for Honors students and graduate students
Year courses, the number of which are joined by a hyphen (e.g.,
1-2) must be continued for the entire year; credit is not given for the
first semester’s work only.

88

ART
HEDLEY H. RHYS, P rofessor and Chairm an
ERIC G. CARLSON, A ssociate Professor
TIMOTHY K. KITAO, A ssociate Professor
ALISON M. KETTERING, A ssistant Professor
HARRIET SHORR, A ssistant Professor
KIT-YIN TIENG SNYDER, A ssistant P rofessor (part-time) t
DANIEL BLACK, Instructor
The Department of A rt offers historical, critical, and practical instruction in
the visual arts. Courses in art history consider questions having to do with the
forms, traditions, meaning, and historical context of works of art and archi­
tecture; studio courses explore problems of methods, processes, and personal
resources which arise in the actual creation of objects in various media.
R e q u ir e m e n t s and R e c o m m e n d a t io n s

Prerequisites: A rt History 1 or 2 is the prerequisite for all other art history
courses in the department, except as otherwise noted. The prerequisite for an
advanced course covering material before the Renaissance is A rt History 1, for
all others, A rt History 2. Studio A rt 1 is the usual prerequisite for studio
courses; this prerequisite may be waived by presenting a portfolio. Majors in
course and majors and minors in Honors must take A rt History 1, A rt History
2 and a studio course. It is strongly recommended that these requirements be
fulfilled before the junior year.
Majors in Course: The program consists of at least eight courses in A rt His­
tory (including A.H. I and 2), plus a studio course, plus Senior Reading (A.H.
97) which is required for graduation. The Course major is required to take at
least one course from Group I and two courses from Group II:
Group I-: Ancient, Early Medieval and Romanesque, and Gothic Art.
Group II: Northern Renaissance, Italian Renaissance, Baroque, and Modern
Art.
Majors and Minors in Honors: Majors in Honors must prepare four papers
in the department. A minor in Honors consists of two papers. The seminars
offered in any one semester vary according to the convenience of the depart­
ment; in any semester, a course plus an attachment may be substituted for a
seminar.
Seminars: Course majors may take honors seminars with the consent of the
instructor. See Honors Seminars and Colloquia.
Language Requirements for Graduate Schools: Students are advised that
graduate work in art history requires a reading knowledge of at least German
and French.
tAbsent on leave spring semester, 1975.

89

ART

Art History
I , 2 . In tro d u c tio n to A r t H is to r y . A critical study of the nature of archi­
tecture, sculpture and painting in their historical context. First semester: An­
cient Egypt through the late Medieval period; second semester: Early Renais­
sance to the present. Two lectures and one hour conference section per week.
Each semester. Staff.
I I . D e sig n in D r a w in g and P a in tin g . The basic elements of design and their
function in drawing and painting. Types of harmony, sequence and balance
such as linear, tonal, and spatial. The methods of design and representation that
characterize the various historical styles. Practical exercises required demand
no special technical aptitude since the purpose of the course is to develop a
critical understanding of drawing and painting and not technical skill.
Fall semester. Mr. Rhys.
13 .

A n c ie n t A r t . The art and architecture of the Islands and Mainland
Greece from the Minoan-Mycenaean phases through the Hellenistic Age.
N o t offered 1974-75.
16 .

E a r ly M e d ie va l and R om anesque A r t .

A rt and architecture in the Latin

West circa 300-1200.
Fall semester. Mr. Carlson.
17. G o th ic A r t . A rt and architecture in the Latin West circa 1140-1450.
Special emphasis will be placed on developments in France.
Spring semester. Mr. Carlson.
19 . H ig h Renaissance and M a n n e ris m . A study of Italian art in the 16th
century with a special emphasis on the accomplishments of Leonardo da Vinci,
Raphael, and Michelangelo in Rome and the development of the ‘anti-classical’
style and theory of art. Consideration will be given to such problems as classi­
cism, the idea of canon in art, art as problem-solving, the nature of stylistic
changes, and the relationship between art, personality, and social pressure.
Fall semester. N o t offered 1974-75. Mr. Kitao.
20 .

N o r th e rn Renaissance A r t . A selective examination of the m ajor artists
of the 15th and 16th centuries: Jan van Eyck, Roger van der Weyden, Hugo
van der Goes, Hieronymus Bosch, Pieter Bruegel the Elder and Albrecht
Diirer.
Spring semester. Ms. Kettering.
30.

M o d e m Arc h ite c tu re . An introduction to the nature of architecture and
the functions of the architect through a study of the developments in European
and American buildings during the late 18th, the 19th and 20th centuries. The
specific influence of economic, technological and social changes upon design
and structure.
The prerequisite of A rt History 1 is waived for students in Engineering.
Spring semester. Mr. Carlson.
3 1.

M o d e m P a in tin g . Im portant stylistic developments in European painting
from the French Revolution through Matisse and Picasso: the meanings of the
various movements and their relationship to changing social and political
attitudes.
Fall semester. Mr. Rhys.
32.

A m e ric a n A r t .

90

Architecture, sculpture, and painting in North America

ART
from the Colonial Period to the present day, their connection with European
art and their significance as a reflection of American culture.
Spring semester. Mr. Rhys.
5 1 . A s ia n A r t . An introduction to the history of painting and sculpture in
Asia, especially China and Japan, from the earliest phases and origins of
pictorial art in China to new movements in the 18th and 19th centuries. Iconog­
raphy, stylistic definition, and the treatment of form, color, and space as they
differ from such concerns in Western art will receive special attention.
Spring semester. Mr. Rhys.
53. Ita lia n Renaissance Art. A study of the emergence of Renaissance art
in Florence. Consideration will be given to certain special problems, such as
humanism in art, historicism, scientific method, the narrative in art, and the
artist’s role in society. Donatello, Masaccio, and Leonardo will be given special
attention.
Fall semester. Mr. Kitao.
5 4. T h e C it y . A study of visual and physical aspects of the man-made en­
vironment. The course explores our experience and use of the city, its effect
on us, and the nature of its growth and design. It involves perception, analysis
and interpretation of form, structure, imagery, and dynamics of selected
historical and contemporary examples. The prerequisite of A rt History 1 may
be waived with the instructor’s consent provided the course is not used to meet
distribution requirements. The course is for juniors and seniors, but others may
be admitted with the instructor’s consent.
Fall semester. Mr. Kitao.
55. T h e C in e m a . An introduction to the study of the cinema as art; a his­
torical survey, examination of techniques, styles, theories, critical methods, and
special topics varying from year to year. Screening, discussion, papers, and
projects. Prerequisite of A rt History 1 may be waived with the instructor’s
consent provided the course is not used to meet distribution requirements. The
course is open to juniors and seniors only, and the class is limited to twenty
students.
Spring semester. Mr. Kitao.
56. B aro q ue Art. Study of European art of the 17th century. Special prob­
lems considered include: the impact of the Catholic Reformation on art and
artists, allegory and propaganda in art, the rise of art criticism and academies,
and the question of reality and illusion.
Spring semester. Ms. Kettering.
5 8 . Special To p ics in Renaissance-Baroque Art. A selected topic from
Western art of the period 1400-1750, which varies from year to year: e.g., a
particular artist (Leonardo, Michelangelo, Bernini, Rubens, Rembrandt) and
his artistic context; a particular category of objects (statuary, public monu­
ments); a particular theme (landscape, papal Rome, narrative, art and sciences,
theory of art).
Fall semester. Ms. Kettering.
9 1 . Special T o p ic s . Staff.
93. D ire c te d R e a d in g . Staff.
9 7.

S en ior R e a d in g . For Course majors only. As part of this course the
students will write a Senior Paper, which will serve as the Comprehensive
Examination. The topic of the paper, which may vary from year to year, will
be chosen by the Department.
Spring semester. Staff.

91

ART
H o n o r s S e m i n a r s a n d C o l l o q u i a —Open to Art majors in Course
and to others with the consent of the instructor.
1 0 1 . A n c ie n t A r t . A study of the development of the forms of art and archi­
tecture as they express the cultural patterns of Ancient Greece from the Bronze
Age through the Hellenistic Age.
N ot offered 1974-75.
10 3 .

M e d ie va l A r t .

Fall semester.

Topic varies from year to year.
Mr. Carlson.

10 4 .

Renaissance-Baroque Art. A study of European art of the period 14001750, the focus varying from year to year between Italian Renaissance A rt and
Baroque Art. The following topics will be discussed: humanism in art, art as
problem-solving, scientific methods in art, the idea of canon and perfection
in art, the nature of stylistic changes, historicism, the question of reality and
illusion, commerce and consumption of art, the rise of art criticism, the artist’s
role in the society.
Fall semester. Mr. Kitao.
10 5 .

N o r th e rn Renaissance A r t . Developments in painting and the graphic
arts during the 15th and 16th centuries in France, the Netherlands and Ger­
many with intensive study of individual masters: Jan van Eyck, Roger van der
Weyden, Jean Fouquet, Albrecht Dürer, Hieronymus Bosch, and Pieter Bruegel.
Spring semester. Ms. Kettering.
10 6 .

M o d e rn Arch ite ctu re .

Spring semester.

N o t offered 1974-75.

Mr. Carlson.

10 7.

M o d e rn P a in tin g .

10 8 .

Pro blem s in Tw e n tie th C e n tu ry A r t .

Important stylistic developments in European paint­
ing from the French Revolution through Matisse and Picasso: the meanings
of the various movements and their relationship to changing social and
political attitudes.
Fall semester. Mr. Rhys.
Spring semester.

Mr. Rhys.

10 9 . M a s te r P r in t M a k e rs . A consideration of certain problems in the his­
tory of the graphic arts. A study of the work of such men as Schongauer,
Dürer, Rembrandt, Goya, Daumier, Toulouse-Lautrec, and Picasso for the
development of expression in the media of woodcut, engraving, etching, aqua­
tint, and lithography. Students work almost exclusively with originals in the
Print Room of the Philadelphia Museum and the Lessing J. Rosenwald Collec­
tion in Jenkintown.
Spring semester. N o t offered 1974-75.
18 0 . Thesis. A m ajor in Honors may elect to write a thesis as a substitute
for one seminar. The topic must be selected and its plan submitted for the De­
partment’s approval no later than the end of the junior year, and if accepted
must be completed before the end of the first semester of the senior year.

Studio Arts
1.

In tro d u c tio n to S tu dio A r t s . A six-hour studio course meeting twice a
week with exercises in the visual description of objects and ideas. Attention
will be given both to the theoretical aspects of the work and to the develop­

92

A RT
ment of studio techniques. Problems in drawing, color, and three dimensional
form will be given equal attention.
Each semester. Staff.
3. D ra w in g . Six-hour studio course. The student will be expected to fulfill
drawing assignments in addition to work in the class. Introduction to the
problems of drawing and to the various drawing media.
Each semester. Ms. Shorr.
4.

Sculpture. Six-hour studio course. An introduction and approach to the
discovery, exploration, and creation of three dimensional form. A course which
will allow the student to work directly with some of the basic concepts, forms,
and materials used in producing sculpture.
Each semester. Mr. Black.

8.

Pa in tin g .

Each semester.
9.

Ms. Shorr.

G ra p h ic s.

Six-hour studio course. The techniques of intaglio, serigraph,
woodcut, and the aesthetic possibilities of these techniques uniquely and in
combination.
Spring semester. Mr. Black.
1 0 . Ceram ics. A six-hour course covering many of the different forming
(wheel and hand-build), glazing, and firing (raku, low-fire, porcelain, stoneware
and salt) techniques in ceramics. The emphasis is on understanding and master­
ing these techniques and using them to develop a more rigorous personal
approach to clay. Prerequisites are a beginning course in pottery and Studio
Arts 1. Admission is at the discretion of the instructor and with the approval
of the Department.
Fall semester. Ms. Snyder.

P o tte ry .

Beginning course.

No credit.
Fall semester.

An introduction to the techniques of pottery.

Ms. Snyder.

ASTRO NO M Y
W U L F F D . H E IN T Z , P rofessor and Chairm an
S A R A H L E E L IP P IN C O T T , Lecturer and D irector o f
Sproul O bservatory
JO H N L. H E R S H E Y , A ssistant Professor
P E T E R V A N D E K A M P , Research A stro n o m er
Astronomy deals with the nature of the universe about us and the methods
employed to discover the laws underlying the observed phenomena. The in­
troductory courses present the problems in broad outlines, and trace the growth
of knowledge of facts and development of theories. The advanced courses and
seminars consider some of these areas in detail, with some emphasis on the
departmental research programs.

93

A S T R O N OM Y
The principal telescope of the Sproul Observatory, the 24-inch refractor of
36 feet of focal length, has been in constant operation since 1912 and was
renovated in 1966. It is used for photographic and visual observations leading
to an accurate study of the motions, distances, orbits, and masses of the nearer
stellar systems. The astrometric plate collection steadily grows, and is already
the largest of its kind to have come from a single instrument. A two-screw
measuring machine installed in 1971 provides precise and fast measurements
of the photographs. The Sproul Observatory is open to visitors on the second
Tuesday night each month during the college year (October through May, see
monthly College Calendar for open hours). A 6-inch refractor and an 8-inch
reflector are available for student practical work. The library possesses a large
collection of research publications acquired through international exchange.
R e q u ir em en ts and R ec o m m en d a tio n s

Prerequisites for an Astronomy m ajor are Astronomy 5,6, advanced courses
or seminars, combined with work in mathematics and physics, and a reading
knowledge of one foreign language.
G raduate W ork

In conformity with the general regulations for work leading to the Master’s
degree (page 80), this Department offers the possibility for graduate work.
Candidates will normally take three or four Honors seminars, selected from
mathematics, physics, and astronomy, and present a thesis. A reading knowl­
edge of two foreign languages is required.
Advanced work can also be pursued at the Bartol Research Foundation
(page 13), which conducts doctoral programs in physics and astronomy.
1 ,2 . D e scrip tive A s tr o n o m y . The courses survey the probing of the universe
by theory and observation, and include basic notions of physics as needed in
astronomical applications. (For contents see under 5, 6.) Three class periods each
week; practical work to be arranged. Recommended as a full-year course.
No prerequisites.
Mr. Hershey and Mr. Heintz.
5 ,6 .

G e n e ra l A s tr o n o m y . The courses introduce the methods and results of
Astronomy and Astrophysics, and emphasize some technical and topical aspects.
Fall: Instruments. Radiation. Constellations and stars. Structure and evolution
of stars. Orbital motions. Sun and Planets.
Spring: The celestial sphere. Motions of planets, satellites and stars. The
solar neighborhood. The galaxy. Extragalactic systems and large-distance
studies.
Prerequisites: Mathematics 5, or equivalent. Physics 3,4 may be taken con­
currently. Astronomy 1 or 5 is prerequisite for 6.
Mr. Heintz and Mr. Hershey.
9.

In tro d u c tio n to M e te o ro lo g y .

Dynamics of the Atmosphere; weather

observation and interpretation.
Fall 1974. Mr. Heintz.
5 1 . Basic Celestial M ech a nics. Two-body and three-body problems, perturba­
tion theory, numerical integration, and satellite motions.
Prerequisite: Mathematics 5, Astronomy 1 or 5.
Spring 1975. Mr. Heintz.

94

ASTRO NO M Y
62.

S tellar Interiors and E v o lu tio n . Observational material. Opacities. Nu­
clear reactions. Polytropes. Numerical solutions. Stellar structure and evolu­
tionary tracks. Study of current papers.
Spring 1975. Mr. Hershey.
H

onors

S eminars

10 1.

A s tro m e try .

12 1.

Research project.

Apparent stellar places. Fundamental positions. Relative
astrometry. Analysis of binary stars. Theory of errors.
Fall 1974. Mr. Heintz.
Every semester by arrangement.

Staff.

BIO LO G Y
LAUNCE J. FLEMISTER, P ro fe sso r t
LUZERN G. LIVINGSTON, P rofessor*
NORMAN A. MEINKOTH, P ro fesso r a n d C hairm an
KENNETH S. RAWSON, P ro fesso r
JOHN B. JENKINS, A sso cia te P ro fesso r
ROBERT E. SAVAGE, A sso cia te P ro fesso r
JAMES C. HICKMAN, A ssista n t P ro fesso r
MARGARET L. MIOVIC, A ssista n t p r o f e s s o r
BENJAMIN W. SNYDER, A ssista n t P ro fesso r
GLORIA ROSEN, A ssista n t
BARBARA Y. STEWART, A ssista n t
JEAN L. TOMEZSKO, A ssista n t
The student may be introduced to the study of biology by taking Biology 1
and Biology 2. Either course may be taken first. Together they offer an over­
view of the field of biology. A diversity of advanced courses, some offered in
alternate years, affords the student the opportunity of building a broad biologi­
cal background while concentrating, if he chooses, in some specialized area
such as plant biology (botany), animal biology (zoology), cellular and develop­
mental biology, physiology, genetics and evolution, ecology or systematics.
R e q u ir e m e n t s and R e c o m m e n d a t io n s

Students electing a Course major in biology should include the following
supporting subjects in addition to the minimum of eight courses composing
the major: introductory chemistry, at least one semester of organic chemistry,
and two semesters of college mathematics. These courses should be completed
before the senior year. Introductory physics (Physics 1,2) is strongly recom­
mended, and is prerequisite to some departmental offerings. Further, it should
be noted that medical schools and graduate schools in biology require intro­
ductory physics for admission.
♦Absent on leave, fall semester, 1974-75.
tAbsent on leave, spring semester, 1974-75.

95

BIOLOGY
H

onors

W

ork

Requirements for admission to Honors with a major in biology include:
Biology 1 and 2, an advanced course in biology, plus courses in chemistry
and mathematics as cited above, with physics strongly recommended. It should
be noted that certain subjects likely to be chosen as minors in other depart­
ments require a second year of mathematics.
Students planning an Honors minor in biology should note the prerequisites
listed for each Honors offering, and consult with the department chairman.
1. Principles o f B io lo g y . An introduction to the study of phenomena funda­
mental to living systems. The emphasis will be at the cellular level and will
include the consideration of cell structure and function, genetics, cell differen­
tiation, organic evolution, and ecology.
Three lectures and one three-hour laboratory per week.
Fall semester. Staff.
2 . O rga n ism al B io lo g y . A n introduction to the study of whole organisms,
chiefly the higher plants and animals. While basic taxonomy will be included,
stress will be placed on adaptive aspects of the morphology and physiology of
organisms, their development, behavior, ecology and evolution.
Three lectures and one three-hour laboratory per week.
Spring semester. Staff.

12. V ertebrate P h ys io lo g y. A general consideration of the functional process
in animals with emphasis placed on mammals and other vertebrates. The
aspects of adaptation of the animal to environmental stress are treated in such
a way as to serve the individual student’s area of concentration. Two lectures
and one conference per week. This course will not count toward a major in
biology.
Spring semester. N o t offered in 1974-75. Mr. Flemister.
14. V e rte b rate M o r p h o lo g y . A consideration of the vertebrate body plan at
the microscopic, developmental and adult gross morphological levels. Areas
stressed in some detail will include the structure and microscopic appearance of
vertebrate tissues and organs, embryonic development of an amphibian through
organogenesis and adult mammalian gross morphology.
Three hours of lecture or discussion and one laboratory period per week.
Prerequisite: Biology 2.
Fall semester. Mr. Meinkoth.
15. T a x o n o m y o f Seed P la n ts. An introduction to the classification of
flowering plants and gymnosperms and its underlying theory and methods.
Emphasis is upon biologically, culturally, and economically important aspects
of world flora, with special reference to native spring plants. Identification
at the family level is stressed. Recent advances in bio-systematics, plant speciation, biochemical and numerical taxonomy, phytogeny, and biogeography are
included. Suggested as an early course for biology majors and as a cultural
course for non-majors. Three lectures and one field trip an d /o r laboratory per
week.
Prerequisite: Biology 2 or consent of instructor.
Spring semester. Mr. Hickman.
16. D e ve lo p m e n ta l P la n t A n a to m y . The fundamentals of anatomy of seed
plants approached from a developmental standpoint. The structure and be­
havior of meristerrls, problems and processes of differentiation, and a detailed

96

BIOLOGY
analysis of cellular, tissue and organ structure in higher plants.
Three lectures and one three-hour laboratory period per week.
Prerequisite: Biology 1,2.
Alternate years, spring semester. Offered 1974-75. Mr. Livingston.
1 8 . B io lo g y o f L o w e r P la n ts. An introduction to the algae, fungi, mosses,
and ferns, including aspects of their classification, phylogeny, structure,
physiology, and ecology. The laboratories are in part exploratory and experi­
mental. Their content depends in part upon the current interests of staff and
students.
Three lectures and one field trip and/or laboratory period per week.
Prerequisite: Biology 1,2.
Alternate years, fall semester. N ot offered in 1974-75.
19 .

H u m a n E v o lu tio n . (See Sociology-Anthropology 19). This course deals
with the evolution of man and culture. Central issues are: the principles and
mechanisms of evolution; the place of primates in the vertebrate subphylum;
the taxonomy of primates; hominid radiation and the emergence of Homo
sapiens. Other issues to be considered will focus on culture as a mode of
adaptation. Specifically, attention will be given to the relations between hu­
man biology, psychology, and culture. The course is not open for credit to
students who have credit for Biology 22 (Organic Evolution), nor will it satisfy
group 1 requirements.
Biology 1 is recommended.
Fall semester. N ot offered 1974-75; offered 1975-76. Mr. Jenkins and Mr.
Piker.
2ft. B io lo g y o f the G e n e . The course will deal with three basic areas: The
discovery, structure, and replication of the genetic material; the transmission of
the genetic material; and the mode of action of the genetic material, including
a consideration of development genetics. Some time will be devoted to the his­
torical development of genetic concepts. Areas of genetics not covered in this
course (i.e., population genetics, quantitative inheritance, etc.) will be treated in
Biology 22.
Three lectures per week and a laboratory or library project.
Prerequisites: Biology 1, or consent of the instructor.
Recommended: Organic chemistry.
Spring semester. .Mr. Jenkins.

21. C e ll B io lo g y . A study of the ultrastructure and function of cell com­
ponents, including cell division and development, biosynthesis of macro-mole­
cules, and intermediary metabolism. Laboratory exercises are designed to illus­
trate the variety of approaches to findings in cell biology.
Prerequisites: Biology 1, and concurrent registration in organic chemistry.
Spring semester. Mr. Savage.
22.

O rg a n ic E v o lu tio n . An introduction to the history of evolutionary
thought; an analysis of genetic mechanisms as they apply to the problem of
speciation; and a consideration of selection of evolutionary pathways and the
evidence for them. This course is not open for credit to students who have
credit for Biology 19: H uman Evolution.
Two lectures and one discussion session per week.
Prerequisites: Biology 1 and 2.
Fall semester. Offered in 1974-75; not offered in 1975-76. Mr. Jenkins.

97

BIOLOGY
30.

To p ic s in G en e tic Research. A laboratory course designed to acquaint
the student with some of the more sophisticated techniques and approaches to
modem genetic analysis. The emphasis will be on various types of viruses,
bacteria and Drosophila.
One afternoon per week of literature discussion and research.
Prerequisites: Biology 20 and consent of instructor. Enrollment limited.
Fall semester. Mr. Jenkins.
3 1 . E n d o c rin o lo g y . A survey of the various vertebrate endocrine glands and
the hormones which they produce. Hormones will be studied with respect to
their (1) integration of body functions, and (2) biochemical mechanism of ac­
tion. Areas covered will include reproductive, neuro, adrenal, thyroid and
general metabolic endocrinology.
Prerequisites: Biology 1, and 2, and Organic Chemistry.
Fall semester. Mr. Snyder.
35. B iom edical En g in e e rin g . (See Engineering 35).
38.

M ic ro b io lo g y . A study of the basic principles and relationships common
to microorganisms with an emphasis on bacteria. Differences among micro­
organisms will be considered with respect to ecology, physiology, biochemistry
and genetics.
Three lectures and one laboratory period per week.
Prerequisites: Biology 1,2, and Organic Chemistry.
Fall semester. Ms. Miovic.
40 . M a n and E n v ir o n m e n t. Consideration is given to the methodology
of ecological analysis and its application to the study of the causes and con­
sequences of the growth of technology and human populations, especially in
relation to the question of environmental deterioration. An attempt is made
to synthesize approaches and information from various disciplines within the
social and natural sciences.
Prerequisites: Completion of distribution requirements in Groups 1 (Natural
Sciences and Engineering) and 4 (Social Sciences).
Alternate years, spring semester. Offered in 1974-75; not offered in 1975-76.
Mr. Hickman.
52. D e ve lo p m e n ta l B io lo g y . A study of animal morphogenesis, with em­
phasis on vertebrate development. Lectures will consider the relationship of
the embryo to its environment, the storage, partitioning, and expression of
information during early development, the process of specializations and inter­
actions of cells to form organs and tissues, and selected topics of postembryonic
development. The laboratory will be devoted to the developmental anatomy
of selected vertebrates, and the observation of living vertebrate and invertebrate
material under normal and experimental conditions.
Three lectures and one laboratory per week.
Prerequisites: Biology 1,2,14.
Chemistry 28 recommended.
Spring semester. Mr. Snyder.

54. B io lo g y o f Parasitism . A consideration of parasitology with reference to
evolution and adaptation to the parasitic habit. Surveys are made of parasites in
native animals. Classification, life cycles and epidemiology are reviewed.
Prerequisites: Biology 1, 2.

Alternate years, spring semester.
98

Mr. Meinkoth.

BIOLOGY
56. In vertebrate Z o o lo g y . A course designed to acquaint the student with
the functional morphology, classification, phylogeny and special problems of
the invertebrate phyla.
Three lectures and one laboratory period per week. Occasional field trips.
Prerequisites: Biology 1, 2.
Spring semester. Mr. Meinkoth.
57. C o m p a ra tive P h ys io lo g y. A course of lectures and laboratory experi­
ments treating functional processes from the standpoint of adaptation of the
animal to its environment. These processes in representative animals are com­
pared in order to follow their elaboration from the more general to the more
specialized.
Two lectures and one laboratory period per week.
Prerequisites: Biology 14, organic chemistry and physics.
Fall semester. Mr. Flemister.
58. E n v iro n m e n ta l P h ys io lo g y. A course of lectures, discussions and experi­
ments concerning the physiological adaptations of representative animals to
environmental stress. Requirements and availability of optimum conditions
of temperature, oxygen, food-stuffs and the maintenance of ionic independence
are appraised.
Two lectures and two laboratory periods per week.
Prerequisite: Biology 57.
Spring semester. N ot offered in 1974-75. Mr. Flemister.
60. B io lo g y o f A n im a l C o m m u n ities. The study of animals at the emergent
level of populations. Problems of animal behavior as related to the growth and
maintenance of populations will be considered with particular reference to
communication and social interaction within animal groups. Both field and
laboratory study techniques will be used.
Three lectures per week and one laboratory meeting per week.
Prerequisite: Biology 2.
Fall semester. Mr. Rawson.
6 7 . P la n t P h ys io lo g y. An integrated study of the physiological processes of
higher plants, including general cellular physiology, water relations, mineral
nutrition, enzyme action, photosynthesis, metabolic processes, translocation, the
physiology of growth and development, and related topics.
Two lectures, one discussion period, and one laboratory period per week.
Prerequisites: Biology 1,2 and organic chemistry.
Alternate years, spring semester. N ot offered in 1974-75.

68. A d v a n c e d M ic ro b io lo g y . An extension of Microbiology. Physiological
and biochemical differences between microorganisms will be stressed. Some of
the reading will be in current research journals. The last portion of the lab­
oratory work will be devoted to independent work by the student.
Prerequisites: Biology 38.
Spring semester. Ms. Miovic.
70. P la n t E c o lo g y . A study of the response of plant individuals and com­
munities to environmental factors and the influence of plants upon their own
environments and those of selected other organisms. The physical nature of
the ecosystem is developed, with reference to the role of plants in energy flow,
material cycles, and soil formation. Divergent concepts of niche, community,

99

BIOLOGY
and biotic diversity are discussed, as are world patterns of vegetation and
productivity. Laboratory work emphasizes the collection, analysis, and inter­
pretation of field data.
Three lectures and one field trip and/or laboratory period per week.
Prerequisites: Biology 2 and permission of the instructor.
Recommended: Biology 15.
Fall semester. Mr. Hickman.
93.

D ire c te d R e a d in g . With 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 biology not included in the curriculum, or as an extension of
one of his courses.
Fall or spring semester. Staff.
94.

Research P ro je c t. With the permission of the Department, qualified
students may elect to pursue a research program not included in the regular
Course program.
Staff.
H

onors

10 2 .

Sem

in ars

C y to lo g y .

A study of the structure and function of the cell. Living
material will be examined and modem microscopical techniques employed in
the laboratory.
Prerequisites: Biology 1 and Organic Chemistry.
Fall semester: open to those who have had Biology 21.
Spring semester: open to those who have not had Biology 21. Mr. Savage.
10 3 . A n a ly s is o f D e ve lo p m e n t. Discussions will be devoted to the nature
of the developmental process, and analyses of selected problems erf differentia­
tion and morphogenesis. Laboratories will include a survey of vertebrate
developmental anatomy, an introduction to experimental analysis of developing
systems, and individual student projects.
Prerequisites: Biology 1,2; 14 or 16. Biology 20 and Chemistry 28 are recom­
mended.
Spring semester. Mr. Snyder.
10 4.

C o m p a ra tive P h ys io lo g y. An intensive consideration of the physical and
chemical phenomena underlying the function of animals. A comparative ap­
proach is maintained in order to consider the progression from more general to
the most specialized adjustments, acclimatizations and adaptations of animals
to physical, chemical and biological stresses in the environment. The terminal
portion of the laboratory program is devoted to the pursuit of original, inde­
pendent work by the student.
Prerequisites: Biology 14, Organic Chemistry and Physics.
Fall semester. Mr. Flemister.
10 5 . M ic ro b io lo g y . A study of the basic principles and relationships com­
mon to microorganisms. Much of the information will be obtained from read­
ings in current research journals. Laboratory work is considered a vital part of
this course and will require at least one full day a week. Laboratory work
during the first part of the semester will cover basic techniques; the last portion
will be devoted to original research.
Prerequisites: Biology 1 and 2, and Organic Chemistry.

Spring semester.
100

Ms. Miovic.

BIOLOGY
10 8 . Physiological Basis f o r A n im a l B e h a vio r. Quantitative description and
analysis of animal behavior and the sensory processes used in communication
and orientation. Field and laboratory experience will illustrate the seminar
topics. Specific problems will serve as a basis for subsequent seminar discus­
sions. Consequently, in addition to the seminar meetings, a commitment is
expected to a full day of laboratory or field investigation per week, free of
conflicting academic course commitments.
Prerequisites: Biology 1, 2, and permission of the instructor.
Fall semester. Mr. Rawson.
1 1 1 . P la n t P h ys io lo g y. An extension of the area covered in Biology 67, with
particular emphasis on a critical study of original sources, both classical and
current. The seminar discussion is accompanied by a full day of laboratory
work each week.
Prerequisites: Biology 1,2 and Organic Chemistry.
Alternate years, spring semester. N ot offered in 1974-75. Mr. Livingston.
1 1 2 . Pro blem s o f P la n t G r o w th and D e ve lo p m e n t. Meets with Biology 16
for lectures and laboratory. Additional weekly seminar discussions centering
around current problems and progress in plant morphogenesis.
Prerequisites: Biology 1,2 and permission erf the instructor.
Alternate years, spring semester. Offered in 1974-75. Mr. Livingston.
113 .

G en e tics. A seminar treatment of the area described for Biology 20,
with particular emphasis on current research in the field o f inheritance in all
its aspects. The seminar discussion is accompanied by a full day of laboratory
work each week.
Spring semester. Mr. Jenkins.
1 1 8 . P la n t E c o lo g y . Meets with Biology 70 for lectures, laboratories and
field trips. Discussion periods are devoted to consideration of advanced or
specialized topics.
Prerequisites: Biology 1,2 and permission of the instructor.
Alternate years, fall semester. Mr. Hickman.
18 0 .

Thesis. With the permission of the Department, qualified students may
elect to pursue a research problem not included in the regular offerings in
Honors. The thesis will be submitted for evaluation by an Honors Examiner.
Staff.

BLACK STUDIES
The purpose of the Black Studies program at Swarthmore College is (1) to
enrich the general education of Swarthmore students; (2) to expose all in­
terested students to the multiple contributions and culture of black Americans;
and (3) to inform students participating in the program about the specific
social, political, and economic conditions, past and present, affecting the de­
velopment of black communities, particularly in the United States, but also
in the Caribbean and in Africa. By taking at least five semester courses in
Black Studies students may graduate with a concentration in this field in addi­
tion to their regular major. The formal course program will be supplemented

101

BLACK S T U D IE S
from time to time through special colloquia, guest speakers, or other presenta­
tions of special interest to students interested in Black Studies. For descriptions
of the courses listed below see the listings under the several departments.
Ec o n o m ic s 25 .

L a b o r P ro b lem s and M a n p o w e r P o lic y .

Fall semester.

Mr. Pierson.

Ec o n o m ic s 26 .

Social Ec o n o m ic s .

Fall semester.

N o t offered in 1974-75.

Ec o n o m ic s 4 1 .

Mr. Hollister.

U r b a n Ec o n o m ic s .

Fall semester.

Mr. Stull.

Ed u c a tio n 1 7 .

Pro blem s in U r b a n Ed u c a tio n .

Spring semester.

Ms. Brodhead.

En g lis h Lite ra tu re 28 .

Spring semester.

En g lis h Lite ra tu re 2 9 .

Fall semester.
Fall semester.

En g lis h Lite ra tu re 49 .

T h e B la c k A m e ric a n A u to b io g ra p h y .

Mr. James.

S o u th A fr ic a .

Fall semester.

Mr. Wright.

A fric a n -A m e ric a n H is to r y .

Fall semester, 1975.
H is to r y 8 .

T h e C o n te m p o ra ry B la ck W riters o f the U n ite d States.

Mr. James.

Spring semester.

H is to r y 7 .

B la c k A m e ric a n Lite ra tu re Since 189 0.

Mr. James.

E n g lis h Lite ra tu re 4 7 .

H is to r y 4 .

B la ck A m e ric a n Lite ra tu re B e fo re 18 9 0 .

Mr. James.

Ms. Morgan.

A fr ic a .

Fall semester.
H is to r y 3 9 .

Mr. Wright.

To p ics in A fric a n -A m e ric a n H is to r y .

N ot given in 1974-75.
H is to r y 4 9 .

Ms. Morgan.

A fr ic a n Cultu re s in L a tin A m e ric a .

Spring semester, 1975.
Lingu istics 7 .

Mr. Wood.

T h e E v o lu tio n o f A fr o -A m e r ic a n D ia lec ts.

Spring semester.

Mr. Baugh.

Po litica l Science 1 1 .

P ro b lem s in C o m m u n ity G o v e rn m e n t.

Spring semester.
Po litica l Science 2 1 .

Spring semester.
R e lig io n 7 .

Politics o f A fr ic a .

Mr. Jalloh.

P rim itive R eligion s.

Fall semester.
R e lig io n 2 2 .

Ms. Robinson.
B la c k R e lig io n .

Spring semester.

Mr. Bryant.

S o c io lo g y-A n th ro p o lo g y 4 2 .

Fall semester.

102

Mr. Bramson.

C a rib b e a n Society.

C H EM IST R Y
EDWARD A. FEHNEL, P ro fesso r t
PETER T. THOMPSON, P ro fesso r
JAMES H. HAMMONS, A sso cia te P ro fesso r
RAYMOND J. SUPLINSKAS, A sso cia te P ro fesso r a n d
C hairm an

FRANCIS H. MARTIN, A ssista n t P ro fesso r
DWIGHT A. SWEIGART, A ssista n t P ro fesso r
URSULA M. DAVIS, A ssista n t
MARGARET M. LEHMAN, A ssista n t
The aim of the department of chemistry is to provide sound training in
the fundamental principles and basic techniques of the science rather than to
deal with specialized branches of the subject.
The minimum requirement for a major in chemistry is eight courses in the
department. This program normally will include two courses each in organic
and physical chemistry. Note that the prerequisites for physical chemistry in­
clude a year each of college-level physics and mathematics.
Those students planning further professional work in chemistry are strongly
advised to include in their programs Physics 3,4 (rather than Physics 1,2), a
second year of mathematics and two additional courses in chemistry. Further,
proficiency in reading scientific German, Russian or French is an asset to the
practicing chemist.
To accommodate varying backgrounds in the preparation of incoming stu­
dents the department provides three routes for entrance to its advanced level
program. The normal route is to take Chemistry 1,2, followed by 28,29. Stu­
dents with an especially strong pre-college background in mathematics may be
advised to take Chemistry 11,12 followed by 28,29. Still others with strong
preparation in pre-college chemistry may be advised to begin with Chemistry
28,29 followed by 11,12 or Physical Chemistry.
Students who enter college with advanced training in chemistry are en­
couraged to take a placement examination during freshman orientation week to
determine which college chemistry course they should take.
I, 2. In tro d u ctio n to C h e m is try. A study of the central concepts and basic
principles of chemistry; the interpretation of chemical properties and reactions
through equilibrium constants, oxidation potentials, free energies, thermochem­
istry; the relation of chemical properties to atomic and molecular structure
and to the Periodic Table; rates and mechanisms of chemical reactions.
One laboratory period weekly.
Fall and spring semester. Mr. Suplinskas and Mr. Sweigart.
I I , 12. General Chemistry. The subject matter of this course parallels that
of Chemistry 1,2 but at a more advanced and mathematically oriented level.
The course is intended for students with a strong interest in chemistry, whose
high school preparation has been extensive, especially in mathematics.
Admission to this course is based on consultation with the staff and a placement
examination. Prior or concurrent enrollment in physics is highly desirable.
One laboratory period weekly.
Fall and spring semester. Mr. Suplinskas and Mr. Sweigart.
t Absent on leave, spring semester, 1975.

103

CHEM ISTRY
28, 29.

O rg a n ic C h e m is try An introduction to the chemistry of the more
important classes of organic compounds, with emphasis on nomenclature,
structure, reactions, and methods of synthesis. Current theoretical concepts erf
structure and mechanism are applied throughout the course to the interpreta­
tion of the properties and reactions of a wide variety of organic compounds.
The laboratory work illustrates some of the principles and reactions discussed
in the classroom and provides practical experience in the techniques involved
m synthesizing, isolating, purifying, and characterizing organic compounds.
One laboratory period weekly.
Prerequisite: Chemistry 2 or 12 or permission of the instructor.
Fall and spring semester. Mr. Fehnel and Mr. Hammons.
5 1 . Ph ysica l C h e m is try fo r the B io log ica l Sciences. An introduction to some
basic concepts of physical chemistry with emphasis cm application to bio­
chemistry. Topics include the application of elementary thermodynamics to
equilibria and solution chemistry; kinetics and mechanisms including enzyme
catalysis; characterization and transport properties of macromolecules; metalloenzymes: structure, spectra, magnetic properties, role of metal in catalysis;
and applications of absorption spectroscopy. The course is not intended to be
highly mathematical; rather, general principles and applications are stressed.
Prerequisites: Chemistry 2 or 12, a year of college mathematics, Physics 1,2.
One laboratory period weekly.
Fall semester. Mr. Martin.
5 2 . Ph ysica l C h e m is try. A continuation of the examination of the traditional
topics of physical chemistry begun in Chemistry 51.
One laboratory period weekly.
Spring semester. N ot offered 1974-75.
56.

O rg a n ic Structure D e te rm in a tio n . Classroom and laboratory study of
the principles and techniques involved in the elucidation of the structures of
organic compounds. Emphasis is placed on the correlation of structure and
properties of organic molecules and on the theoretical principles underlying
various chemical and spectroscopic methods of identification and structure
determination.
Prerequisite: Chemistry 28,29.
One laboratory period weekly.
Fall semester. Mr. Hammons.
5 7.

A n a ly tic a l C h e m is try. Many of the principles and techniques of analytical
chemistry are taught within the context of other courses listed in this section of
the catalogue. This course is intended to provide further, and more advanced,
experience with the theories, techniques and instruments used in analysis.
Prerequisite: Introductory Physical Chemistry 51.
58.

B io log ica l C h e m is try. An introduction to the chemistry of living systems,
a study of the relationship of molecular structure and chemical reactivity to
biological function. Included as topics are structure, and properties of proteins
and nucleic acids, metabolism and molecular genetics.
Prerequisite: Chemistry 1, 2 or 11, 12 and 28, 29.
One laboratory period weekly.

Fall semester. Mr. Martin.
104

CH EM ISTRY
63.

Q u a n tu m C h e m is try.

Quantum theory is developed and applied through­
out to a variety of topics including: atomic structure, molecular and atomic
spectroscopy, theories of chemical bonding, and molecular structure determina­
tion. Symmetry and group theoretical arguments are developed and applied ex­
tensively.
Prerequisite: Chemistry 51,52, or 101 and a second year of mathematics in­
cluding some linear algebra. Senior physics and engineering students may take
Chemistry 63 without 51,52 provided they have met the prerequisites.
Fall semester. Mr. Thompson.
6 4.

To p ic s in A d v a n c e d Physical C h e m is try. Designed to follow Chemistry
63, this course treats specialized topics of interest in current physical chem­
istry. Content may vary from year to year and include such areas as statistical
thermodynamics, spectroscopy, current research in chemical kinetics and elec­
trolyte solutions.
Spring semester. Mr. Suplinskas.
65.

A d v a n c e d In organ ic C h e m is try. Important principles for the understand­
ing of the chemical behavior of inorganic compounds are discussed. Topics, in­
clude: electronic structure of atoms, ionic and covalent bonding, molecular or­
bital theory applied to inorganic compounds, and inorganic reaction mechanisms.
Considerable emphasis is placed on the chemistry of transition metal coordina­
tion compounds through the application of ligand field theory.
Prerequisite: Chemistry 52 or 101. Chemistry 63 is highly desirable.
Spring semester. Mr. Sweigart.
6 7.

Physical O rg a n ic C h e m is try. Selected topics in organic chemistry, in­
cluding resonance and molecular orbital concepts, physical properties of or­
ganic compounds, stereochemistry, mechanisms of ionic reactions, free radicals,
pericyclic reactions, photochemistry, and other Topics of current interest. A
familiarity with physical chemistry is desirable.
Prerequisite: Chemistry 1, 2 or 11,12 and 28, 29.
Fall semester. Mr. Hammons.

68. A d v a n c e d L a b o r a to r y . Individual projects of the investigative or research
type in which the student has primary responsibility for the design of the
experiment and the solution of the problem. Normally two or three projects
in different areas will be assigned in each semester. This laboratory work is in­
tended to give the student practical experience in the solution of a research
problem, to develop facility in the use of the chemical literature and in the in­
terpretation and communication of experimental results, and to stimulate interest
in current developments in chemical research.
A prerequisite to this course is normally the completion of seven semester
courses in chemistry.
Both semesters. Staff.
7 8 . A d v a n c e d Biological C h e m is try. Reading and laboratory in a few im­
portant areas of current biochemistry, such as macromolecular structure and
function, mitochondrial metabolism, immunochemistry, membranes, contractile
mechanisms, and regulation. Topics chosen will depend on student background
and interest. Biology 20 an d /o r 21 and one term of physical chemistry are
recommended.
Prerequisite: Chemistry 58.
One discussion period weekly, laboratory to be arranged.

Spring semester. Mr. Martin.
105

CH EM ISTRY
9 1.

Special T o p ic s . The course provides an opportunity for qualified ad­
vanced students to undertake original investigations or to make detailed
literature studies of selected topics in the fields of inorganic, organic, analytical,
or physical chemistry. Students who propose to take this course should consult
with the appropriate instructor during the early part of the semester preceding
that in which the work is to be done.
Approximately ten hours of laboratory and/or library work weekly.
Fall and spring semester. Staff.
H

onors

Sem

in ars

Before admission to Honors work, the chemistry major should complete
Chemistry 1,2 or 11,12 and 28,29, two years of mathematics and Physics 1,2.
In addition to selecting one of the seminars below. Honors students may
prepare for papers in Biochemistry (Chemistry 58, 78), and Advanced Physical
Chemistry (Chemistry 63,64). Consult with the Department chairman.
1 0 1 . Ph ysica l C h e m is try. The gaseous liquid and solid states, solutions,
elementary thermodynamics, chemical equilibria, electrochemistry, the kinetics
of chemical reactions, elementary quantum theory and statistical mechanics.
Prerequisites: One year of college-level physics and mathematics through
multi-variable calculus.
One seminar and laboratory weekly.
Spring semester, 1974-75. Mr. Thompson.
To be offered fall semester, 1975-76.
10 6 . Ph ysica l O rg a n ic C h e m is try. An intensive study of essentially the same
material covered in Chemistry 67. A familiarity with physical chemistry is
desirable.
Prerequisites: Chemistry 1,2 or 11,12 and 28,29.
Fall semester, 1974-75. Mr. Hammons.
To be offered spring semester, 1975-76.
18 0 .

Th esis. Honors candidates may write a thesis as preparation for one of
their papers. The thesis topic must be chosen in consultation with some member
of the staff and approved early in the semester preceding the one in which the
work is to be done.

CLA SSICS
RUSSELL MEIGGS, C o rn ell V isitin g P rofessor*
HELEN F. NORTH, P ro fesso r a n d C hairm an
MARTIN OSTWALD, P ro fe sso r t
THOMAS N. MITCHELL, A sso cia te P ro fesso r
GILBERT P. ROSE, A sso cia te P ro fe sso r t
DANIEL TOMPKINS, A ssista n t P ro fesso r
The Department of Classics offers instruction in the various fields which con­
stitute the study of Greek and Roman culture. Courses numbered from 1 to 20 are
devoted to the Greek and Latin languages and literatures. Courses numbered
from 31 onwards presuppose no knowledge of the Greek or Latin languages and
are open (except for 42 and 44) without prerequisite to all students; they deal
with the history, mythology, religion, archaeology, and other aspects of the
ancient world and include the study of classical literature in translation.
Swarthmore College contributes to the American Academy in Rome and the
American School of Classical Studies in Athens, and its students have the privi­
leges accorded to undergraduates from contributing institutions (use of the
library at both schools and consultation with the staff). Swarthmore is also one
of the institutions sponsoring the Intercollegiate Center for Classical Studies in
Rome, which provides facilities for the study of Classics, Archaeology, and
Ancient History. Classics majors, recommended by the Department, are eligible
to study at the Center, usually during their junior year, either for one semester or
for two.
R e q u ir e m e n t s and R e c o m m e n d a t io n s

Greek, Latin, or Ancient History may be offered as a major subject either in
Course or in Honors, and as a minor subject in Honors.
A major in Greek or Latin in Honors or in Course should complete during
the first two years either Intermediate Greek or Intermediate Latin.
In Honors, a major in Greek is also expected to study Latin through the
intermediate level and a major in Latin is expected to study Greek through the
intermediate level before graduation.
Minor students in Greek or Latin in Honors should complete during the first
two years either Intermediate Greek or Intermediate Latin.
Majors in both Honors and Course are required to take for at least one
semester a course in prose composition (Greek 9,10 or Latin 9,10).
In the Honors program, three or four papers constitute a m ajor in Greek
or in Latin. Normally all but one of these will be prepared for by seminars.
Either Directed Reading in a field in which a seminar is not given (course
93), a thesis, or a course supplemented by additional independent work
(i.e., an “attachment”) may be used to prepare for the remaining paper. A
minimum of two papers constitutes a minor in Greek or in Latin, at least one
of which must be prepared for by a seminar.
A major in Ancient History will consist of ( 1) Classics 42, with attachments,
(2) Classics 44, with attachments, and (3) either or both of the following:
Greek 113, Latin 102. The prerequisites for Classics 42 and 44 are Classics 31
*Fall semester, 1974-75.
ÎAbsent on leave, 1974-75.

107

CLASSICS
and 32. For Greek 113 the prerequisite is one year of Intermediate Greek, for
Latin 102, one year of Intermediate Latin.
A minor in Ancient History will consist of (1) and (2) above, with the
specified prerequisites.
Majors in Latin in Course or Honors are eligible for certification as secondary
school teachers in Pennsylvania, provided that they include in their programs
a course in Roman history and either Classics 35 or Classics 36.

Greek
1-2. Intensive Firs t-y e a r G re e k . Greek 1 (fall) imparts a basic knowledge
of Ancient Greek grammar sufficient to equip the student to begin reading
after one semester. It meets four days per week and carries lVi credits. Greek
2 (spring) is an introduction to Greek literature. Two major works from the
Classical period are studied: a dialogue of Plato plus a tragedy by Sophocles
or Euripides. It meets four days per week and carries lVi credits.
Year course. Mr. Tompkins.
9, M . G re e k Prose C o m p o s itio n . Course meets one hour a week. A require­
ment for majors, this course is recommended in conjunction with courses at the
intermediate level or above, to provide the student with grammatical and stylistic
exercise.
Fall semester. Mr. Mitchell.
11. Interm ediate G re e k R e a d in g .
Fall semester. Mr. Tompkins.

A tragedy and some Attic prose are read.

12. Homer. Selections from either the Iliad or the Odyssey are read in
Greek; the remainder of the poem is read in translation.
Spring semester. Mr. Tompkins.
13. 14. G re e k Pro se A u th o rs . The works read are determined by the interests
and needs of the members of the class. These readings are supplemented by a sur­
vey of the history of Greek Literature. Credit is given for each semester.
Mr. Ostwald.
15, 16. G re e k Poets. The works read are determined by the interests and
needs of the members of the class. Credit is given for each semester. The course
is offered only when required.
Miss North.
19. C o m p a ra tive G ra m m a r o f G re e k and L a t in . A study of the morphology,
phonology, and inflection of Greek and Latin words derived from Indo-Euro­
pean. Students are expected to have the equivalent of at least two college years
of one language and one college year of the other. No prior experience in linguis­
tics is assumed.
Spring semester. N ot offered 1974-75. Mr. Rose.
91. Special Topics. Readings selected to fit the needs of individual seniors in
preparation for their comprehensive examinations.
Staff.
93. D ire c te d R e a d in g . A program of independent work under the super­
vision of the instructor. It is open only to advanced students and may be taken
only with the consent of the department chairman.
Staff.

108

CLASSICS

Latin
1 -2 .

Intensive F irs t-ye a r L a tin . An intensive course in the essentials of Latin
grammar aiming to provide sufficient knowledge of the language to make possi­
ble the study and appreciation of Latin literature.
Study of the language is combined with a weekly meeting in which students are
introduced to a wide range of topics related to the study of Latin. These include
such subjects as Roman art, archaeology, palaeography, religion, and (in transla­
tion) masterpieces of Latin literature. These meetings will normally be conducted
by specialists from the Swarthmore faculty and from neighboring colleges.
The course will have four one-hour meetings each week, for the study of the
language, and one two-hour meeting each week for lecture and discussion. It
carries one and one-half course credits each semester.
Year course. Mr. Mitchell.
9 , 1 0 . L a tin Prose C o m p o s itio n . The development of Latin prose style is
studied, with an analysis of Latin texts and extensive translation of F.ngiish into
Latin. A requirement for majors, it is recommended in conjunction with Latin
11 and Latin 12. The course meets one hour a week.
H alf course, each semester. Mr. Mitchell.
11.

Interm ediate L a t in : C a tu llu s . A study of the lyric, elegiac, and hexameter
poetry of Catullus. This course follows Latin 2 and is open to those with two
or three years of high school Latin.
Fall semester. Miss North.
1 2 . Interm ediate L a t in : C ic e ro . An Oration and Selected Letters. This course
is designed to introduce students to a great historical and literary figure of the
Roman Republic. It combines a study of his m ajor political and literary
achievements with a careful analysis of his prose style.
Spring semester. Mr. Mitchell.
13 .

Lite ra tu re o f the A u g u s ta n A g e .

The subject in 1974-75 will be narrative

techniques in prose and poetry.
Fall semester. Mr. Tompkins.
1 4 . M e d ia eva l L a t in . Works chosen from the principal types of mediaeval
Latin literature (including religious and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances) are studied in this course.
Spring semester. Miss North.
9 1.

Special T o p ic s . Readings selected to fit the needs of individual seniors in
preparation for their comprehensive examinations.
Staff.
93.

D irec te d R e a d in g . A program of independent work under the super­
vision of the instructor. It is open only to advanced students and may be taken
only with the consent of the department chairman.
Staff.

Ancient History and Civilization
3 1.

H is to r y o f G re e ce .

The course is devoted to the study of the political and
social history of the Greek states to the time of the Hellenistic kingdoms. This is
preceded by a brief survey of the Oriental civilizations by which the Greeks
were influenced. Special attention is given to the 6th and 5th centuries B. C.
Considerable reading is done in the primary sources in translation. Classics 31

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CLASSICS
meets the distribution requirement for Group 3; it counts towards a major
in History.
Fall semester. Mr. Meiggs.
32. T h e R o m a n R e p u b lic and E a r ly E m p ir e . A study of the Roman world
in the period 300 B.C.—A.D. 38. The following subjects will be dealt with in
detail: (1) The evolution of the republican constitution, (2) Rome’s wars of
expansion and acquisition of empire, (3) The Roman Revolution, (4) The
Augustan Principate, (5) The Julio-Claudian Dynasty, (6) Art, Literature,
and Thought.
Students will be required to read the pertinent original sources in translation
as well as a selection of modern viewpoints. There is no prerequisite. Classics
32 meets the distribution requirement for Group 3, and counts towards a
major in History.
Spring semester. Mr. Mitchell.
33. G re e k Lite ra tu re in Tra n sla tio n : The topic and the readings vary from
year to year, but always include major works by Homer, the tragic poets, the
historians, and the philosophers.
Given in alternate years. Fall semester, 1975. Mr. Rose.
35. L a t in Lite ra tu re in Tra n sla tio n — Classical and M e d ia e v a l. The works
studied in this course range in time from the age of the Roman Republic to the
twelfth century after Christ. They include the major authors of the classical
period, St. Jerome and St. Augustine from the Latin Fathers, and from the Middle
Ages Boethius, Prudentius, the chief figures of the Carolingian Renaissance, and
the writers of Mediaeval Latin hymns and secular poetry.
The course is given in alternate years.
Spring semester, 1976. Miss North.
36. Classical M y th o lo g y in Lite ra tu re and A r t . The course is designed to
make students familiar with those myths and legends which have served as
material for writers and artists from ancient times to the present. The principal
works studied are Homer’s Odyssey, Hesiod’s Theogony, selected Greek
tragedies, Virgil’s Aeneid, and the Metamorphoses of Ovid. A study is made
of the way in which mythological themes have been handled in painting and
sculpture at various periods, and topics for papers provide an opportunity for
the study of the treatment of mythology by writers from the Renaissance to
modern times.
The course is normally given in alternate years.
Fall semester, 1974. Miss North.
37. O s tia and R o m e . A study of urban problems in antiquity, with emphasis
on Roman economic history and relations between Rome and her principal
seaport.
Fall semester, 1974. Mr. Meiggs.
42.

Greece in the F i f t h C e n tu ry B .C . An intensive study, chiefly on the basis
of primary sources, of Athens and the Greek world from the reforms of Cleisthenes to the end of the Peloponnesian' War. Special emphasis is placed on the
political, social, and economic institutions of the Athenian democracy and on
the problems of the Delian League, both internal and in its relation to the Greek
and non-Greek world. Classics 42 counts towards a major in History.
The course is normally given in alternate years.
Prerequisite: Classics 31 or its equivalent.
Spring semester, 1976. Mr. Ostwald.

110

CLASSICS
44.

T h e R o m a n E m p ir e .

A detailed study, using primary sources, of the
political, economic, social, and cultural history of the Roman world from the
death of Nero in A.D. 68 to the death of Constantine in A.D. 337. Classics 44
counts towards a major in History.
Prerequisite: Classics 32 or its equivalent.
Spring semester. Mr. Mitchell.
46 .

A n In tro d u c tio n to A rc h a e o lo g y . This course imparts a knowledge of
techniques and procedures applicable to archaeological study in any part of the
world. Specific examples and problems are drawn in the main from classical
archaeology, with emphasis on a particular period (e.g. Bronze Age, Hellenistic,
Etruscan, etc.).
Staff.
8 1 . C o llo q u iu m on the A n c ie n t Th e a tre . All extant examples of Greek and
Roman drama (both tragedy and comedy) will be read in translation, and there
will be a study of ancient dramatic production and the physical remains of Greek
and Roman theatres. There is no prerequisite, but preference will be given to
students who have had some previous acquaintance with dramatic literature, or
have taken Classics 33 or 35.
Spring semester, 1975. Mr. Tompkins.
82.

C o llo q u iu m o n R o m a n P o litica l T h e o r y . Working from the writings
of Polybius, Cicero, and the Roman Historians, the Colloquium will examine
the political thinking which inspired the institutions of the Roman Republic
and the forces and changing ideas which caused this system to collapse at
the peak of Rome’s prosperity and to give way to autocracy.
Fall semester. Mr. Mitchell.

H

onors

10 2 .

Sem

inars

R o m a n H is to ria n s .

This seminar combines a survey of Latin historical
writing to the end of the Silver Age with intensive study of selected books of
Livy and Tacitus, both as examples of Roman historiography and as sources for
Roman history.
Spring semester. Mr. Mitchell.
10 3 . L a tin E p ic . This seminar traces the development of Roman epic poetry,
with particular emphasis on the D e Rerum Natura of Lucretius and the Aeneid of
Virgil. Some attention is also given to early Roman epic, as represented by the
Annates of Ennius, and to the later epic, typified by Lucan’s Pharsalia.
Spring semester. Staff.
1 0 4 . Ju ve n a l and Ta citu s. A study of the Satires of Juvenal and the Annals
of Tacitus. Special attention is given to the writings of both authors as illus­
trations of the social structure and of the literary and artistic movements of
the early empire.
Fall semester, 1975. Staff.
10 5 . C ic e ro . A study of the political and forensic speeches of Cicero and of his
personal correspondence as sources for the political and constitutional history of
the final years of the Roman Republic. Attention is also paid to Ciceronian prose
style as exemplified in his letters and orations.
Fall semester, 1974. Mr. Mitchell.
1 0 7 . H o ra c e : L y r ic and H e xa m e te r P o e try . The seminar emphasizes the
Odes and Epodes and their place in the tradition of Greek and Roman lyric
poetry. Attention is also given to the Satires and Epistles, especially the Ars

111

CLASSICS
Poetica, and to their importance for the history of satire and literary criticism.
An effort is made to grasp the totality of Horace’s achievement in the context
of the Augustan Age.
Spring semester, 1975. Miss North.
111. G re e k Philosophers. This seminar is devoted mainly to the study of
Plato, which is supplemented by study of the pre-Socratic philosophers and of
Aristotle and the Hellenistic schools. The orientation of the seminar is primarily
philosophical, although the literary merits of the Greek philosophers receive con­
sideration.
Fall semester, 1975. Mr. Rose.
112. G re e k E p ic . The study of Homer’s Iliad or Odyssey constitutes the chief
work of this seminar. Some attention is also paid to Hesiod’s Theogony and to
the Argonautica of Apollonius of Rhodes.
Spring semester, 1975. Mr. Tompkins.
113. G re e k H is to ria n s . This seminar is devoted to a study of Herodotus and
Thucydides, both as examples of Greek historiography and as sources of Greek
history.
Fall semester, 1974. Mr. Meiggs.
114. G re e k D r a m a . The whole body of extant Greek tragedies and comedies
is studied, with a careful reading in the original language of one play by each of
the m ajor dramatists.
Spring semester, 1976. Mr. Rose.
115. G re e k Ele g ia c and L y r ic P o e try . The whole body of extant Greek
elegy and lyric is studied, with attention to the political and social background,
and to the relation of these literary types to epic and dramatic poetry.
Fall semester. Miss North.

ECO N O M IC S
EDWARD K. CRATSLEY, P ro fesso r
FRANK C. PIERSON, P ro fesso r an d C hairm an
SIDNEY POLLARD, C o rn ell V isitin g P r o f e s s o r ii
FREDERIC L. PRYOR, P ro fesso r
BERNARD SAFFRAN, P ro fesso r
ROBINSON G. HOLLISTER, JR., A sso cia te P ro fe sso ri
(p a rt tim e)

VAN DOORN OOMS, A sso cia te P ro fesso r
HOWARD PACK, A sso c ia te P ro fe sso r i
PETER KEMPER, A ssista n t P ro fesso r
WILLIAM J. STULL, A ssista n t P ro fe sso r i
MARCIA J. KRAMER, L ec tu rer (p a rt tim e)
The courses in economics are designed: first, to acquaint the student with the
institutions and processes through which the business of producing, exchanging,
and distributing goods and services is organized and carried on; second, to train
him in the methods by which these institutions and processes may be analyzed;
and third, to enable him to arrive at informed judgments concerning relevant
issues of public policy.
tAbsent on leave, spring semester, 1975.
î Absent bn leave; 1974-75.
f t Spring semester, 1974-75.

112

ECONOMICS
Course 1-2A is prerequisite to all other work in the department except
Economics 3 and Economics 4. All students intending to major in Economics
are strongly advised to take Economics 4 in order to prepare for upper level
courses and seminars. While not essential, college-level mathematics would also
be helpful. Students intending to do graduate work in Economics should acquire
a strong background in mathematics. Majors in Course are advised to take
Economics 20 and (in their senior year) Economics 59. Majors in Honors are
required to take Economics 103. Students intending advanced work in applied
economics and those intending to go to law school or business school, will find
Economics 3 (Accounting) useful preparation.
Course 1-2A is prerequisite to all other work in the department except course
3 (Accounting). All students intending to major in economics are strongly ad­
vised to take Economics 4 (Statistics for Economists) in order to prepare for
upper level courses and seminars. While not essential, college-level mathematics
would also be helpful. Students intending to do graduate work in economics
should also take Mathematics 5, 6, 11, and, if possible, 15 and 22. Majors in
Course are required to take course 20 and (in their senior year) Economics 59.
Majors in Honors are advised to take seminars 103 and either 101 or 102.
Students intending advanced work in applied economics and those intending
to go to law school or business school, will find Economics 3 (Accounting)
useful preparation.
1 - 2 A , In tro d u c tio n to Ec o n o m ic s . This course, which is IY 2 semesters in
length, is designed both to afford the general student a comprehensive survey and
to provide students doing further work with a foundation on which to build. It
describes the organization of the economic system and analyzes the allocation of
resources, the distribution of income, the maintenance of economic stability, and
international economic relations. On completing the course, students will have
the option of joining seminars in Economics 2B for one-half course credit
during the last half of the semester.
Staff.
2B.

C o n te m p o ra ry Issues in Ec o n o m ic s . This course, which is one-half semes­
ter in length, is normally taken by students immediately after completion of
Economics 1-2A. However, these half-semester seminars may also be taken in
later years by students who have taken Economics 1-2A. Each student may
elect to join a seminar which meets weekly for intensive investigation, thorough
reading, written reports and discussion, of a contemporary economic topic or
problem. Recent topics covered by these seminars have included Mathematical
Economics, Macroeconomic Models and Computer Simulation, National Priori­
ties and Post-Vietnam Planning. Economics of Tax Reform, Marxist Political
Economy, Economics of Discrimination, Environmental Economics, and the
Political Economy of the Multinational Corporation.

3.

A c c o u n tin g . The purpose of this course is to equip the student with the
rudiments of accounting needed for advanced work in business finance, bank­
ing, taxation, and public regulation. (This course does not satisfy the distribu­
tion requirement as outlined on page 60.)
Spring semester. Mr. Cratsley.
4.

Statistics “fo r Ec o n o m is ts . (Also listed as Mathematics 1). Economics
students taking this course (including all majors) will meet in a special section
for the second half of the semester after taking the first half of the general
statistics course. The objective of this section will be to provide the student
with a basic understanding of simple and multiple regression analysis.
Fall semester. Mr. Iversen and Mr. Stull.

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ECONOMICS
1 1 . Ec o n o m ic D e ve lo p m e n t. Requisites for the economic development of
underdeveloped countries. Obstacles to development. Strategy and tactics of
development policy.
Spring semester. Mr. Ooms.
1 2 . T h e In dustrial R e v o lu tio n in G re a t B rita in . (May be taken for credit in
History.) A discussion of the causes and preconditions of the successful
industrialization of Great Britain in the period c. 1770— c. 1850 which became
the threshold of the modem age for the whole world. The course will examine
technological, organizational, and economic changes in agriculture, manu­
facturing, transport, and other sectors, together with the accompanying
changes in financial institutions, in overseas trade, and the organization,
ownership, and management of firms. (For fuller description of the course,
inquire of the Department of Economics.)
Spring semester. Mr. Pollard.
20 . Ec o n o m ic T h e o r y . Determination of prices in theory and in practice.
Distribution of income. Economic welfare aspects of various market structures.
Fall semester. Mr. Kemper.
21.

In dustria l O rg a n iza tio n and P u b lic P o lic y . Optimality and the price
system; theories of the firm; market structure; the causes of market failure
and alternative policy responses; nonmarket allocation of resources; application
of analytic tools to selected sectors (e.g. the defense, airline, education, and
television sectors) with emphasis on public policy alternatives.
Spring semester. Mr. Kemper.
2 2 . Finance. The application of the tools of economic analysis to the rev­
enue and expenditure policies of the government, firm, and household. For the
government sector the discussion will focus on the role of cost-benefit analysis
in government expenditures as well as the problems of incidence and reform
of the tax system. Optional investment strategies and corporate finance will be
the primary concerns of the study of the firm, while for the analysis of the
consumer the material will concentrate on tax and investment strategies.
Spring semester. Mr. Saffran.
23 .

Ec o n o m e tric s .

(C o u rs e offered at B r y n M a w r C o lle ge . Ec o n o m ic s 3 0 2 b .)

A six-week survey of the theory of multiple regression and the problems en­
countered in using multiple regression in economic analysis. This will be fol­
lowed by individual empirical research projects on economic topics selected
by students. Admission by permission of the instructor.
Spring semester. Mrs. Hunter.
2 5 . L a b o r P ro b le m s and M a n p o w e r P o lic y . The structure and behavior of
labor markets, issues in labor relations, the development of manpower, the
role of unions, employers and government.
Fall semester. Mr. Pierson.
26. Social Ec o n o m ic s . The extent, consequences, and causes of poverty and
economic inequality; an appraisal of reforms in income support programs;
medical care, education, housing, and rural and ghetto development; the
economics of discrimination.
Fall semester. N o t offered in 1974-75. Mr. Hollister.
30. T h e In te rn a tio n a l E c o n o m y . After a brief introduction to the historical
development and institutional structure of the world economy, students will
examine the bases of national and international economic interests and the
contemporary problems in international trade and finance to which these give
rise. Particular attention will be paid to national policies (especially those of

114

ECONOMICS
the United States) and the pursuit of international agreements as responses to
these problems.
Fall semester. Mr. Ooms.
3 1 . C o m p a ra tive E c o n o m ic System s. Analysis of methods by which eco­
nomic systems can be compared; studies of empirical comparisons according
to many criteria of nations in East and West; case studies of the Soviet Union,
China, Yugoslavia and other nations.
Fall semester. Mr. Pryor.
4 1 . U r b a n Ec o n o m ic s . This course examines the economic structure and
development of American urban economies. Topics covered include housing,
transportation, urban renewal, local government finance, and pollution.
Fall semester. Mr. Stull.
4 7 . M a r x is t Po litica l E c o n o m y . A study of Marxist economics and political
theory with particular attention to general problems of historical materialism.
Primary emphasis in the reading is placed on the works of Marx, Engels, and
Lenin; however, some time is also devoted to the background of Marxist
thought as well as the development of Marxist theory in the present era. Pre­
requisites include two semesters of either Political Science or Economics.
Spring semester. Offered in 1975 as Economics 2-B seminar, with Economics
1-2A as prerequisites.
56 . O p eration s Research. (Also listed as Engineering 56.) The principles
of operations research as applicable to defining optimum solutions of engi­
neering^ and financial problems as an aid to managerial decision making.
Probability and probability distributions, reliability, random number simulation,
queuing theory, linear programming, dynamic programming, allocation and
transportation theory. The working principles of engineering economy are
introduced and combined with operations research topics.
Three class periods each week.
Normally for junior and senior students.
Spring semester.
58. H e a lth P o lic y . (Also listed as Political Science 58.) Analysis of govern­
ment policy toward health care and public health, its impact upon institutions
and resource allocation, and major alternatives for action. Central topics are
the organization of health care delivery (roles and views of physicians, nurses,
administrators, patients and insurers); the interplay of federal, state, and local
governments, quasi-public authorities, and interest groups; technical and po­
litical aspects of health insurance alternatives; health manpower (medical and
nursing schools, para-professionals); biomedical research programs. Students
wishing to take this course should consult in advance with the instructors. Prior
work in at least two of the following will be helpful: Economics 1-2,4,26;
Political Science 2,51; Mathematics 1; Engineering 7,8,31,32.
Spring semester. N o t offered in 1974-75. Mr. Hollister and Mr. Smith.
59 . Ec o n o m ic S ta b ility. National income theory. The role of money and
financial institutions. Analysis of business fluctuations and long-term economic
change. Public policies for stabilization and growth.
Spring semester. Mr. Pierson.
7 0 . T h e P o litica l E c o n o m y o f C o m m u n is t System s. (Also listed as Political
Science 70.) A single-credit colloquium analyzing the interaction between
economics and politics in Communist countries. Case study material will be
drawn from several East European countries, the USSR, and China. Pre­
requisite: at least one introductory course in either economics or politics.
[Double-credit option will be available.]
Fall semester. N o t offered in 1974-75. Mr. Lieberthal and Mr. Pryor.

115

ECO NO M ICS
H onors Sem inars
1 0 1 . P u b lic F in a n c e . Income distribution analysis of public expenditures,
effect of expenditures and taxation on resource allocation and income dis­
tribution, national debt.
Fall semester. Mr. Saffran.
10 2 . Ec o n o m ic S ta b ility and G r o w t h . The theory of cyclical fluctuations and
secular growth. Money and banking. Monetary and fiscal policy. Wage-price pres­
sures and the control of inflation.
Spring semester. Mr. Pierson.
10 3 . Ec o n o m ic T h e o r y . Contemporary theory: price determination, the func­
tional distribution of income, the level of em ployment Evaluation of theory in
the light of' simplifying assumptions and empirical evidence. The relevance of
theory to socio-economic problems.
Each semester. Mr. Saffran.
10 5 . In te rn a tion al Ec o n o m ic s . Theory and practice in international economic
relations. The pure theory of international trade. The balance of payments and
the mechanism of international exchange. Restrictionism and discrimination.
Regionalism. Relations with controlled economies. International investment and
foreign aid.
Fall semester. Mr. Ooms.
10 6 . C o m p a ra tive E c o n o m ic System s. Analysis of methods by which economic
systems can be compared; study of resource allocation and growth in socialist,
capitalist, and mixed economies; case studies of the U .S .S .R ., Yugoslavia, China,
France, and other nations; examination of special problems in economic plan­
ning.
Fall semester. Mr. Pryor.
1 0 7 . L a b o r and Social Ec o n o m ic s . Economic analysis of the organization of
labor and labor markets; education, medical care, housing, discrimination.
Determinates of wages and income inequality, government policies with respect
to labor relations, health, education and welfare.
Fall semester. Mr. Hollister and Mr. Pierson.
10 8 . Ec o n o m e tric s . Econometric theory and empirical studies. An empirical
research paper is required.
Prerequisites: Mathematics 11 and Economics 103.
Spring semester. Mr. Saffran.
10 9 . Ec o n o m ic D e ve lo p m e n t. An examination of the problems of economic
development and growth in low-income countries, with attention to both
historical experience and current issues of development policy. Techniques of
economic planning and instruments of policy will be studied. Emphasis will
be placed upon case studies of individual countries, and each student will
prepare a research paper in considerable depth.
Spring semester. Mr. Ooms.
1 1 0 . U r b a n Ec o n o m ic s . This seminar will deal in depth with the structure
and development of American urban economies. Topics covered will include
housing, transportation, urban renewal, local government finance, and pollu­
tion. Methodological as well as substantive issues will be discussed.
Fall semester. Mr. Stull.
1 1 1 . In dustria l O rg a n iza tio n and P u b lic P o lic y . Applications of theoretical
and empirical analysis to major issues in industrial economics: optimality and
the price system; theories of the firm; market structure; the causes of market
failure and alternative policy responses; nonmarket allocation of resources;
application of analytic tools to selected sectors (e.g. the defense, airline, edu­
cation, and television sectors) with emphasis on public policy alternatives.
Spring semester. Mr. Kemper.

116

ECONOMICS
112. Twentieth Century Britain in the World Economy. (May be taken for
credit in History.) The years before 1914 marked the peak of Britain’s
particular contribution to the growth of the world economy: a high level of
foreign investment, a crucial role in world commerce based on free trade in
Britain, and the successful management of a classic gold standard with
London as its international centre. However, since then, despite investment in
new industries and the creation of a modern industrial base during the 1930’s
and the second World War, Britain has fallen behind industrially, and the
slow growth rate of the past quarter century has had widespread economic and
social consequences. (For a fuller description of the seminar, inquire of the
Department of Economics.)
Spring semester. Mr. Pollard.

EDUCATIO N
ALICE K. BRODHEAD, A sso cia te P ro fesso r an d
P rogram D ire c to r

FRANCES SCHWARTZ, A ssista n t P ro fesso r a n d L ec tu rer
in A n th ro p o lo g y

There is no major in Education. Swarthmore students may qualify for the
Instructional I Certificate for secondary school teachers in Pennsylvania (valid
in a number of other states) by taking a pre-professional sequence together
with a major or appropriate concentration in one or more of the following
fields: Biology, Chemistry, Comprehensive English, Comprehensive Social
Studies, French, German, Latin, Mathematics, Physics-Mathematics, Russian,
and Spanish. Comprehensive Social Studies may embrace Economics, History,
Political Science, Psychology, or Sociology-Anthropology. Students are referred
to the pertinent department and to the Program in Education for further
information and counsel concerning specific requirements for certification in
each field. Normally students will be certified only on the basis of courses
taken at Swarthmore College or work taken elsewhere which is acceptable to
the corresponding department at Swarthmore. Students will apply to the
Teacher Education Committee for the Instructional I Certificate for Secondary
Teaching in a given subject, and such application must normally be made
prior to graduation.
From among the courses offered solely in the Program in Education, a
maximum of four credits may be included in the College graduation require­
ment of 32. Courses in Education are not only for students seeking certifica­
tion, but such students should pursue the following program if they wish to
obtain the Instructional I Certificate for Secondary Teaching:
Education 14. Introduction to Teaching
Psychology 2. Psychology of Human Relations
Either Psychology 39, Child Psychology or
Sociology-Anthropology 24, Psychological Anthropology
Education 16. Practice Teaching
At least one additional course from the following:
Education 17. Problems in U rban Education
Education 37. Education in America
Education 45. Anthropology and Education
Education 55. Research in Anthropology and Education
Education 75. Education and Society
Education 91. Special Topics
joint program for preparing elementary teachers
Since the fall of 1973,
has been experimentally carried on by Swarthmore College and Bryn Mawr

117

E D U C A T IO N
College together. Bryn Mawr College has requested program approval for
certification by the Pennsylvania Department of Education during 1974-75,
and Swarthmore College will make a decision during 1974 on joining in that
request.
The courses listed below are all pertinent to teaching in an elementary
school, but a program of preparation is built individually. Students who are
interested should consult a member of the Program in Education teaching staff.
Education 14.
Introduction to Teaching
Education 16.
Practice Teaching
Psychology 3.
Introduction to Psychology
Psychology 39.
Child Psychology
Education 201a. Educational Psychology
Education 303 b. Developmental and Remedial Reading
Education 9.
Foundations of Mathematics
9 . M athe m atics fo r Ele m e n ta ry Teachers (also listed as Mathematics 9).
This course is designed to introduce prospective elementary school teachers to
some of the available mathematics curriculum materials, and to solidify their
understanding of the underlying mathematics. Permission of the Mathematics
Department is required unless the student has successfully completed a mathe­
matics course in college.
Fall semester. Mr. Rosen.
1 4 . In tro d u c tio n to Te a c h in g . An exploratory course designed to help stu­
dents to determine their own interest in preparing to teach as well as to
furnish them with opportunities for learning about elementary and secondary
schools. Current educational theory will be discussed and compared with
contemporary practice. Field work in schools is required.
Each semester. Ms. Brodhead and Ms. Schwartz.
1 6 . Practice Te a c h in g . Supervised teaching in either secondary or elementary
schools, with an accompanying seminar for methods and materials. Double
credit.
Each semester. Staff.
1 7 . Pro b lem s in U r b a n E d u c a tio n . This course considers the problems of
schools in big cities, related to topics such as financial support, community
relations, professional staff, curricular innovation, pupil personnel. A weekly
seminar, individual study, and field investigation are required.
Spring semester. Ms. Brodhead.
3 7 . Ed u c a tio n in A m e ric a (also listed as History 37). 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.
History prerequisite: the usual exemption for seniors is extended to juniors in
the Program in Education.
N ot offered 1974-75. Mr. Bannister or Mr. Wood.
4 5 . A n th ro p o lo g y and Ed u c a tio n (also listed as Sociology-Anthropology 45).
Anthropological perspectives on social process in formal and informal learning
situations both cross-culturally and within United States subcultures. The
course will explore the dynamics of classroom interaction, the school as a
social system, the school in relation to the community, value and role con­
flicts in eduction as agents of social change, and modes of intentional and
unintentional socialization.
N o t offered 1974-75. Ms. Schwartz.

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E D U C A T IO N
5 5 . Research In A n th ro p o lo g y and Ed u c a tio n (also listed as SociologyAnthropology 55). Focus on student field work in neighboring school and
community. Application of anthropological research methods to an actual
educational institution. Exploration of the impact of research for school per­
sonnel in educational planning and community relations.
Prerequisite: permission of the instructor.
Spring semester. Ms. Schwartz.
75. Ed u c a tio n and Society (also listed as Sociology-Anthropology 47.)
Comparative study of the functions of schools from the perspective of sociol­
ogy and anthropology. Among the topics to be discussed are the relations of
educational institutions to other sectors of society, and the question of alterna­
tives to schooling in both modernizing and “post-industrial” societies.
Fall semester. Mr. Bramson.
9 1 . Special T o p ic s . With the permission of the instructor, qualified students
may choose to pursue under supervision and direction a topic of special
interest which for thorough investigation will usually require field work as
well as reading.
Each semester. Staff.
2 0 1a . Ed u c a tio n a l P sych o log y (to be given at Bryn M awr). Psychology
and measurement related to educational objectives particularly from the point
of view of what is currently known about human social, affective, cognitive
and learning behavior. Laboratory work is required.
Prerequisite: an introductory course in Psychology.
Fall semester. Ms. Riser.
303b. D e ve lo p m e n ta l and R e m e d ia l R e a d in g (to be given at Bryn M awr).
Basic principles and approaches to teaching reading. Developmental reading
progress of children will be studied, as well as how to recognize and evaluate
deviation from the norm. Weekly tutoring experience required.
Spring semester. Ms. Riser.

EN G IN EER IN G
CARL BARUS, P rofessor
DAVID L. BOWLER, P rofessor
SAMUEL T. CARPENTER, Professor
H. SEARL DUNN, P rofessor a nd Chairm an
JOHN D. McCRUMM, Professor
BERNARD MORRILL, Professor
M. JOSEPH WILLIS, Professor
WILLIAM L. HSU, A ssistant Professor
H. ALAN HUME, Lecturer
The Department of Engineering offers engineering programs directed toward
four principal educational aims: to introduce the student to a body of knowledge
fundamental to all of modern engineering; to provide him with a comprehensive
background in the basic sciences; to allow him maximum flexibility in
electing plans of study to suit individual objectives; to provide him the oppor­
tunity to study in the humanities and social sciences. The overall plan leading
to a degree of Bachelor of Science with the major in engineering is accredited
by the Engineers’ Council for Professional Development.
The professional practice of engineering requires skill and resourcefulness in
applying scientific knowledge and methods to the solution of engineering prob­

119

E N G IN E E R IN G
lems of ever growing technical complexity. In addition, the role of engineers in
our society demands that the engineer recognize and take into account the eco­
nomic and social factors that bear on his technical problems. The successful engi­
neer will therefore possess an understanding of socio-economic forces, an appre­
ciation of the cultural and humanistic aspects of the society in which he lives, and
a sound working knowledge of human relations. Our total program furthers these
objectives by providing the student with a broad technical knowledge, together
with the foundation of a liberal education. There is an increasing tendency
for students to major in engineering when their career plans are in a different
field. It is possible to carry a dual major, one of which is in engineering. Thus,
students who are particularly interested in careers which spring from a dis­
cipline in the social sciences can simultaneously prepare themselves in areas
of technology pertinent to their future plans.
Courses in the Department of Engineering are open to all students who have
the interest and the prerequisite background. Special inquiries may be made
through the chairman of the department. Courses 1, 2, 7, 8, 22, 23, 56 and 67
may be especially relevant to some student programs.
The use of the College’s computer facilities is central to an engineering educa­
tion at Swarthmore. The Department has developed a number of courses dealing
with computers which would be of interest to students in all departments of the
College. These include introductory courses in computer science with both
non-numeric and scientific programming, and advanced courses in systems
programming. (Courses 22, 23, 24, 26).
Educational plans available to engineering students at Swarthmore are as
follows:
(1) Four year course programs with the major in engineering, with elected
concentrations of study in the professional branches of engineering such
as Civil, Electrical, and Mechanical Engineering, and related engineering
areas.
(2) Four year course programs with the major in engineering, with elected
combinations of study in Biology, Chemistry, Economics, Mathematics,
Political Science, etc.
(3) Four-year and five-year Course programs leading to a double major and
two degrees; the B.S. degree in engineering and the B.A. degree in a
second academic area.
A candidate for a degree in engineering must meet the general requirements of
the College as well as the requirements of the Department of Engineering. Cur­
ricular plans for the first two years must take two objectives into consideration:
(1) courses should provide an adequate background for work in engineering at
the upperclass level, and (2) the satisfying of the general College requirements.
During the second semester of the sophomore year the student, following College
procedure, will apply for a major in engineering. All four-year programs lead to
the degree of Bachelor of Science with the major in engineering.
Course Program
The prerequisites for a major in engineering are Engineering 1 and 2 in the
first year and Engineering 11 and 12 in the second year. Prospective engi­
neering majors are strongly urged to enroll in appropriate courses in Chemistry,
Physics, and Mathematics. In special cases, students with preparation com­
parable to, but differing from, Engineering 1, 2, and 11 may apply to major
in engineering after consultation with the Department chairman.
The departmental requirements beyond those indicated above for the degree
of Bachelor of Science with a major in engineering fall into two categories: (1)
satisfactory completion of the following courses which are required of all engi­
neering students: Introduction to Fields & Continua, Thermodynamics, and

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E N G IN E E R IN G
Engineering Materials; (2) satisfactory completion of an approved program
of at least four additional advanced engineering courses, normally elected
from those numbered 23 or higher. Students applying to major in engineering
must submit their programs for approval to the Department of Engineering.
Course Advising

Students are advised to make their educational goals known to their advisers
at the earliest possible time. In this way the student can best benefit from the
flexibility provided for course election and provide for a curricular program
specifically oriented to his future educational goals.
Elective Plans in the Course Program

The following suggested plans of study for the last two years are listed to indi­
cate the flexibility of choice open to the student Other plans may also be arranged
beyond those suggested. At least four elected and approved advanced courses in
engineering must be included in the program of the junior and senior years.
Electives in the humanities, social sciences and life sciences can also contribute,
in many cases, to the central educational aims. A course in Special Topics or a
Thesis is available for meeting special interests or needs.

Some Typical Elective Plans
Bio -E n g ineerin g

Engineering courses with ad­
ditional elections in Engi­
neering, Biology, and Chem­
istry.

The application of engineering principles
to biological and medical problems. Students
with this interest will normally elect two
semesters of biology and two semesters of
organic chemistry, and an appropriate se­
quence of engineering courses.

C ivil E n g in e e r in g and R e l a ted A reas

General Civil Engineering
Structures
Urban and Regional Plan­
ning
Environmental Engineering

The suggested course program is Mechan­
ics of Solids, Structural Mechanics I, Soil
Mechanics, Civil Engineering Design, with a
fifth course chosen from Fluid Mechanics or
Structural Mechanics II. The sequence pro­
vides the prerequisites for an additional elec­
tive sequence in structures, water resources
and planning, pre-architecture, or general
civil engineering.
The early planning of electives in art,
biology, economics, political science, or so­
ciology, is essential for programs related to
urban and regional planning or water re­
sources.

E l e c t r ic a l E n g in e e r in g and R e l a t e d A reas

General Electrical Engi­
neering
Electronics and Informa­
tion Processing
Systems and Control
Electric Power and Energy
C o n v e rsio n '“
Engineering Physics

Students who plan to do work in electrical
engineering will normally include the follow­
ing courses in their programs: Circuit The­
ory, Electromagnetic Theory, Electronic Cir­
cuit Theory I (73).
The program should be filled out with
additional courses selected partly from those
numbered 55 and 74 to 80, inclusive, accord­
ing to individual interest. The full program
may emphasize an area of study such as
those listed at the left.

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E N G IN E E R IN G
E ng in eer in g Sciences

A number of feasible pro­
grams may be elected from
Engineering, Mathematics,
Chemistry, Physics, with the
engineering courses dealing
primarily with the theoretical
bodies of knowledge.

A program in Engineering Sciences pro­
vides for diversity and depth in engineering,
combined with mathematics, chemistry, or
physics. It is suitable for those planning to
enter college teaching or engineering research
after graduate study.

E n g in e e r in g C o m b in e d W it h Stu d y in
O t h e r C o l l e g e A reas

Biology
Economics
Mathematics
Political Science
Psychology
Sociology

An engineering student is required to in­
clude at least four approved engineering
courses beyond the required engineering core.
Fourteen electives, including the six to satisfy
the College distribution requirements, are
available for planning a sequence of study
leading to concentrations or diversity in other
College areas. The areas listed on the left are
not exclusive but they do represent areas in
which engineering students may find a strong
interest and a relationship to future engineer­
ing work.

M echanical E n g in eer in g and R elated

General Mechanical Engi­
neering
Applied Mechanics
Thermodynamics and
Energy Conversion
Fluid Mechanics and Heat
Transfer
Engineering Design

A reas

Sequences in general mechanical engineer­
ing will normally include, in addition to the
required engineering core, courses in ad­
vanced dynamics, solid mechanics, fluid me­
chanics and heat transfer, and automatic
controls. Courses in thermodynamics, applied
mechanics, fluids, heat transfer, and engineer­
ing design can be used to develop such spe­
cialized sequences as those shown at the left.

E n g in eer in g
1 . In tro d u c tio n to En g in e e rin g . The use of the digital computer is introduced
and engineering problems are assigned for computer solution. Concepts of en­
gineering design with individual design projects and the methodology of opera­
tions research such as linear programming, transportation problems, reliability,
and Monte Carlo simulations, are developed. During the last four to five weeks
of the course, students are assigned to small seminar groups directed by engi­
neering faculty and covering various current engineering topics. The laboratory
work introduces graphical concepts and some shop practice.
Three class periods and a laboratory each week.
Fall semester.

2. Mechanics. Fundamental areas of statics and dynamics. Elementary con­
cepts of deformable bodies including stress-strain relations, beam, torsion, and
long column theory. Laboratory work is related to .experiments on deformable
bodies and a spring field engineering project is generally scheduled during
laboratory periods.
Three class periods and a laboratory each week.
Spring semester.

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E N G IN E E R IN G
7 , 8 . Pro blem s in T e c h n o lo g y . Designed primarily for those not planning
to major in science or engineering, this course is intended to provide some
depth of understanding of technology and its impact by examining one or two
selected areas each semester. The scientific basis and engineering design prin­
ciples of 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 various technical fields;
for example, biomedical engineering, data processing, environmental engineer­
ing, communications, transportation, energy.
A strong background in high-school mathematics is assumed.
Three class periods and a laboratory every other week.
1 1 . Ele c tric a l Science. Discussion of problems involving static electric and
magnetic fields such as properties of dielectrics, magnetic circuits and appli­
cations of the Lorentz force equation. Development of Maxwell’s equations
in integral form. Kirchoff’s Laws and the v-i relations for passive elements
R, L and C are used to formulate the equations describing the behavior of
electric circuits. Circuits of increasing complexity are studied, as time permits,
through solution of the equations. Use of the analog computer and ideas of
measurement and instrumentation are among the subjects introduced in the
laboratory.
Three class periods per week and a laboratory every other week.
Prerequisite: To be preceded or accompanied by integral calculus.
Fall semester.
1 2 . Physical System s A n a ly s is . The study of physical phenomena and systems
which may be represented to a good degree of approximation by a linear model
or a lumped-parameter pictorial model. The formulation of the mathematical
model from basic physical laws and the treatment of the ordinary differential
equations resulting therefrom. Emphasis will be placed upon the unity resulting
from the mathematical representation for many types of physical systems: me­
chanical, electrical, electromechanical, thermal, etc. Techniques of analysis will
include classical solution of differential equations including power series solu­
tions, and also solution by Laplace transform methods. Transient and steady state
response, frequency response, pole-zero concepts, notions of stability, and energy
considerations. The analog computer will be used extensively.
Three class periods and a laboratory every other week.
Prerequisite: Engr. 11, or equivalent.
Spring semester.
2 2 . Scientific P ro g ra m m in g . Deals with aspects of computer programming
which are of particular interest to students of the sciences and engineering.
Following an introduction to the Fortran IV language, the remainder of the
course will be concerned with applications such as matrix manipulations,
numerical integration and the solution of non-linear problems. No previous
experience in programming will be necessary.
Three class periods per week.
Prerequisite: A background in mathematics which includes calculus and pre­
ferably some exposure to simple differential equations.
Spring semester.
2 3 . D ig ita l C o m p u te rs. An introduction to information structures and the
programming of digital computers. Languages taught will be Fortran IV and
an assembly language. Topics in information structures will include stacks,

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E N G IN E E R IN G
queues, trees, and linked lists with applications to the processing of nonnumeric data (character strings). There will be extensive use of the College’s
computer facilities.
N o prerequisites.
Fall semester.
2 4 . System s P ro g ra m m in g . An introduction to the design of systems pro­
grams for digital computers—assemblers, compilers, loaders, utilities, and
executives. Particular topics include m acro processors, I / O handling, and
dynamic storage allocation.
Prerequisite: Engr. 23 or consent of instructor.
Spring semester.
26.

C o m p ile r C o n s tru ctio n . Each student will design and code a simple
compiler (translator) for a digital computer. Lectures will cover artificial lan­
guages and grammars, scanners, syntax recognizers, semantic routines, and code
generation.
Prerequisite: Engr. 23 or consent of instructor.
Spring semester.
3 1* 3 2. Sup erp roble m in Pu b lic T e c h n o lo g y . An interdisciplinary group
project examining a particular public-service technology including its associated
environmental and social problems. The project’s goal— i.e., the “superproblem”
—is to form ulate technical, social and regulatory policies likely to educe net
long-term social benefit from the technology in question and minimize social
and environmental harm. Examples of such technologies are transportation,
electric power, communications, housing, waste disposal-recycling, water supply,
and the like.
Credit will be given for a single semester. However, work on a given super­
problem is expected to continue for a full year or more, and students are
encouraged to stay with a project as long as possible. I t is hoped that funds
will be available each summer to support a small study group working on the
current project. The course is open to all students.

35. B iom edical En g in e e rin g . A practical course which integrates physiology
and engineering with clinical applications. Specific topics may include: electronic
pacemakers; control of circulation; kidney function and dialysis techniques;
the mechanism of immunology and transplantations of organs; bioengineering
materials; gas exchange and nervous control in respiration. The lectures will
be augmented by contributions from outside practicing experts. Participation in
clinical applications and practice is part of the laboratory requirement.
Three class periods and an independent laboratory each week.
Normally fo r junior and senior students.
Fall semester.
51. In tro d u c tio n to F ie ld s and C o n tin u a . Analysis of field phenomena in a
variety of continuous media. Fluid-flow, elastic, thermal, electromagnetic, and
other fields are treated with emphasis on their common properties. The partial
differential equations governing time-invariant fields, diffusion, wave motion,
etc., are developed from basic principles. Application is made to realistic engi­
neering situations.
Three class periods and a laboratory each week.
Prerequisite: Engr. 12, or equivalent.
Fall semester.

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E N G I N E E R IN G
53. Thermodynamics. Thermodynamic concepts are introduced by using
macroscopic and statistical models. The first law is stated in terms of work
and heat. The second law is approached from a statistical point of view. The
statistical inference of thermodynamics with respect to entropy and equilibrium
is introduced. Emphasis is placed on the mathematical description of properties
by usmg the partition function as the kernel of thermodynamic information.
Three class periods and a laboratory each week.
Fall semester.
55. Systems Theory. Mathematical analysis of an assemblage of interacting
elements composing a generalized system. Fourier methods and the Laplace
transform. State variables, the system state transition matrix and canonical
forms. Probabilistic systems analysis and decision theory. Response to random
inputs. Correlation functions and spectral distribution. Some applications in
the socio-economic and urban systems domain.
Three class periods each week; conference or laboratory every other week.
Prerequisite: Engr. 12, or equivalent.
Spring semester.
56. Operations Research. (Also listed as Economics 56.).
The principles
of operations research as applicable to defining optimum solutions of engineer­
ing and financial problems as an aid to managerial decisimi making. Probability
mid probability distributions, reliability, random number simulation, queuing
theory, linear programming, dynamic programming, allocation and transporta­
tion theory. The working principles of engineering economy are introduced and
combined with operations research topics.
Three class periods each week.
Normally for junior and senior students.
Spring semester.
60. Engineering Materials. Response of materials in a biological, chemical,
electrical, mechanical, optical, and thermal environment, in terms of micro­
scopic fundamentals. Design of self-disintegrating materials. Emphasis is on
the design, modes of thought, techniques, concepts, and problems of today.
Three class periods and a laboratory every other week.
Prerequisite: Permission of instructor.
Spring semester.
91.

Special Topics. Subject matter dependent on a group need or individual
N ^rma ,y urf-fncte,d *° senior students and offered only when staff
interests and availability make it practicable to do so.
96. Thesis. With approval, a student may undertake a thesis project as a part
of his program in the senior year. The student is expected to submit a prospectus
of his thesis problem before the start of the semester in which the thesis project
is earned out.
C

ivil

E

n gin eering

59. Mechanics of Solids. This course deals with the internal stresses and
changes of form when forces act on solid bodies. State of stress and strain
strength theories, stability, deflections, and photoelasticity. Elastic and Plastic
theones.
Three class periods and a laboratory each week.
Prerequisite: Engr. 2, or equivalent.
Fall semester.

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E N G IN E E R IN G
62. Structural Mechanics I. Principles of structural systems and mechanics
of deformable bodies pertaining to deflection and stability. Structural me­
chanics of space and plane framed structures including stress analysis, and
deflections of determinate and indeterminate structures.
Three class periods and a laboratory each week.
Prerequisite: Engr. 59.
Spring semester.
63. Structu ral M echanics n . A study of statically indeterminate structural
systems and advanced structural theory. Force and displacement methods with
matrix applications. Digital computer applications.
Three class periods and a laboratory each week.
Prerequisite: Engr. 62.
Fall semester.
6 4. S o il Mechanics. Using the basic concepts of physical geology as a unify­
ing framework, the principles of soil mechanics are studied. Subjects introduced
include formation of soils, clay mineralogy, transport and deposition of soils,
soil type identification, consolidation theory, flow through porous media, stresses
in earth masses, and slope stability.
Three class periods and a laboratory each week.
Spring semester.
65. C iv il En g in e e rin g D e s ig n . An introduction to the design of civil engi­
neering works with emphasis on structural components and structural materials;
design projects involving planning, analysis and synthesis, culminating in a
design project by the entire class.
Three class periods and a laboratory each week.
Fall semester.
66. S tru c tu ra l D e s ig n . An advanced course in the design of structures dealing
with stability, flat plates, shells, pre-stressed concrete, high strength steels, ulti­
mate design, dynamic force systems, comprehensive design problems, advanced
structural model studies.
Three class periods and a laboratory each week.
Prerequisites: Engr. 59, 62, 63, 65.
Spring semester.
6 7 . E n v iro n m e n ta l En g in e e rin g . An introduction to the fundamentals of ap­
plied ecology in water resources engineering, with emphasis on pertinent areas of
hydrology, hydraulics, and water quality. Fundamentals are related to stream
quality management and planning for water resources projects, by means of
student projects on a local drainage basin.
Three class periods and a laboratory each week.
Prerequisite: A course in biology, chemistry, physics, or engineering.
Spring semester.
E

lectrica l

71.

E

ngin eering

C irc u it Theory.

Transient and steady-state analysis of electric circuits and
networks with emphasis on state variable as well as classical methods and
s-plane interpretation. Network topology, equilibrium equations, theorems,
network functions and their properties. Energy in electric networks. Matrix
formulation for the systematic representation of generalized networks for com­
puter analysis. Linear, nonlinear, time-varying and time-invariant cases. Ex­
tensive use of the digital computer.

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E N G IN E E R IN G
Three class periods and a laboratory each week.
Prerequisites: Engr. 12, or Physics 12.
Fall semester.
72. Ele ctrom a gn e tic T h e o r y . Application of Maxwell’s equations. Macroscopic
field treatment of magnetic, dielectric and conducting bodies. Forces, motion and
energy storage. Field basis of circuit theory. Electromagnetic waves; wave-guides,
transmission lines, and antennas.
Three class periods and a laboratory each week.
Prerequisite: Engr. 51, or equivalent.
Spring semester.
73, 74. Ele c tro n ic C irc u it T h e o r y . The principal emphasis of the course is
on the use of transistors as active circuit elements. Various device models are
introduced and used, together with appropriate analytical techniques including
digital computer simulation, to study circuit applications. The form at in which
the course is conducted involves substantial independent work and permits
each student to concentrate in areas of particular interest to him. Laboratory
activities are oriented toward circuit design.
One semester provides a working knowledge of some basic aspects of the
subject.
Prerequisite: Engr. 12, or equivalent.
7 5 . Ele ctrom echanical E n e r g y C o n version and S u p p ly . Conventional and
unconventional motors, generators, and other electromechanical transducers;
industrial control circuits; design of industrial systems and power plants;
transmission.
Three class periods and a laboratory each week.
Prerequisite: permission of the instructor.
Fall semester.

77. To p ics in In fo rm a tio n Tran sm ission . Selected topics relating to the trans­
mission and processing of information and information-bearing signals. Applica­
tion to communication and information-processing systems.
Three class periods and a laboratory each week.
Prerequisite: Engr. 12, or equivalent.
Fall semester.
78. C o n tro l T h e o r y and D e sig n . An introduction to classical and modem con­
trol theory. Concepts of state, controllability and observability. Analysis and de­
sign of linear automatic control systems by means of Nyquist diagram, frequency
response and root locus method. Design by matrix methods and state variables.
Stability criteria. Computers and logic systems in control. Analog to digital con­
version. Introduction to optimum control. Special topics; sampled data systems,
nonlinear processes, etc., according to class interest.
Three class periods and a laboratory each week.
Prerequisite: Engr. 12 (and preferably Engr. 55).
Spring semester.
8 0 . Physical Ele ctron ics. The course begins with a study of the properties of
semiconductors based on the quantum mechanical point of view. This back­
ground is then used in a detailed consideration of the operation of semiconductor
devices. The connection between material properties and the characterization of
devices as circuit elements is stressed.
Three class periods and a laboratory each week.
Prerequisite: Engr. 60.
Spring semester.

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E N G I N E E R IN G
M echanical E n g in eer in g
82.

F lu id M ech anics. Fluid mechanics is treated as a special case of continuum
mechanics for which the relevant equations expressing the conservation of
mass, momentum, and energy are derived. Examples and applications are given
for the perfect fluid and the linearly viscous fluid. Current research and problem
areas in fluid mechanics and heat transport are discussed.
Four class periods each week.
Prerequisite: Ordinary differential equations and multivariate calculus.
Spring semester.
84. A d v a n c e d F lu id M ech anics. A study of the more specialized areas of fluid
mechanics: boundary layer theory, compressible flow, wave motions, materialspatial coordinate transformations, and convective heat transfer. Independent
work in either an experimental or analytical area is an important part of each
student’s work.
Four class periods each week.
Prerequisite: Engr. 82.
Spring semester.
86. A d v a n c e d T h e rm o d y n a m ic s. An extension of the basic core thermo­
dynamics, Engr. 53. The fundamental laws of thermodynamics are applied to
conventional systems of energy conversion. Principles of irreversible thermo­
dynamics are developed and applied to systems of direct energy conversion.
Four class periods each week.
Prerequisite: Engr. 53.
Spring semester.
8 7 . C o n d u c tio n and R a d ia tio n H e a t T ra n s fe r. A course dealing with the basic
introduction to physical phenomena involved in the conduction and radiation
heat transfer processes. Work is done in both steady state and transient condi­
tions. Analytical, empirical and numerical approaches are covered.
Four class periods each week.
Prerequisite: Ordinary differential equations.
Fall semester.
88. A d v a n c e d D y n a m ic s . This course is based upon classical mechanics.
Such concepts as the Lagrangian and the Hamiltonian are developed by way
of variational methods. The dynamics of lumped parameters and distributed
systems are discussed.
Four class periods per week.
Prerequisite: Engr. 51.
Spring semester.
8 9. M a c h in e D e s ig n . The study of the analysis and synthesis of the elements
of machines.
Three class periods and a laboratory each week.
Prerequisite: Engr. 59.
Fall semester.
90. En g in e e rin g D e s ig n . A generalized approach to design is developed
stressing concepts of creativity. The general procedure for analyzing the under­
lying problem of a design is the foundation from which the creativeness of the
student is stimulated.
Four class periods per week.
Prerequisite: Permission of the instructor.
Spring semester.

128

EN G LISH L IT E R A T U R E
D A V ID C O W D E N , Professor
H A R O L D E. P A G L IA R O , P rofessor
D E R E K T R A V E R S I, Professor
T H O M A S H . B L A C K B U R N , A ssociate Professor and
ChairmanX
L E E D E V IN , A ssociate P rofessor and D irector o f T h e Theatre
C H A R L E S JA M E S, A ssociate Professor
SU SA N B. S N Y D E R , A ssociate Professor and A ctin g Chairm an
P H IL IP M. W E IN S T E IN , A ssociate P rofessort
B A R R Y G R A D M A N , A ssistant Professor
JO H N H IN C H E Y , A ssistant Professor
L U C Y M cD IA R M ID , A ssistant Professor
C R A IG W IL L IA M S O N , A ssistant Professor
R O B E R T T E IT E L B A U M , Instructor and Technical D irector o f
T he Theatre
This Department offers courses in English literature, American literature,
theatre, and some foreign literatures in translation. The departmental cur­
riculum is planned to provide experience in several critical approaches to
literature and play production, in the intensive study of works of major writers,
the study of literature of limited periods, and the study of the development of
literary types. The Department also provides instruction in the techniques of
writing, acting, and design for the theatre.
R

eq u irem en ts

and

R

eco m m end a tio ns

Prerequisites: Any introductory course—English 2 through 10— or its equivalent
by Advanced Placement or by departmental examination, 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
in theatre.) A student may take more than one such course, but only one
may be counted towards the major. The minimum requirement for admission
as a major or as a minor in English is two semester-courses in the Department.
Students considering a major in English are strongly urged to take one or two
additional courses during the sophomore year. Majors and prospective majors
should consult a member of the English Department for information about
courses in other departments complementary to their work in English. Students
who plan to do graduate work, to follow a course of professional training, or
to seek teacher certification in English, should see a member of the Department
for early help in planning their programs, as should students who plan to in­
clude work in English literature in a program with a Major in Literature or
Medieval Studies. Students planning to qualify for teacher certification in Eng­
lish are reminded that a course in linguistics or the history of the English
language is required in addition to specified work in literature.
Major in Course: The work of a major in Course consists of a minimum of
eight semester courses in the Department, including Shakespeare (English 97)
Problems of Literary Study (English 98), and at least two other courses in
literature written before 1800; such courses are marked with an asterisk.
t A b sen t o n leave. 1974-75.

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E N G L IS H L IT E R A T U R E
Major in Honors: Majors in Honors must prepare three or four papers in the
Department, two of which must be on subjects covered in seminars in Group
I or on other early material decided upon after consultation with the De­
partment.
M inor in Honors: Minors in Honors are ordinarily required to prepare two
papers in the Department.
Theatre Concentration: The work of a major in Course with a concentration
in Theatre consists of a minimum of five semester courses in literature, includ­
ing Shakespeare (English 97), and at least one other course in literature
written before 1800; and a minimum of five semester courses in Theatre (or
the equivalent in off-campus study and independent w ork). Of the five courses
in Theatre, Play Analysis (English 74), Play Directing (English 78), and
Design for the Theatre (English 76) are required. The senior essay for Course
majors (English 98) is also required, though students in the concentration
may elect to have it count as English or as Theatre (or they may divide the
credit between the tw o), depending on the nature of their project. The remain­
ing work in Theatre may include studio courses (Scene Study, Ensemble, Thea­
tre Workshop) to a maximum of two credits.
Students are urged to consult the announcements of other departments which
offer courses appropriate to the concentration. It is useful for those anticipating
a theatre concentration to plan their programs early to avoid possible conflict
with the twenty-course rule.
I A . A n a ly tic R e a d in g and C o m p o s itio n . Individual and group work as in­
tensive 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 more than one semester, but for a
maximum of one and one half credits.
Each semester.
I B . E n g lis h fo r F o re ig n Students. Individual and group work on an ad­
vanced level for students with non-English backgrounds.
Each semester.
2.

Science and the L ite r a r y Im a g in a tio n . An introduction to the critical
reading of literature, using texts (in prose and verse from the 16th century to
the present), which are concerned with or reflect the impact of science and
scientific thinking on individual and society.
N o t offered in 1974-75. Mr. Blackburn.

3. T h e D iv id e d S e lf. A study of internal conflict in works by Conrad,
Hardy, Faulkner, Penn Warren, Updike, and selected poets.
Fall semester. Mr. Cowden.
4 . W riters and T h e ir A r t . The nature of art, the relationship between art
and the artist, and between art and society, will be studied through close ex­
amination of selected texts.
Each semester. Mrs. McDiarmid.
5 . Studies in A n ti-R a tio n a lis m . This course will explore the developing in­
terest in non-rational processes—imagination, 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—
will be intensively studied. Nietzsche and Freud will also be discussed in an
attempt to understand the larger cultural dimensions of this interest. The pri­

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E N G L IS H L ITE R A TU R E
mary focus of the course, however, will be upon the specific concerns of the
individual writer and the artistry through which he expresses those concerns.
N ot offered in 1974-75. Mr. Weinstein.
6.

T h e C o u rtin g G a m e . A study of courtship in English literature in all its
modes—lyric, comic, tragic, satiric—with special attention to the changing rules
of the game and to the unsung seduction of the reader through the conscious
manipulation of form. Major authors will be Malory, Shakespeare, Donne,
Richardson, Austen, Lawrence, and Nabokov.
Fall semester. Mr. Williamson.
7.

T h e Personal Testam ent in A m e ric a n Lite ra tu re . A study of the uses of
autobiography and personal experience in poetry, prose fiction, and non-fiction
for the refreshment and clarification of historical and civil destinies. A primary
concern will be the close relation in this literature between journalism or his­
tory and religious prophecy and moral instruction.
Each semester. Mr. Hinchey.
8 . T h e Lite ra ry Potentials o f Ir o n y . A critical approach to reading prose,
verse, and drama focussing on the effectiveness of the ironic spirit as a literary
device. Selections will be drawn from English and American authors.
Each semester. Mr. James.
9 . Fig u re s o f P ro p h e c y. This course will deal with four writers—Blake,
Conrad, Shakespeare, and Faulkner—whose sadness and outrage at mankind’s
penchant for self-injury often compels them to assume the role of admonisher
or prophet in their work. Attention will be given to the nature and scope of
each writer s prophecy and to the literary techniques he uses in expressing it.
Each semester. Mr. Gradman.
19 .

In tro d u c tio n to O ld En g lis h : La n g u a g e , Lite ra tu re , and C u ltu r e .* 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, archi­
tecture, religion, or Germanic traditions. The latter part of the course will be
devoted entirely to the study of Old English poetry.
Fall semester. Mr. Williamson.
20 .

M e d ie va l En g lis h L ite ra tu r e .* The course is a survey of English litera­
ture, primarily poetry, from the 8th through the 15th century. Readings will
include: Old English riddles and Beowulf in translation, two of Chaucer’s
Canterbury Tales, metrical romances, Sir Gawain and the Green Knight, Every­
man and the Chester Noah Play, and versions of Arthurian legend and ro­
mance. No previous knowledge of Middle English is required for the course.
Spring semester. Mr. Williamson.
2 1 . Lin gu istics and Lite ra tu re . The first half of the course will be a study
of English diachronies—the changing language from the 8th to the 20th century
—with special emphasis upon problems of style and meaning in selected literary
texts. The second half of the course will cover selected topics of interest to
modem linguists and literary critics. These topics will include language as
symbolic form (or action), sound symbolism, stylistics, translation, word coin­
age and the poetic manipulation of meanings, and the description of speech
acts in life and literature. The course will be conducted in lay language so as

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E N G L IS H L IT E R A T U R E
to be accessible to poets and linguists alike. This course will satisfy the English
Department requirement for a course in Linguistics as a prerequisite for teacher
certification.
Spring semester. Mr. Williamson.
22.

S atire. Examination of satire as a literary genre.
N ot offered 1974-75. Mr. Blackburn.

23. D e ve lo p m e n t o f R e a lis m . Studies in realism, naturalism and symbolism
in the English novel from Middlemarch to Ulysses, with some attention to
French influences. Students are urged to read Ulysses before taking the course.
N o t offered 1974-75. Mr. Weinstein.
24. Science F ic tio n . A study of the conventions and achievement of the
genre, including a short historical survey of its development.
N ot offered 1974-75. Mr. Blackburn.
25.

Shakespeare ( F o r N o n - M a jo r s ) .

Study of representative plays. N ot open

to majors in the Department.
Each semester. Staff.
28.

B la c k A m e ric a n Lite ra tu re B e fo re 18 9 0 . A study of literature written by
black Americans from the eighteenth century through the era of Reconstruc­
tion. [Not a prerequisite for 29.]
Spring semester. Mr. James.

29. B la c k A m e ric a n Lite ra tu re Since 1890. A study of prose and poetry by
black Americans from Charles W. Chestnut to the present.
Fall semester. Mr. James.
3 1 . C h a u c e r .* Reading in Middle English of most of Chaucer’s poems, with
emphasis on The Canterbury Tales and Troilus and Criseyde. The course at­
tempts to place the poetry in the context of medieval culture.
Fall semester. Mr. Traversi or Mr. Williamson.

33. Renaissance P o e tr y .* Lyric and narrative poetry of the Elizabethan age
and early 17th century.
N ot offered 1974-75. Miss Snyder.
34. Renaissance C o m p a ra tive L ite r a tu r e .* See CEL 34. (p. 156) Selected
major writers of the Continental Renaissance studied in translation.
Fall semester. Miss Snyder.
35.

T u d o r-S tu a rt D r a m a .*

and 17th centuries.
N ot offered 1974-75.
36.

M i l t o n .*

Mr. Blackburn.

Study of Milton’s poetry with particular emphasis on Paradise

Lost.
N ot offered 1974-75.
3 7.

Development of the English dram a in the 16th

Mr. Blackburn.

Eig h te e n th -C e n tu ry L ite r a tu r e .*

Reason, irrationality, and imagination

in English literature, 1660-1800.
N o t offered 1974-75. Mr. Pagliaro.
38. R o m a n tic P o e tr y . A study of the poetry of Blake, Wordsworth, Cole­
ridge, Shelley, Keats, and Byron, focusing on the modes of rebellion adopted
by each and the forms and structures through which they are expressed.
Fall semester. Mr. Gradman.

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E N G L IS H L IT E R A T U R E
39.

T h e Eig h te e n th -C e n tu ry En g lis h N o v e l .* A study of the emergence of
the English novel. The course will focus on the range of narrative techniques
displayed by the following authors: Defoe, Fielding,, Richardson, Sterne,
Walpole, Monk Lewis, and Jane Austen.
Spring semester. Mr. Gradman.
40 . N a rra tive s o f A m e ric a n F ro n tie rs . A survey of narratives of the dis­
covery and occupation of the various American frontiers, with emphasis on the
resources of imagination (myth, symbol, humor) by which the “facts” of his­
torical experience are enlarged and transformed. Writers studied will include
Bradford, Franklin, Cooper, Melville, Twain, Cather, and Faulkner.
Fall semester. Mr. Hinchey.
41.

H a w th o rn e , M e lv ille , and Ja m e s. A study of the major novels and short
fiction of each writer in terms of his conception of the moral basis of fiction.
This will include such topics as the uses of symbolism, allegory, and romance,
the contrasting claims of imagination and fact, the role of the narrator and
the importance of drama, and the definition of “realism.”
N ot offered 1974-75. Mr. Hinchey.
42.

V ic to ria n Lite ra tu re .

N ot offered 1974-75.
43.

The art of Victorian prose and poetry.
Mr. Cowden.

C o n te m p o ra ry P o e try .

1945.
Spring semester.

Varieties of American and English poetry since

Mrs. McDiarmid.

4 4 . T w e n tie th -C e n tu ry A m e ric a n F ic tio n . Selected novels and short stories
of Faulkner, Fitzgerald, Lardner, Anderson, and Hemingway.
Spring semester. Mr. Hinchey.
45.

M o d e rn P o e try (British).

Fall semester.

Major British poets of the last hundred years.
Mrs. McDiarmid.

46 . A m e ric a n P o e try fr o m W h itm a n to F r o s t. A study of the tradition in
American poetry that takes its start from “the simple, separate person,” with
emphasis on Whitman and Frost, but also including the m ajor works of Poe,
Dickinson, and Robinson, and some prose of Emerson and Thoreau.
Spring semester. Mr. Hinchey.
47.

T h e C o n te m p o ra ry B la ck W rite r o f the U n ite d States. An examination
of the ideology and the artistic sensibilities of some contemporary black writers
as reflected in their prose and verse. Prerequisite: an introductory course,
English 28 or English 29.
Fall semester. Mr. James.
48 . T h e a tre : M o d e rn D r a m a . See CEL 48 (p. 156). Examination of the
range of dramatic literature since Ibsen.
Spring semester. Mr. Devin.
49 . T h e B la c k A m e ric a n A u to b io g ra p h y . The study of a specifically black
literary genre dating from the eighteenth century to the present. These works
will be viewed as an intrinsic part of the black American literary experience.
Spring semester. Mr. James.

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E N G L IS H L ITE R A T U R E
50. T h e M o d e m E n g lis h N o v e l. Study of the development of the modem
novel beginning with James and continuing to the present.
Spring semester. Mr. Cowden.
51. T w a in and F a u lk n e r. A study of the major works of each writer, with
attention to both the art of fiction and the historical content.
N o t offered 1974-75. Mr. Weinstein.
52. T . S. E l i o t . A close examination 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 Waste­
land and Four Quartets.
Spring semester. Mr. Traversi.
53. L ite ra ry M o d e rn is m : Studies in the N o v e l. See CEL 53 (p. 156).
An intensive study of the emergence of modernistic fiction written in German
and English. Authors to be read include Rilke, Joyce, Kafka, Faulkner and
Mann. A prior reading of Joyce’s Ulysses and Mann’s Dr. Faustus is strongly
urged.
N ot offered 1974-75. Mr. Weinstein and Mr. Avery.
56. F o lk lo r e and F o lk life Studies. See History 56. An introduction to the
major 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 function of folklore in highly industrialized
modern societies as well as in traditional ones.
N o t offered 1974-75. Mrs. Morgan.
70. F ic tio n W riters’ W o rk s h o p . Projects in imaginative writing. Meetings will
be devoted primarily to the analysis of stories submitted by students, and
secondarily to the discussion of readings in the theory of fiction, the craft of
fiction, and the work of contemporary authors. Admission and credit are
granted at the discretion of the instructor.
Spring semester. Mr. Gradman.
71. P o e try W o rk s h o p . A class, limited to twelve, in which students will
write, read, and talk about poetry. Students should submit three poems or so
for admission to the course. The class will meet once a week together, and in
individual conferences. Admission and credit are granted at the discretion of
the instructor.
Spring semester. Mr. Williamson.
72. T h e a tre : Scene S tu d y . Performance and criticism of scenes from plays;
basic acting exercises; introduction to techniques of realism. One-half semestercourse credit. This course may be repeated for credit with the instructor’s per­
mission. (Studio course)
Each semester. Mr. Devin.
73. T h e a tre : Pro d u c tio n W o rk s h o p . Introduction to theatre technology;
problems in lighting, sound, and scene design. One-half semester-course
credit. This workshop may be repeated for credit with the instructor’s permis­
sion. (Studio course)
Each semester. Mr. Teitelbaum.

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E N G L IS H L IT E R A T U R E
7 4 . T h e a tre : P la y A n a ly s is . Examination of playwriting strategies and the
solution of problems in dramaturgy. Emphasis on Aristotle’s Poetics and other
“architectural” criticism. Application of critical principles to selected plays.
Fall semester. Mr. Devin.
7 5 . T h e a tre : En s e m b le . An intensive course in theatre technique consisting
m a rehearsal period of five weeks, five nights a week, 8:00-11:00 p.m. A com­
pany of 14 actors is selected at the beginning of each semester through try­
outs and interviews. One-half semester-course credit. This course may be re­
peated for credit with the instructor’s permission. (Studio course)
Each semester. Mr. Devin.
7 6 . T h e a tre : D e sig n fo r the T h e a tre . The philosophic grounding of con­
temporary theatrical design; practical application of basic technologies.
Fall semester. Mr. Teitelbaum.
7 7 . Th e a tre : A d v a n c e d D e sig n . An intensive study of theatre/environment
design with particular emphasis on design responses to dramatic literature.
Spring semester. Mr. Teitelbaum.
7 8 . Th e a tre : P la y D ire c tin g . Analysis of dramatic literature for production.
Exploration of performance possibilities in selected scripts.
Spring semester. Mr. Devin.
7 9 . T h e a tre : H is to r y o f the T h e a tre . The idea of a theatre as expressed in
the architecture, set design, technology, and production style of important
periods.
Fall semester. Mr. Teitelbaum.

81. C o llo q u iu m : B e o w u lf. A close reading of the oldest English epic in the
original Englisc. Much of the time will be devoted to translation though we will
transcribe, sing, and scan portions of the poem. Some readings in Anglo-Saxon
culture, such as Dorothy Whitelock’s The Audience o f Beowulf and the British
Museum s The Sutton Hoo Ship-Burial, will be assigned. Single credit.
Prerequisite: English 19.
N ot offered 1974-75. Mr. Williamson.
82. C o llo q u iu m : D ic k e n s . A study of the major novels as literary texts and
social documents. Single credit.
Spring semester. Mr. Cowden.

97.

Independent S tu d y. Students who plan independent study must consult
the appropriate instructor and submit a prospectus to the Department by way
of application for such work before the beginning of the semester during which
the study is actually done. Deadlines for the receipt of written applications
are May 1 and November 30.
93. D ire c te d R e a d in g . Projects may be undertaken under the same condi­
tions as those listed above for independent study.
97.

Shakespeare ( fo r C o urse m ajo rs o n ly ). Study of the complete works of
Shakespeare, tracing the development of his craftmanship and ideas. Required
of Course majors in the Department, who meet weekly in small groups during
the first semester of the senior year. Students should read through the plays
before beginning the course. Two credits.
Fall semester. Staff.

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E N G L ISH L IT E R A T U R E
9 8. Pro b lem s o f L ite r a r y S tu d y . In the spring semester of the senior year,
Course majors in the department pursue a literary problem of their own choos­
ing. The major part of the semester is devoted to writing a thesis under the
supervision of a member of the department. A prospectus for this thesis must
be submitted for approval by the department on or before 15 October of the
fall semester of the senior year; before submitting the prospectus, and pre­
ferably in the spring of the junior year, Course majors should consult with
the department Chairman and with the department member who might super­
vise the project. Two credits.
Spring semester. Staff.
H

onors

S em inars

Group 1
10 1.

Shakespeare. Study of Shakespeare as dramatist and poet. The emphasis
is on the major plays, with a more rapid reading of the remainder of the
canon. Students are advised to read through all the plays before entering the
seminar.
Each semester. Staff.
10 3 .

C h au cer and D a n te . This seminar will aim at exploring the civilization
of the Middle Ages— a civilization very different from, but relevant to our
own—through the work of two of its greatest poets. Emphasis will be placed
on a close reading of Chaucer’s major poems ( Troilus and Criseyde and The
Canterbury Tales) and on the Divine Comedy. The reading of Dante’s poem
will use the original Italian with an English translation to supplement it as
required.
Fall semester. Mr. Traversi.
10 4 . M ilto n . Study of Milton’s works with special emphasis on Paradise
Lost.
N ot offered 1974-75. Mr. Blackburn.
10 5 .

T u d o r-S tu a rt D r a m a . The development of English drama from medieval
morality plays to Jacobean tragedy and comedy.
N ot offered 1974-75. Mr. Blackburn.

10 6 . Renaissance E p ic . The seminar will focus on Spenser’s Faerie Queen
and Milton’s Paradise Lost. The context of these epics in the work of each
poet will be considered and a modest survey of the epic as genre in the Ren­
aissance will be undertaken.
Spring semester. Miss Snyder.
10 8 . Renaissance P o e tr y . Poetic modes and preoccupations of the English
Renaissance, with emphasis on Sidney, Shakespeare, Spenser, Donne, Herbert,
and Marvell.
Spring semester. Miss Snyder.
10 9 .

Eig h te e n th -C e n tu ry Lite ra tu re . Examination of the literary forms and
critical values of the age, with special attention given to the works of Dryden,
Swift, Pope, and Johnson.
N ot offered 1974-75. Mr. Pagliaro.

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E N G L IS H L ITE R A T U R E
1 1 0 . T h e R o m a n tic Poets. Examination of the poetry of Blake, Wordsworth,
Coleridge, Byron, Shelley, and Keats.
Spring semester. Mr. Pagliaro.

Group II
113. T h e M o d e rn N o v e l. Studies in four novelists: James, Conrad, Joyce,
and Woolf.
Spring semester. Mr. Cowden.
115. M o d e m C o m p a ra tive Lite ra tu re . Examination of fiction from Flaubert
to Beckett. Students are urged to read Ulysses before taking the seminar.
N ot offered 1974-75. Mr. Weinstein.
116. A m e ric a n Lite ra tu re . Novelists and poets from the 19th and 20th cen­
turies, representative of the themes, forms, and character of American literature.
F all semester. Mr. Hinchey.
118. M o d e rn P o e try . Study of the modern tradition in English and Ameri­
can poetry. The seminar will concentrate on the work of Yeats, Eliot and
Auden.
Spring semester. Mrs. McDiarmid.
119. M o d e rn D r a m a . The range of dramatic literature since Ibsen.
Spring semester. Mr. Devin.
180. Thesis. A major in Honors may elect to write a thesis as a substitute
for one seminar. He must select his topic and submit his plan for Department
approval no later than the end of the junior year. Normally, he writes his thesis,
under the direction of a member of the Department, during only one of the
semesters of his Honors work, but not the final semester.
18 3 . Independent S tu d y . Students may prepare for an Honors Examination
in a field or major figure comparable in literary significance to those offered in
the regular seminars. Independent study projects must be approved by the
Department and supervised by a Department member. Deadlines for the receipt
of written applications are May 1 and November 30.

137

H ISTO R Y
P A U L H . B E IK , P rofessor**
JA M E S A. F IE L D , JR ., P rofessor
H A R R IS O N M. W R IG H T , Professor and C hairm ant
R O B E R T C. B A N N IS T E R , A ssociate Professor%
K A T H R Y N L. M O R G A N , A ssociate ProfessorX
B E R N A R D S. S M IT H , A ssociate Professor§
M A R G A R E T A N D E R S O N , A ssistant P rofessor*
R O B E R T S. D U PL E SSIS, A ssistant Professor
L IL L IA N M. L I, A ssistant P rofessor
JE R O M E H . W O O D , JR ., A ssistant P rofessor
The D epartment of History attempts to give students a sense of the past, an
acquaintance with the cultural and institutional developments which have pro­
duced the world of today, and an understanding of the nature of history as a
discipline. The courses of the department emphasize less the accumulation of
data than the investigation, from various points of view, of those ideas and insti­
tutions—political, religious, social, economic—by which man has endeavored to
order his world.
R

eq u irem en ts

and

R

eco m m en d a tio n s

Prerequisites: Any one of the introductory history courses (those numbered 1
through 9), or its equivalent by Advanced Placement, is the prerequisite for ad­
vanced history courses open to students of all classes (those numbered 11
through 59). In the sophomore and junior years, with the consent of the instruc­
tor and of the department chairman, an advanced course may be taken concur­
rently with an introductory course. In the senior year advanced courses may, with
the consent of the instructor, be taken without prerequisite. The prerequisite for
admission to the department as a major in Course or Honors or as a minor in
Honors is at least two history courses taken at Swarthmore and a satisfactory
standard of work in all courses.
Advanced Placement: The department will grant one semester’s credit for in­
coming students who have achieved a score of 4 or 5 in Advanced Placement his­
tory tests. This credit may be counted toward the number of courses required for
graduation. It may be used in partial fulfillment of the college distribution re­
quirements. It may serve as the prerequisite for advanced courses in history.
Major in Course: The work of the major in Course consists of at least eight
semester courses' in the department, one of which is Special Topics (History
91). F or purposes of distribution, the department has divided its courses into
four groups: (1) Ancient, Medieval, and Early Modern Europe; (2) Modern
Europe; (3) the United States; and (4) Africa, Asia, and Latin America.
Course majors are expected to take at least two courses (introductory and
advanced) from any two of these groups and two courses from the remaining
groups combined. Beyond that, majors are encouraged to concentrate infor­
mally in topics that are of special interest to them. The required Special
Topics considers the nature and method of historical research and writing,
and involves an extended research paper. The comprehensive examination will

t Absent on leave; 1974-75.
♦♦Acting Chairman, spring semester, 1975
♦Absent on leave, fall semester, 1974.
tAbsent on leave, spring semester, 1975.
§Director, Swarthmore Program in Grenoble, spring semester, 1975.
138

HISTO RY
be based primarily on the work done in Special Topics and in associated
courses.
Major and minor in Honors: Students entering the Honors program may elect
history as a major or a minor in the Division of the Humanities, in the Division of
the Social Sciences, or in cross-divisional programs. Majors in Honors may take
either three or four seminars in the department. Minors in Honors are ordinarily
expected to take at least two seminars.
General: Students seriously considering a major in history should try to take
more than two history courses during their freshman and sophomore years. Those
who intend to continue their studies after graduation should bear in mind that a
reading knowledge of one or two foreign languages (particularly French and
German) is now generally assumed for admission to graduate school.
1 . E a r ly E u ro p e . Europe from the fall of the Roman Empire to the Enlight­
enment. This course will provide an introduction to the study of history,
stressing the uses of primary sources.
Fall semester. Mr. Smith or Mr. DuPlessis.
2.

M o d e m E u ro p e .

tury.
Each semester.
4.

Europe from the Enlightenment to the mid-twentieth cen­

Miss Anderson, Mr. Beik, or Mr. DuPlessis.

L a tin A m e ric a .

The development of the Latin American area from pre­
conquest times to the present. Emphasis is on the political, economic, and
social development of Brazil, Mexico, Argentina, and post-revolutionary Cuba.
Spring semesters. Mr. Wood.
5.

T h e U n ite d States to 1 8 7 7 . The colonial experience; independence, a new
society and a new government; transcontinental expansion and the struggle be­
tween North and South.
Fall semesters. Mr. Bannister, Mr. Field, or Mr. Wood.
6.

T h e U n ite d States since 1 8 7 7 . Industrialism and its consequences; the
United States as a great power; the problems of a shrinking world.
Spring semesters. Mr. Bannister or Mr. Field.
7.

A fric a n -A m e ric a n H is to r y . 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 ex­
pressive culture.
Fall semester, 1975. Mrs. Morgan.
8 . A fr ic a . A survey of African history, with an emphasis on tropical Africa
in modern times.
Fall semester, 1974. Mr. Wright.
9. Chinese C iv iliza tio n . An historical introduction to various aspects of
traditional Chinese civilization and culture— language, literature, philosophy,
art, imperial and bureaucratic institutions. The impact of Chinese civilization
on other parts of Asia will be examined briefly.
Fall semesters. Miss Li.
1 0 . Fre s h m a n -S o p h o m o re S em in a r. Collaborative small group investigation
of subjects within the particular fields of interest of members of the depart­
ment.
N o t offered in 1974-75.

139

H ISTO RY
1 1 . E a r l y M e d ie va l E u r o p e . The history of western Europe from the acces­
sion of Diocletian to the last Carolingians.
Fall semester, 1974. Mr. Smith.
1 2 . L a te r M e d ie va l E u r o p e . The history of western Europe from the tenth
to the fifteenth century, with emphasis on the role of the Papacy.
Spring semester, 1976. Mr. Smith.
1 3 . E n g la n d to 15 0 9 . The political, cultural, and religious history of England
from the Roman occupation to the accession of Henry VIII.
Spring semester, 1976. Mr. Smith.
1 4 . M e d ie va l E u ro p e a n Intellectual H is to r y . The history of ideas in western
Europe frofn the fifth to the fourteenth century, with roughly equal attention
being paid to the development of political theory, theology, philosophy, edu­
cation, and science.
Fall semester, 1974. Mr. Smith.
1 6 . T h e Renaissance. The transformation of Europe from the 14th century
to about 1520: the civilization of the Italian urban communities analyzed in its
social, economic, political and religious as well as cultural aspects; the spread
and manifestations of the Renaissance elsewhere in Europe.
Fall semesters. Mr. DuPlessis.
1 7 . T h e R ise o f W estern E u ro p e . Europe in the 16th and 17th centuries:
the Reformation and Counter-Reformation; problems of state-building; the
beginnings of modem science and of European overseas expansion; the eco­
nomic and social structures of early capitalism. The general crisis of the midn t h century serves as a case study in the strengths and weaknesses o f the
early modem state and society.
Spring semester, 1975. Mr. DuPlessis.
1 8 . T u d o r and S tu a rt E n g la n d . The English Renaissance and Reformation,
constitutional developments and the origins of radical politics, the Civil War,
the Restoration and the Glorious Revolution.
N o t offered in 1974-75. Mr. DuPlessis.
Classics 3 1 . H is to r y o f G re e ce . (See listing under Department of Classics.)
Classics 3 2 . T h e R o m a n R e p u b lic . (See listing under Department of Classics.)
Classics 4 2 . G reece in the F i f t h C e n tu ry B .C . (See listing under Department
of Classics.)
Classics 4 4 . T h e R o m a n E m p ir e . (See listing under Department of Classics.)
2 1 . T h e F re n c h R e v o lu tio n and N a p o le o n . The place of the French Revolu­
tion and Napoleon in the development of European political institutions and
social theories.
Fall semester, 1975. Mr. Beik.
22 . F re n c h R egim es since N a p o le o n . The succession of political shocks and
readjustments from 1814 to the present, studied in the context of social changes
and popular aspirations.
Fall semester, 1974. Mr. Beik.
24. M o d e m E n g la n d . England’s domestic and imperial history from 1785
to the present.
N ot offered 1974-75.
2 5 . M o d e m R ussia . The course begins with the reign of Peter and gives half
its time to the twentieth century.
Spring semesters. Mr. Beik.

140

HISTORY
26.

M o d e rn G e r m a n y 18 4 8 -19 4 5 .

through Hitler.
Fall semester, 1975.
28 .

Germany’s development from Bismarck

Miss Anderson.

E u ro p e o f the D ic ta to rs , 19 14 -19 4 5 .

The assault of radical politics, left
and right, on the social and political fabric of Europe; the interaction of
domestic and international conflict; the crisis of industrial capitalism; national­
ism, militarism, racism; the first effective experiments in the use of ideology,
technology, and terror as means of social control.
Spring semesters. Miss Anderson.
29 . To p ics in Eu ro p e a n H is to r y . Offered as opportunity permits.
Ec o n o m ic s 1 2 . T h e Industrial R e v o lu tio n in G re a t B rita in . (See listing under
Department of Economics.)
30. The A m e ric a n C o lo nie s. The foundations of American civilization,
1607-1763. Topics treated include: the development of representative govern­
ment; denominationalism and religious toleration; the emergence of a new
social structure; racism and ethnic relations; and England’s imperial policy.
Fall semester, 1975. Mr. Wood.
3 1 . T h e A m e ric a n R e v o lu tio n . 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.
Spring semester, 1976. Mr. Wood.
3 2 . A m e ric a n Intellectual H is to r y to 18 6 5 . Puritanism, the Protestant
Ethic, and national character; Enlightenment, Revolution and the liberal tra­
dition; revivalism, Romanticism, and reform; Transcendentalism and the New
England Renaissance; racism, nationalism, and the Civil War.
Not open to freshmen.
Fall semesters. Mr. Wood.
3 3. A m e ric a n Intellectual H is to r y since 18 6 5 . Liberalism from the “gospel
of 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 Generation; DuBois, Garvey, and Black Power; the Old Left and
the New; culture and conservatism.
Not open to freshmen.
Spring semester, 1976. Mr. Bannister.
3 4 . A m e ric a in the Progressive E r a , 18 9 6 -19 2 0 . The attack on political privi­
lege and the movement for the control of industry; urban poverty, the new
immigration, race relations, women’s rights, temperance, and conservation; the
emergence of America as a world power.
N ot offered 1974-75. Mr. Bannister.
35. A m e ric a and the W o r ld : to 19 0 0 . The American role in world affairs
from the Revolution through the War with Spain; independence and westward
expansion; ideological and economic interaction with Europe and the outer
world; the growth of industrial power and the problem of “imperialism.”
Fall semester, 1974. Mr. Field.
36.

A m e ric a and the W o r ld : since 19 0 0 . New responsibilities in the Carib­
bean and the F ar East; the expansion of American economic and cultural
influence; two world wars and the effort to prevent a third; the American “chal­
lenge” and the American “empire.”
Spring semester, 1975. Mr. Field.

141

HISTORY
3 7 . Ed u c a tio n in A m e ric a . (Also listed as Education 37.) 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 prac­
tice within the context of American society and culture, and in relation to other
agencies of socialization.
Prerequisite: The usual exemption for seniors is extended to juniors in the
Program in Education.
N o t offered 1974-75. Mr. Bannister or Mr. Wood.
3 8 . To p ic s in A m e ric a n H is to r y . Intensive study of particular problems.
Offered as opportunity permits. Limited enrollment. The topic in 1974-75 is
The American Family in Historical Perspective. A consideration of ideas about
women, children, education, and the family from the 17th to the 20th century.
The relationship between family history and political, economic, religious, and
social change will be a major theme.
Spring semester, 1975. Mr. Frost (Department of Religion).
39. To p ic s in A fric a n -A m e ric a n H is to r y . Offered as opportunity permits.
N ot offered 1974-75. Mrs. Morgan.
R e lig io n 3 7 . H is to r y o f R e lig io n in A m e ric a . (See listing under Department
of Religion.)
R e lig io n 38. Q u a k e ris m . (See listing under Department of Religion.)
4 1 . S o u th A f r ic a . A survey of South African history with an emphasis on
Black-White relations and on the development of contemporary problems.
Fall semester, 1974. Mr. Wright.
4 2 . To p ic s in A fr ic a n H is to r y . Special problems in African history. Offered
as opportunity permits. Limited enrollment.
Mr. Wright.
4 3 . T h e E x p a n s io n o f E u r o p e . A survey of European overseas expansion since
1415, and of its impact on non-European societies. The emphasis is on South and
Southeast Asia.
N o t offered 1974-75. Mr. Wright.
4 4 . M o d e r n C h in a . The history of China since the early 19th century. Topics
include the impact of the west, reform and revolution, nationalism, and the
development of the communist movement.
Spring semesters. Miss Li.
4 5 . M o d e m Ja p a n . The transformation of Japan into a modem nation-state,
from the early 19th century until the present.
Fall semester, 1974. Miss Li.
4 7 . To p ics in E a s t A s ia n H is to r y . Intensive study of particular problems.
Offered as opportunity permits.
Miss Li.
4 8 . To p ics o n M o d e m C h in a . (Also listed as Political Science 48.) In 197475, this course will focus on social and economic changes and their political
repercussions in China from the Ch’ing dynasty to the present. Readings will
include the contemporary observations of Chinese and foreigners. The course
will meet once a week as a colloquium. Prerequisite: Either History 9, History
44, or Political Science 20; or permission of the instructors.
Spring semester, 1975. N ot offered 1975-76. Miss Li and Mr. Lieberthal.
49. A fric a n Cultu re s in L a t in A m e ric a . The history of black men in French,
Portuguese, and Spanish America: slavery, emancipation, the contemporary
scene. Special attention will be given to the impact of African civilization on

142

HISTORY
Latin countries, as well as to comparative analysis of the experience of blacks
in that region and in the United States.
Spring semester, 1975. Mr. Wood.
56. F o lk lo r e and F o lk life Studies. (Also listed as English 56.) An introduc­
tion to the major forms of folklore and selected forms of folklife materials.
The course includes the study of myth, legend, folktales, proverbs, jokes, rid­
dles, and other verbal arts including folk music. It explores superstition, witch­
craft, magic, and popular beliefs; and considers the function of folklore in
highly industrialized modem societies as well as in traditional ones.
N ot offered 1974-75. Mrs. Morgan.
57. T h e N a tu re o f H is to r y . Readings and discussion centering on the nature
of historical writing, on the relationship of the historian to his time, and on
historical method and its problems. Limited enrollment. Open to majors and,
with the permission of the instructor, to non-majors.
Mr. Wright.
91. Special T o p ic s . Group meetings of senior majors in the Department. A
consideration of the nature and method of historical research and writing,
involving an extended research paper.
Fall semesters. Members of the Department.
93. D irec te d R e a d in g . Individual or group study in fields of special interest
to the student not dealt with in the regular course offerings. The consent of
the chairman and of the instructor is required. History 93 may be taken for
one-half credit as History 93A.
Members of the Department.
96. Thesis. With the consent of the chairman and of the supervising member
of the Department a thesis may be substituted for a course in the fall semester
of the senior year. One course credit.
Members of the Department.
H

onors

Sem

inars

The following seminars are offered by the Department to juniors and seniors
who are preparing to be examined for a degree with Honors. They may be taken
without regard to chronological order. Some preliminary reading or other
preparation may be required for seminars on subjects in which no work has
previously been done.
Those who wish to specialize in international relations with a major in history
(see page 143), should include in their programs at least three of the follow­
ing seminars: 128, 134, 140, 144.
111.

M e d ie va l E u ro p e . Western Europe from the Papal-Frankish alliance of
the 8th century to about 1300.
Spring semester, 1976. Mr. Smith.

116. T h e Renaissance. M ajor topics in Western European history from the
14th to the early 16th century, with concentration on the emergence of early
modem society and culture in Italy and their adoption by the rest of Europe.
Fall semesters. Mr. DuPlessis.
117. E u ro p e 1500 to 1650. A study of England, France, Germany and the
Low Countries from the time of the Reformation to the crisis of the 17th
century.
Spring semester, 1976. Mr. DuPleSsis.

143

HISTORY
118. T u d o r and S tu a rt E n g la n d . The English Renaissance and Reformation,
constitutional developments, the Civil War, and the Restoration.
N ot offered 1974-75. Mr. DuPlessis.
122. E u ro p e 1760 to 1870. The revolutionary transformation of the old
regime; the rise of liberalism and its critics.
Fall semesters. Mr. Beik.
123. E u ro p e 1870 to 1945. The high noon of liberal constitutionalism and
of European power; the destruction of this order through the emergence of mass
politics in the 20th century.
Spring semester, 1975. Miss Anderson.
1 2 4 . E n g la n d since 1 7 8 5 . The rise of the first modern industrial state. Its
social, political, and economic problems.
12 5 . Fascist E u ro p e . A consideration of the origins, structure, and activities
of right-wing movements in Italy, France, Spain and, particularly, Germany,
c. 1918-1945.
Spring semesters. Miss Anderson.
12 8 . Ea s te rn E u r o p e . The origins and consequences of the Russian Revolu­
tion and the development of the nations of East Central Europe.
Spring semesters. Mr. Beik.
Ec o n o m ic s 1 1 2 . 20 th C e n tu ry B rita in a n d the W o r ld E c o n o m y . (See listing
under Department of Economics.)
13 0 . E a r ly A m e ric a n H is to r y . Political, economic, social, and cultural aspects
of the period from the explorations to the early National era.
Fall semester, 1974. Mr. Wood.
132. The U n ite d States since 1787. Selected topics in the history of the
United States.
Spring semester, 1975. Mr. Bannister, Mr. Field, or Mr. Wood.
134. A m e ric a n D ip lo m a tic H is to r y . A study of the evolution since 1776 of
American relations with the outer world with emphasis on ideological, eco­
nomic, and strategic developments.
Fall semester, 1974. Mr. Field.
13 6 . A m e ric a n Intellectual H is to r y . Topics in the history of American
thought focusing on selected themes and time periods. M ajor contributions in
political and social theory, religion and philosophy, literature and the arts will
be considered within a broader institutional and social context, and against
the European background.
Fall semester, 1975. Mr. Bannister.
140. M odem Africa. Studies in sub-Saharan African history with emphasis
on the period since 1800.
Spring semester, 1976. Mr. Wright.
1 4 4 . M o d e m E a s t A s ia . 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.
Spring and fall semesters, 1975. Miss Li.
1 4 8 . L a t in A m e ric a . Selected topics in' Latin American history.
Spring semester, 1975. Mr. Wood.
18 0 . Thesis. With the permission of the Department Honors students may
write a thesis for either single or double course credit. Double-credit theses will
normally be written in the fall semester of the senior year for submission as
papers to the visiting examiners. Honors students wishing to write a thesis for
single credit should elect History 96.

144

IN T E R N A T IO N A L R E L A T IO N S
Students who plan to enter upon a career in the field of international relations
should include in their programs, during the first two years, introductory
courses in economics, history, and political science and should complete the in­
termediate course in one or more modem languages.
Advanced courses selected from the groups listed below may be incorporated
in the programs of students who do their major work in economics, history, politi­
cal science, or a modem language.
These students who wish to concentrate in international relations may take
their Senior Comprehensive Examination in this field. Students preparing for
this examination should take eight or more courses from among those listed
below, including all of those listed in Group I, one or more in Group II, and one
or more in Group III. The examination is administered by a committee ap­
pointed by the chairmen of the Departments of Economics, History, and Political
Science, under the chairmanship of the Department of Political Science.
Group I
Political Science
Political Science
Political Science
Economics 30.

4.
13.
14.
The

International Politics
International Organizations in World Politics
American Foreign Policy
International Economy

Group I I
History 4.
History 8.
History 25.
History 35.
History 36.
History 43.
History 44.
History 45.
History 46.

Latin America
Africa
Modern Russia
America and the World: to 1900
America and the World: since 1900
The Expansion o f Europe
Modern China
Modern Japan
Asian Nationalisms

Group I I I
Economics 11. Economic Development
Economics 31. Comparative Economic Systems
Political Science 3. Comparative Politics
Political Science 5. Politics of the Third World
Political Science 18. Political Development
Political Science 19. Comparative Communist Politics
Political Science 20. Politics o f China.
Political Science 21. Politics of Africa
Political Science 22. Latin American Politics
Political Science 55. Modern Political Theory
Political Science 64. Topics in International Relations
Political Science 70. (also listed as Economics 70). The Political Economy of
Communist Systems
Students who plan to enter the Honors program will find it possible to select a
similar combination of courses and seminars in the field of international relations.
In planning such programs, they should consult with the chairman of their
prospective major department.

145

LIN G U IST IC S
A L F R E D B LO O M , A ssistant Professor
JO H N B A U G H , Lecturer
Linguistics is the study of language. On the most general level it deals with
the internal structure of languages, the history of their development and the
role they play in influencing the entire spectrum of human activity. Descrip­
tive linguistics involves an attempt to arrive at an adequate description of the
phonological, syntactic and semantic components of language, differentiating
those elements which are generic to all languages from those which are par­
ticular to any given language or family of languages. Diachronic or historical
linguistics looks at the evolution of these components over time. Sociolinguistics
centers on the link between language and the social context in which it is
spoken; psycholinguistics, on the interplay between the structure of language
and the processes of perception and cognition. Linguistic variables may, further­
more, influence interpersonal and intergroup action, assuage or exacerbate
domestic or international conflict, enhance or impede efforts at national inte­
gration in developing nations. They play a central role in shaping the form
and meaning of literary expression and constitute a significant area of philo­
sophical inquiry. Therefore, although a major in linguistics is not offered,
special majors bridging linguistics and the humanities or the social sciences can
be conceptually very meaningful and are encouraged for Course students.
Honors students may minor in linguistics.
Psycholinguistics can be singled out as a particularly rewarding area of
cross-disciplinary research because of the natural link between language and
psychology and the extent of contemporary interest in this field. Following
are the requirements (11 course units) for the special major in Psycho­
linguistics:
(a) Linguistics 1 and 2 (Introduction to the study of language).
(b) At least one course from the following:
Psychology 39. Child Psychology
Psychology 43. Psychology o f Communication
(c) Three courses from among the following:
Linguistics 52. Diachronic Linguistics
Linguistics 68. Directed Reading or Research
Linguistics 107. Language and Thought
Linguistics 108. Contemporary Approaches to Descriptive Linguistics
Sociology 26. Language, Society and Culture
(d) Five courses (or four, in case both Psychology 39 and Psychology 43
are chosen) from among:
Psychology 1. Experimental Psychology
Psychology 25. Methods of Psychological Research
Psychology 37. Learning and Behavior Theory

146

L IN G U IST IC S
Psychology 46.
Psychology 50.
Psychology 97.

Cognitive Processes
Perception
History and Systems of Psychology

1. La ng ua g e — A n In tro d u c tio n . An introduction to language and its multi­
faceted interaction with human thought and behavior. The first part of the
course will concentrate on the description of the internal structure of language,
providing a grounding in the principles of structural linguistics, transforma­
tional grammar and semantic theory. The second part will turn from a de­
scription of internal structure to brief explorations into the role played by
linguistic variables in psychological development, philosophical inquiry, socio­
political interaction and artistic creation.
Fall semester. Mr. Bloom.
2. T h e Ps ych o lo g y o f La n g u a g e . An examination of the interplay of thought
and language in the processes of perception, cognition and development.
Prerequisites: Linguistics 1 or permission of the instructor.
Spring semester. Mr. Bloom.
7 . T h e E v o lu tio n o f A fro -A m e ric a n D ia lec ts. This is an introductory course
designed to examine the historic importance of African languages and the
subsequent relationship of slave trade jargons to the evolution and develop­
ment of the Black English Vernacular. Linguistic concepts will be introduced
as they relate to synchronic investigations of Afro-American dialects. Perti­
nence of language patterns to Afro-American culture will be explored.
Spring semester. Mr. Baugh.

34. C o g n itive Patterns in M o r a l and P o litica l B e h a vio r.

(See Psychology 34).

5 2 . D ia c h ro n ic Lin gu istics. An introduction to historical linguistics: the re­
construction of prehistoric linguistic stages, the establishment of language fami­
lies and their interrelationships, and the examination of processes of linguistic
change on all levels, phonological, morphological, syntactic and, semantic. The
history of the English language, as the language common to all participants,
will be central to the course.
Prerequisite: Permission of the instructor.
Fall semester. N o t offered in 1974-75.
93. D ire c te d R e a d in g o r Research. Students may conduct a reading or re­
search program in consultation with the instructor (permission of the instructor
required).
Either semester.
H

onors

106b.

Sem

in ars

C o g n itive D e ve lo p m e n t.

(See Psychology 111).

107. La n g u a g e and T h o u g h t Philosophical, psychological and linguistic ap­
proaches to the problem of meaning.
Prerequisite: Linguistics 1 and 2.
108. C o n te m p o ra ry Ap p roa ch es to De scrip tive Lin gu istics. A comparison of
models of linguistic description with emphasis on recent developments in
transformational grammar and generative semantics.
Prerequisites: Linguistics 1 or permission of the instructor.
Spring semester. Mr. Bloom.

147

LITERATU RE
The Literature major is administered by a Literature Committee representing
the Departments of Classics, English Literature, and Modem Languages and
Literatures. The basic requirement for a major in Literature is work in two or
more literatures in the original language. A student who intends to major in
Literature will submit to the Literature Committee a proposed program of
integrated work which sets forth the courses or seminars to be taken and the
principle of coherence upon which the selection is based. The Committee will
review the proposal and advise the student. Subject to the requirement of
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
thematic or comparative courses. In lieu of a regular course, the Literature
Committee will consider proposals for an individual or cooperative project,
for one or more research papers written as course attachments, or for the sub­
stitution of a thesis for course credit when these projects have as their purpose
either the integration of work within the major or the relating of work outside
the major to some portion of the major.
For a major in Course the requirements are as follows:
1. A minimum of ten courses in two or more literature departments, in­
cluding a substantial concentration of work—normally not fewer than five
courses—in one of the departments. Only courses numbered 11 or above in
Classics and Modern 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 of
the student’s individual program of work is developed. In some cases the
Committee may require that the essay be written in whole or in part in a
language other than English.
3. A comprehensive examination taken in the second semester of the senior
year.
For a major in Honors the requirements are as follows:
Not fewer than five papers in Literature, including at least three in one
department and significant work done in a foreign language, ancient or modern.
Literature majors in Honors are encouraged to include in their program a
thesis with the purpose of integrating the work of the m ajor in accord with
the principle of coherence on which the program is based.
Prospective majors in Literature are urged to make their plans early so as
to acquire the necessary linguistic competence by the junior year.

148

M A TH EM A TIC S
D A V ID R O SE N , P rofessor and Chairm an
ST E V E N S H E C K S C H E R , Professor
JA M E S W . E N G L A N D , A ssociate Professor
G U D M U N D R. IV E R SE N , A ssociate P rofessorf
E U G E N E A. K LO T Z , A ssociate Professor
J. E D W A R D SK E A T H , A ssociate Professor
R O Y L. S M IT H , A ssistant Professor
F R E D SO L O M O N , A ssistant Professor
E. R. M U L L IN S , JR ., D irector o f C om puter E ducation and
A ctivities
Pure mathematics is an abstract subject and may be looked upon as the model
of a deductive science. On the other hand, the subject matter of mathematics
has for the most part arisen out of concrete applications to the physical sciences,
among which geometry occupies a central position. The courses offered in the
Department of Mathematics attempt to combine these points of view and to give
a picture of the power and beauty of the subject when studied for its own sake,
as well as its many relations to other fields of thought. The study of mathematics
is essential as a tool for the understanding of the principles of the physical sci­
ences and engineering; a knowledge of its techniques is indispensable for a suc­
cessful pursuit of these subjects. The same is becoming increasingly true in the
biological sciences and the social sciences.
The sequence consisting of Courses 5, 11, 22, 44 forms the normal prepara­
tion for majoring in mathematics. Students going into physics and engineering
may substitute other courses for Course 44. Those students who have obtained
a grade of ,3 or better on the Advanced Placement AB examination normally
take Course 11 while those who similarly qualify in the BC examination
normally take Course 12.
A student who wishes to major in mathematics in Course must complete six
courses in addition to the normal sequence of four courses listed above. I t is ex­
pected that a Course m ajor in mathematics will take some advanced courses from
the three major areas, namely analysis, algebra, topology-geometry. Physics 3, 4
is highly recommended and a reading knowledge of French, German, or Russian
is desirable for all mathematics majors.
In order to be admitted to the Honors program with work in mathematics
a student must have completed Courses 22 and 44. An Honors student with
a major in mathematics will normally take in his junior year seminars 101
(Real Analysis), and 102 (M odem Algebra). In his senior year he will
normally take seminars 103 (Complex Analysis), and 104 (Topology) or 105
(Probability and Statistics).
An Honors student minoring in mathematics will normally offer two papers
in mathematics. A student may use Courses 51, 52 as partial preparation for
an Honors paper in mathematics.
All mathematics students are urged to acquire some facility with the computer.
The normal Course program and Honors program for majors in mathe­
matics constitutes a thorough preparation for potential teachers in secondary
schools. Mathematics majors in Course or Honors automatically meet the
tAbsent on leave, spring semester, 1974-75.

149

M A TH E M A T IC S
mathematics requirements for being certified to teach mathematics in second­
ary school. Others who wish to be certified to teach in secondary school must
complete a ipinimum of six mathematics courses, as follows: Math 5, 11, 23,
24 and any other two advanced mathematics courses.
Training in statistics is offered on two levels: an applied sequence for stu­
dents with very little background in mathematics, Courses 1 and 2; and a
mathematical sequence for students who have knowledge of calculus and
matrices, Courses 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 Course 1, unless they have sufficient mathematics
background to take Course 15. Courses 15 and 16 focus on the mathematical
theory that underlies statistical methods, without losing complete sight of appli­
cations to real data. Probability theory plays an important role for statistics,
and while Courses 15 and 16 are self contained, students with a serious interest
in probability and statistics should also take Course 14.
1 . A p p lie d 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 methods, including regression and
analysis of variance. Ways of inferring from a sample of observed data to a
larger population are discussed for the various descriptive techniques. The
course does hot satisfy any mathematics prerequisite, except for Math 2, nor
can it be counted toward a major or minor in the Department.
N o prerequisite.
Fall semester. Mr. Iversen.
2 . A p p lie d Statistics I I . Given as a continuation of Math 1 , the course
deals mainly with the study of relations among three or more variables. In­
cluded are such topics as multiple regression analysis, with multiple and
partial correlation, analysis of variance and the analysis of contingency tables.
The course ends with a treatment of Bayesian statistical methods. The course
does not satisfy any mathematics prerequisite nor can it be counted toward a
major or minor in the Department.
Prerequisite: Math 1.
N o t offered in 1974-75.
3 . 4 . P ro b a b ility a nd C a lcu lu s. This course, which covers the basic concepts
of probability theory and one variable calculus, is particularly useful for biology
and social science majors. Topics to be included are discrete probability, se­
quences, series, differentiation, integration, transcendental functions, extremal
problems, and an introduction to continuous probability and statistical tech­
niques, as time permits.
Year course. Mr. Rosen.
5A. D iffe re n tia tio n a nd In te g ra tio n . This is an introductory calculus course
which presupposes such normal high school mathematics as algebra, analytic
geometry, and elementary trigonometry. Derivatives and integrals of functions of
one variable are studied in detail. Applications of the methods of calculus are
given, when possible.
Fall semester. Staff.
5 B . D iffe re n tia tio n a nd In te g ratio n w ith C o m p u te r. This is an introductory
calculus course carrying lVi credits which presupposes the same high school
preparation as M ath 5A. It will cover the same topics as in M ath 5A, but will
use A PL notation along with the computer, in addition to the standard nota­
tion. Classes will meet four days a week in addition to a laboratory period.
Fall semester. Mr. England and Mr. Heckscher.

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M A TH E M AT ICS
7 . To p ics in T h e H is to r y o f M ath e m atics. This course examines in detail
the various lines of mathematical thought in the late sixteenth and seventeenth
centuries which have become central to present day mathematics.
Prerequisite: At least two years of high school mathematics, but excluding
calculus, and consent of the instructor.
Spring semester. Mr. England.
8 . F in ite M athe m atics. This is an elementary course covering a variety of
topics of interest to social scientists and biologists. In both approach and sub­
ject matter it complements the Applied Statistics courses. Topics will be
selected from logic, set theory, vectors and matrices, probability and Markov
chains, linear programming, game theory, and graph theory.
No prerequisite.
Fall semester. Mr. Klotz.
9.

Fo u n d a tio n s o f Mathematics. This course is designed to introduce pro­
spective elementary school teachers to some of the mathematical concepts that
appear in elementary school curriculum. Among the topics to be covered are
the structure of the integers, rational numbers, sets and relations, and elementary
number theory. In addition to discussions on how these mathematical concepts
can be effectively taught in elementary school, students will be able to try
out their ideas by teaching a class of elementary school students.
Fall semester. Mr. Rosen.

11. Series and L in e a r A lg e b ra . This course is the normal sequel to Math 5.
The first month is devoted to the study of infinite series and Taylor series.
The remaining part of the course introduces the student to vector spaces,
matrices, and linear transformations, with applications to the solution of sys­
tems of linear equations, determinants and the eigenvalue problem.
Prerequisite: M ath 5. Freshmen who scored a grade of 3 or better on the AB
Advanced Placement examination may begin with this course.
Each semester. Staff.
1 1 H . C o m p u te r P ro g ra m m in g w ith M athe m atics. This half-credit course
provides an introduction to computer programming using the APL an d/or
FORTRAN languages. It will draw upon calculus, statistics, and linear algebra
for examples and problems.
Prerequisite: one course in mathematics.
Fall semester.

12. L in e a r A lg e b ra . The course is designed for students who scored 3 or
better on the BC Advanced Placement examination, or who have had a
calculus course that included infinite series and Taylor series. The topics listed
in Math 11 will then be considered in greater detail, and other topics such as
dual spaces will be added.
Prerequisite: 3 or better on BC Advanced Placement; permission.
Fall semester. Staff.
1 4 . P ro b a b ility . This course deals with the mathematical theory and concepts
of probability including an introduction to stochastic processes.
Prerequisite: Math 5, 22, or permission.
Fall semester. Mr. Klotz.

15. M ath e m atica l Statistics L Based on probability theory, this course ex­
amines estimation of parameters and hypotheses testing theory for statistical
models used to gain knowledge from observed data. Both small and large

151

M A TH E M A T IC S
sample properties of the estimators are studied. The course concludes with the
study of models dealing with relationships between variables, including chisquare and regression analysis.
Prerequisite: M ath 5, 11, or permission.
Fall semester. Mr. Iversen.
1 6 . M ath e m a tic a l Statistics n . Given as a continuation of Math 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-parametric
models are obtained using fewer assumptions. The course examines some
sampling theory and alternative ways of performing statistical inference.
Prerequisite: M ath 15.
N o t offered 1974-75.
2 2 . Several V a ria b le C a lcu lu s. This course considers differentiation and in­
tegration of functions of several variables with special emphasis on two and
three dimensions. It is the normal sequel to Math 11 and is a prerequisite for sev­
eral other mathematics courses.
Prerequisite: Math 11, or 12.
Each semester. Staff.
2 3 . H ig h e r G e o m e tr y . Synthetic and analytic projective geometry will be
considered axiomatically. Affine and Euclidean geometry will be developed
as special cases.
Spring semester. Mr. Rosen.
24.

In tro d u c tio n to M o d e m A lg e b ra . This course, which is offered in alter­
nate years, is especially designed to accommodate those people who desire to be
certified to teach mathematics in secondary school or who desire a brief intro­
duction to modem algebra. The course will survey some of the important
topics of modem algebra, such as groups, integral domains, rings, and fields.
Prerequisite: M ath 11 or permission of the instructor.
Fall semester. Mr. Smith.
2 7 . To p ic s in M athe m atics fo r the B e h a vio ral Sciences. This course will in­
clude such topics as optimization theory, graph theory, conflict resolution and
queuing theory. Applications will be taken from psychology, anthropology,
economics, political science, and sociology.
Prerequisite: Math 5 and 11 or permission of the instructor.
N ot offered 1974-75.
30. D iffe re n tia l Eq u a tio n s . An introduction to differential equations that will
include such topics as: first order equations, linear differential equations, approxi­
mative methods, some partial differential equations.
Prerequisite: M ath 11.
Each semester.
33.

G r a p h T h e o r y . This course is an introduction to graph theory and its
applications. Topics included will be chosen from the following: undirected
and directed graphs; partitions, chains, and circuits; matrix representations.
Applications of graph theory to the social sciences and environmental prob­
lems will be stressed.
Prerequisites: M ath 11, or permission of the instructor.
Spring semester. Mr. Rosen.
3 4.

N u m e ric a l M e th o d s . This course will deal with the numerical solution of
various mathematical problems, pure and applied. A laboratory period will be

152

M A TH E M AT ICS
included, using the computer.
Prerequisite: Math 11.
Spring semester.
3 7.

N u m b e r T h e o r y . The theory of primes, divisibility concepts, and the
theory of multiplicative number theory will be developed. Potential secondary
school teachers should find this course valuable.
Prerequisite: permission of the instructor.
N o t offered 1974-75.
41.

G ro u p s a nd Representations. An introduction to the theory of abstract
groups with application to such areas as symmetry groups, followed by the ele­
ments of representation theory.
Prerequisite: Math 11.
4 2 . A p p lie d M o d e m A lg e b ra . Topics will be selected from such areas as
Boolean algebras, finite state machines, programming languages, optimization
and computer design, and coding theory.
Prerequisite: Math 11 or permission of the instructor.
Spring semester.
44.

In tro d u c tio n to R e a l A n a ly s is . This course is designed for potential
mathematics majors and minors to follow Course 22. Infinite series, and Taylor
series will be discussed rigorously. Other topics to be included are elementary
point set theory and metric spaces, the Riemann integral, and the interchange
of infinite processes.
Each semester. Mr. England.
5 1 . A p p lie d A d v a n c e d A n alysis I . Analytic functions, integration and
Cauchy’s Theorem, power series, residue calculus, conformal mapping, and
harmonic functions. The emphasis of this course is on applications to the
physical sciences.
Prerequisite: Math 22.
Fall semester. Mr. Solomon.
52.

A p p lie d A d v a n c e d A n a lysis I I . Fourier series, the Fourier transform,
orthogonal functions, introduction to Hilbert space and operators. The motiva­
tion for these topics will be in partial differential equations arising in the
physical sciences.
Prerequisites: M ath 30; Math 51, or permission of the instructor.
Spring semester. Mr. Solomon.
53. T o p o lo g y . This course is intended to bridge the gap between Advanced
Calculus and certain topics in abstract mathematics. The topics covered will vary
from year to year and will be selected from those topics in seminar 104.
Fall semester. Mr. England.
5 7 . D iffe re n tia l G e o m e try . An introduction that will include surfaces, mani­
folds, curvature, Riemannian geometry. The algebra of tensors and differential
forms will be developed as needed.
Prerequisite: Math 22.
Spring semester. Mr. Solomon.
93.

D ire c te d R e a d in g .

9 7 . S enior C onference. 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.

153

M A TH EM ATICS
H alf course credit.
Spring semester.
H

onors

Sem

in ars

101. R e a l A n a ly s is . This seminar concentrates on the careful study of the
principles underlying the calculus of real valued functions of real variables.
Spring semester.
102. M o d e m A lg e b ra . This seminar deals with the theoretical properties of
such formal systems as groups, rings, fields and vector spaces. While these con­
cepts will be illustrated by many concrete examples, the emphasis will be on the
abstract nature of the subject.
Fall semester.
103. C o m p le x A n a ly s is . A brief study of the geometry of complex numbers
is followed by a detailed treatment 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.
Prerequisite: M ath 22.
Spring semester.
104. T o p o lo g y . The subject m atter of this semester will include such topics
as point set topology with some application, piecewise linear topology, homology
and homotopy theory.
Spring semester.
105. P ro b a b ility and Statistics. The purpose of this seminar is to give the
mathematical background necessary for an understanding of the mathematical
analysis of statistical data. In addition, the modem development of this subject
provides a valuable application of the concepts and techniques acquired in the
study of advanced calculus. The topics treated may include: the axiomatic ap­
proach, the use of Stieltjes integrals, correlation and regression, some special
distributions, sampling theory, and a short introduction to the theory of statisti­
cal estimation.
Fall semester.
107. M o d e m A n a ly s is . This seminar deals with the foundations of global
analysis and includes some applications to mechanics. Honors majors may use
this seminar instead of Mathematics 101 for their program, or take it in addition
to Mathematics 101.
108. D a ta A n a ly s is . This seminar is concerned with problems that arise in
the handling of data. Among topics that will be included are curve fitting,
numerical techniques of integration and differentiation, probabilistic methods in
making models.
Prerequisites: Math 14, 51, or permission of the instructor.
Spring semester.
109. F u n c tio n a l A n a ly s is . This seminar is intended for students of some
mathematical maturity, and will be an introduction to some material that is
important in present-day mathematics. Topics covered will include topological
and metric spaces, measure theory, and elements of the theory of Banach
spaces, Hilbert spaces, and topological vector spaces.
N ot offered 1974-75.

154

M E D IA E V A L STUDIES
Coordinator: P A T R IC K H E N R Y
This program offers an opportunity for a comprehensive study of European
and Mediterranean civilization from the fourth century to the fifteenth. The
period, which has a perceptible unity and a critical importance for the under­
standing of Western culture, can be approached only through a combination of
several disciplines. Hence eight Departments (A rt History, Classics, English
Literature, History, Modem Languages, Music, Religion, and Philosophy) co­
operate to provide a course of study which may be offered as a major in either
Course or Honors.
For a m ajor in Course the requirements are as follows:
Latin 14, Mediaeval Latin
1 course in Mediaeval History (History 11 or 12)
Either Religion 14/Philosophy 19 or History 14
The prerequisites for the above courses 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 History (16, 17, 20).
History (11, 12, 13, 14).
Religion (12,14,15)
Literature (Classics 35; English 19, 20, 31; CEL 13, 14; French 30; Spanish
30).
Music (15).
Other courses appropriate to Mediaeval Studies that are from time to time
included in departmental offerings.
Directed readings in mediaeval subjects.
1.

3.

A student may elect to write a thesis as a substitute for a course during the
first semester of the senior year.

4.

The student must pass a comprehensive examination in his senior year based
on courses taken in the mediaeval field. Information about the form and
scope of the comprehensive is included in a Handbook for Mediaeval
Studies which interested students should obtain from the co-ordinator.
For a major in Honors the requirements are as follows:

1.

The student must satisfy the language and distribution requirements of the
program, as listed above, by appropriate courses or seminars. Some work in
one or more of the fields included in the program must be done prior to
admission to Honors.

2.

Seminars may be chosen from the following: Philosophy 110 (Mediaeval
Philosophy), History 111 (Mediaeval Europe), A rt History 103 (Mediaeval
A rt), English 103 (Chaucer and D ante); French 100 (Littérature du MoyenAge).

3.

By attachments to the courses listed above, and by writing a thesis, the stu­
dent may expand the possibility of work in Honors beyond these five
seminars.
The minor program should be planned with the co-ordinator so as to insure a
close relation to the major. No minor program in Honors is offered. Students
wishing to m inor in subjects included in this field should take them as minors in
the department in which they are normally offered.

155

MODERN LANGUAGES
A N D LIT ER A TU R ES
G E O R G E C. A V E R Y (G e rm a n ), Professor; Chairm an 1975-76
H IL D E D. C O H N (G e rm an ) P rofessor (p art-tim e)
G E O R G E K R U G O V O Y (R u ssian ), Professor
JE A N A S H M E A D P E R K IN S (F re n c h ), Professor^
F R A N C IS P. T A F O Y A (F ren c h and S p an ish ), Professor
T H O M P S O N B R A D L E Y (R u ssian ), A ssociate Professor
P H IL IP M E T Z ID A K IS (S p an ish ), A ssociate Professor;
Chairm an, 1974-75
R O B E R T R O Z A (F re n c h ), A ssociate P rofessorf
S IM O N E V O IS IN S M IT H (F re n c h ), A ssociate Professor*
E U G E N E W E B E R (G e rm a n ), A ssociate Professor
T A T IA N A M. CO SM A N (R u ssian ), A ssistant Professor
(p art-tim e) and D irector o f the Language Laboratory
JO H N J. H A S S E T T (S p a n ish ), A ssistant P rofessor
L IN D A O R R (F re n c h ), A ssistant P rofessor
M A R IA S U A R E Z (S p an ish ), A ssistant P rofessor
JO Ë L L E L. S T O P K IE (F re n c h ), Instructor
E L K E P L A X T O N (G e rm a n ), Lecturer
C L A U D E -M A R IE G U E G U E N (F re n c h ), A ssistant
The purpose of the m ajor is to acquaint students with the important periods
and principal figures of the literatures taught in the Department, to develop an
appreciation of literary values, to provide training in critical analysis, and to
foster an understanding of the interplay between literary phenomena and the
historical and cultural forces underlying the various literary traditions. In addi­
tion to demonstrated competence in the language, a foreign literature major
will normally complete five credits in advanced literature courses or seminars,
take Special Topics if required by the section, and pass the comprehensive
examination. Students whose interests lie primarily in language or civilization
are advised to consider the possibility of a Special M ajor in combination with
Linguistics, History, or some other appropriate department. Students interested
in doing serious work in literature in more than one language are advised to
consider a Literature major.
Courses numbered IB through 6 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.
For a detailed description of the orientation in these courses see the Explan­
atory 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 major in a foreign language and its literature are
advised to 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
tAbsent on leave, spring semester, 1975.
•Director, fall 1974, Swarthmore Program in Grenoble.

156

M O DERN L A N G U A G E S
in their freshman year or at the very latest by the beginning of the sophomore
year. Students who enter with no previous knowledge of the language but who
are interested in majoring in a foreign literature should register for intensive
language courses (1B-2B) in their freshman year. Language courses numbered
IB through 5 do not count toward the minimum of eight courses required for
the major.
Students who want to continue a language begun elsewhere will be placed
at the course level where they will profit best according to the rating of the
College Entrance Examination or placement tests administered by the De­
partment.
Prerequisites for majors are noted under the listing of each of the litera­
tures taught. Exceptions to course requirements are made for those who show
competence in the language of specialization. Students who speak French,
German, Russian or Spanish fluently should consult with the Department
before electing courses.
Majors are urged (a) to elect supporting courses in other literatures (clas­
sical or m odem ), history, philosophy, linguistics and art history; (b) to in­
vestigate seriously the possibility of spending at least a summer and a se­
mester abroad. Sophomores and juniors competent in French, whatever their
major, but more specifically those in the humanities and social sciences, should
consider the possibility of participating in the Swarthmore program at the Uni­
versity of Grenoble. Students competent in other foreign languages taught in
the Department and interested in study abroad should consult departmental
advisers familiar with programs abroad.
Students wishing to receive teaching certificates in French, German, Russian
or Spanish should plan on taking the regular program of language and litera­
ture courses required for the major or show proof of the equivalent. In addi­
tion, they should take Linguistics 1 or a course in the history of the language,
and courses in art, history, music, etc., to broaden their knowledge and
understanding of the appropriate foreign culture. Prospective teachers of a
foreign language are urged to include in their program at least a summer
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 con­
cerning the choice of languages should consult with the Department.

Continental European Literature
(Courses conducted in English)
Students acquainted with a particular foreign language would do best to
elect the appropriate literature course taught in the original language and not
the corresponding CEL 12 or CEL 50, though they might well take one in an­
other literature. These courses may be used to satisfy the distribution require­
ments, but cannot be substituted for the 11 or 12 level courses in the original
languages to satisfy the departmental prerequisites for a major or minor. The
CEL 50s may in some cases form an appropriate part of the upper-level work
in the major in one Of the foreign literatures or serve as the basis of prepara­
tion for an Honors paper. Students planning programs where such considera­
tions would apply must consult with the Department.
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 foreign literature courses taught in translation are listed after SAL 50.)

157

M O DE RN L A N G U A G E S
12 F.

M a n and Society in F re n c h Lite ra tu re . An examination of the double
tradition of introspective individualism and deep social concern— and the in­
evitable conflict between these impulses—in the works of such writers as
Montaigne, Corneille, Molière, Diderot, Stendhal, Balzac, and Zola.
12G .

T h e Q u e s t fo r a T ra d itio n in G e rm a n Lite ra tu re . An examination 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 Goethe, Schiller, Herder, the
Romantics, Büchner, Nietzsche, Wagner, Hauptman.
1 2 R . Russian T h o u g h t and Lite ra tu re in the Q ue st fo r T r u t h . The develop­
ment of Russian intellectual tradition as reflected in Russian philosophy and
literature from the 18th century to the present. Brief consideration of Rus­
sian medieval literature and thought. Historical and cultural consequences of
the introduction of Christianity into Russia from Byzantium. Eighteenth
century: secularization of culture. Nineteenth and twentieth centuries: philo­
sophical and literary polemics within the framework of current secular ideol­
ogies and religious thought. Russia and the West and the dream of a Perfect
World.
Mr. Krugovoy.
1 2 S . In d ivid u a lity in Spanish F ic tio n . A study of the struggle of the indi­
vidual against the traditionalism of his society in Spanish literature from the
Renaissance to the 20th century. Special attention will be given to the figures
of the picaro, la Celestina, Don Juan and Don Quixote.
50 F.

Intellectual Tre n d s in T w e n tie th C e n tu ry Fre n c h Lite ra tu re . Principal
doctrines (Bergsonism, Surrealism, Marxism, Existentialism, Structuralism) as
reflected in, or related to, the major literary or critical works and essays of
writers such as Proust, Gide, André Breton, Louis Aragon, Malraux, Sartre,
Camus, de Beauvoir, Roland Barthes, Claude Lévi-Strauss, or others. The stress
for fall semester 1974 will be on Existentialism with some attention to its
Marxist and Structuralist critics.
Fall semester 1974. Mr. Tafoya.
50G.

G e rm a n Lite ra tu re 19 0 0 -19 5 0 . The reflection in German literature
of the social and cultural crises that dominated the first half of the century.
Works by Rilke, Thomas Mann, Hesse, Kafka, Musil, Stemheim, and Brecht.
Fall semester 1974. Mr. Avery.

50R.

R ussian Lite ra tu re and R e v o lu tio n a ry T h o u g h t. A study of continuity
and change; the relationship between the major political and social movements
and the 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 of the 1960’s with emphasis on Herzen, Bakunin, Chernyshevsky,
Trotsky, Babel, Olesha, Mayakovsky, Tertz, and Solzhenitsyn.
Spring semester, 1975. Mr. Bradley.
50S.

Spanish T h o u g h t and Lite ra tu re o f the Tw e n tie th C e n tu ry . The struggle
between traditionalism and liberalism, its background and manifestations in
Spanish thought and letters from the turn of the century through the Civil War
to the present day. Emphasis on Unamuno, Ortega y Gasset, Frederico García
Lorca, Camilo José Cela, Carmen Laforet, and Juan Goytisolo.
Spring semester, 1975. Mr. Hassett.

158

MODERN

LANGUAGES

SAL

5 0 . C o n te m p o ra ry S panish -Am erican Lite ra tu re . A consideration of
intellectual and social themes and artistic innovations which mark the coming
into the mainstream of Spanish-American fiction. Representative authors from
the various national literatures. ARGENTINA: Borges, Cortázar; PERU: Var­
gas Llosa; COLOMBIA: García Márquez; GUATEMALA: Asturias; MEXICO:
Fuentes, Rulfo, Pedro; CUBA: Carpentier. Includes some work with essayists
such as Martinez Estrada, Paz; and poets: Neruda, Vallejo.
1 3 . M e d ia e va l C o m p a ra tive Lite ra tu re . The tension between ideals and their
realization as reflected in the literature of the Middle Ages, especially the epic
(Roland, Cid, Nibelungen) and the romance (Tristan, Yvain, The Grail).
Spring semester, 1976. Mrs. Perkins.
1 4 . L a te M e d ia eva l Lite ra tu re . The development of the comic mode and the
introduction of prose as expressed in such works as Reynard the Fox, The
Book of Good Love, chronicles, fabliaux and fables, and in such authors as
Chaucer, Villon, and Boccaccio.
Mrs. Perkins.
17.

T h e A g e o f En lig h te n m e n t. The intellectual history of the late 17th and
18th centuries in Europe as illustrated in selected work exemplifying such
important themes as the rise of rationalism and its eventual decline, the oppos­
ing forces of optimism and pessimism, and new views of the nature of man
and his place in society.
Mrs. Perkins.
20G.

G e rm a n F ic tio n since 19 4 5 . A study of intellectual, literary, and soci­
ological currents in Germany, Austria, and Switzerland since the end of World
War II as they appear in representative works of prose fiction. Authors include
Th. Mann, Boll, Giinter Grass, Max Frisch, Uwe Johnson, Th. Bernhard and
Peter Handke. Lectures and discussions in English. German majors will be
required to read part of the material in German.
Spring semester, 1975. Mr. Avery.
3 4.

Renaissance C o m p a ra tive Lite ra tu re .

48 .

M o d e m D ra m a .

See English Literature 34.

See English Literature 48.

53.

L ite r a r y M o d e rn is m : Studies in the N o v e l. (Also cross-listed as English
53.) An intensive study of the emergence of modernist fiction written in Ger­
man and English. Authors to be read include Rilke, Joyce, Kafka, Faulkner,
and Mann. A prior reading of Joyce’s Ulysses and M ann’s Dr. Faustus is
strongly urged.
Mr. Avery and Mr. Weinstein.

E xplanatory N ote on F irst and S econd -Y ear L anguage C ourses :

a. Courses numbered 1-2, 3 are designed for students who begin their study
of the language in college and whose primary interest is the acquisition
of reading skills:
1-2 combines the presentation of grammar with readings from the
humanities (including literature), social sciences and sciences. Classes
meet three times per week and are conducted in English. May be used
to prepare for fulfilling the reading requirement of graduate schools
and may be followed by an additional semester of courses numbered
3, but does not prepare students for intermediate or advanced courses
in literature taught in the original language.
159

MODERN
3.

LANGUAGES

builds upon 1-2 and is designed for students who want further practice
in extensive reading. Students wanting to take the courses must indi­
cate their desire to do so before spring registration. Taught only in
response to manifest interest.

b. Courses numbered 1B-2B, 3B carry one and one-half credits per semester.
Three semesters in this sequence are equivalent to two years of work at
the college level. Designed to impart an active command of the language
and combine the study or review of grammar essentials and readings of
varied texts with intensive practice to develop the ability to speak the
language. Recommended for students who want to progress rapidly and
especially for those with no previous knowledge of the language and who
are interested in preparing for intermediate or advanced courses in litera­
ture taught in the original language. Students who start in this orientation
can major in a foreign language and literature not studied previously.
These courses (a) meet as one section for grammar presentation and in
small groups for oral practice with a native speaker of the language, and
(b) may require periodic work in the language laboratory.

French
French may be offered as a major in Course or as a major or minor in
Honors. Prerequisites for both Course and Honors students are as follows:
Prerequisites: French 6 and 12; the equivalent, or evidence of special com­
petence.
Recommended supporting subject: see the introductory departmental state­
ment.
Majors in Course and Honors, as well as minors in Honors, 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 examina­
tions.
C o u rses
N o t e : Not all advanced courses are offered every year. Students wishing to

major or minor in French should plan their program in consultation with the
Department.
1 -2 , 3 . Fre n c h R e a d in g and Tra n sla tio n . For students who wish to acquire
the fundamentals of French grammar and a reading knowledge of the language.
This is a terminal sequence. See the explanatory note on language courses
above. 1-2 is a year course; not offered in 1974-75.
1 B - 2 B , 3 B . Intensive F re n c h . For students who begin French in college.
Designed to impart an active command of the language. Combines the study
of grammar with intensive oral practice, Writing, and readings in literary or
expository prose. Prepares for intermediate and advanced courses in literature
taught in the original language. Recommended for students who wish to acquire
minimal linguistic competence for study abroad in the program for foreign
students. See the explanatory note on language courses above as well as the
description of the Swarthmore program at the University of Grenoble under
Education Abroad. Normally followed by 5.

160

MODERN
5 , 5A.

LANGUAGES

C o m p o s itio n and D ic tio n .

Emphasis on oral fluency and writing
proficiency. May be taken for single credit (5 ), or one and one-half credits with
additional discussion sessions, (5A ). Prepares for French 6 and 12 and recom­
mended for students who wish to study abroad at the university level.
Prerequisite: French 3B or the equivalent.
Each semester.
6.

Studies in Stylistics. For majors or those who wish an advanced course
to develop self-expression in the written and oral language. Original compo­
sitions are based on a stylistic study of texts by representative French authors
from the 18th century to the present. Generally taught in both fall and spring
semesters.
Prerequisite: French 5, 12, or the equivalent with special permission.
Each semester.
12.

In tro d u ctio n to L ite ra ry Studies. An analytical approach to French
literature through the study of particular genres or specific modes of expression.
The topic for fall semester, 1974 is: Littérature et critique sociale. The rela­
tionship between literature and the historical evolution of French society from
the ancien régime through the aftermath of the Revolution. Selected works
from Molière to Balzac.
Prerequisite: French 5, a score of 675, or the equivalent with special permis­
sion.
Each semester.
1 5 . Fre s h m a n S em inar. For freshmen only. Limited enrollment.
Prerequisite: a score of 675 or above in French, and special permission of the
instructor. The topic for fall semester, 1974, will be announced.
Fall semester, 1974. Mr. Tafoya.
20 .

H is to r y o f the F re n c h La n g u a g e . The development of the French lan­
guage from its Latin origins to its current forms. Emphasis will be placed
more on general patterns than on philological details. Representative texts of
the various periods will be analysed intensively. The course will be given in
English; students must have a reading knowledge of French.

This course will satisfy the linguistics requirement for teacher certification.
Spring semester, 1976. Mrs. Perkins.
28. L a Fra n c e C o n te m p o ra in e. A study of events and ideas which have
shaped French society from the 19th century to the present. Selected French
works in history, political science, sociology and literature. Emphasis on the
evolution of governmental institutions, the changing educational system, the
family, and the way the French look at themselves and the rest of the world.
Mrs. Smith.
30. Litté ra tu re du M o y e n -A g e . An introduction to old French will precede
readings in the original which are representative of the most important atti­
tudes of the 12th and 13th centuries: the feudal ethic (La Chanson de Roland),
the courtly mode (Yvain, Le Roman de la Rose) and religious piety (Le
Miracle de Théophile).
Fall semester, 1975. Mrs. Perkins.
35.

L ’H u m a n is m e de la Renaissance. The evolution of French thought from
the prose works of Rabelais to Montaigne’s Essais, and a study of the poetry
of Scève, Du Bellay, Ronsard, d’Aubigné.
Mrs. Smith.

161

MODERN

LANGUAGES

4 2 . Le Classicism e. Representative works of major 17th century writers,
including the playwrights. Emphasis on the classical façade with a look at
lesser known rebellious undercurrents.
Spring semester, 1975. Mrs. Smith.

50. Le R o m a n d u 18é Siècle. Various novel forms of the 18th century
will be studied including “mémoires” (Prévost, Manon Lescaut and Marivaux
La Vie de Marianne), “roman épistolaire” (Rousseau, La Nouvelle Héloïse
and Laclos, Les Liaisons dangereuses), “conte philosophique” (Montesquieu,
Les Lettres persanes and Voltaire, Candide, and L ’Ingénu), and “narratif ex­
périmental” (Diderot, Le Neveu de Rameau and Jacques le fataliste).
Mrs. Perkins.
60. Le R o m a n du 19é Siècle. A study of innovations in technique and form
as well as the examination of moral problems arising from socio-political
changes in 19th century France. Based primarily on the novels of Balzac,
Stendhal, Flaubert, and Zola.
6 1.

R o m a n tis m e : M a g e s, sorcières et sauvages. How modes of vision are
practised, like magic, by poets, novelists and their protagonists who attempt
the art of total transformation (revolution) whether in the context of sociology,
history, or linguistics. The ambition of these modes—the complete and primal
expression they posit—will be questioned. Works from Chateaubriand, Victor
Hugo, George Sand, Jules Michelet, and Balzac, with some selections from
other Romantic poets.
Fall semester, 1974. Miss Orr.
65. Poésie S ym boliste. The evolution of symbolist aesthetics from Bau­
delaire through Apollinaire. Includes Rimbaud, Mallarmé, Verlaine, LaForgue, and Valéry.
Mr. Roza.

70. Th é â tre M o d e rn e . Major trends in 20th century drama with special em­
phasis on the works of Giraudoux, Anouilh, Sartre, Camus, and the Theatre
of the Absurd.
Fall semester, 1974. Mr. Roza.
71.

Poésie C o n te m p o ra in e . Major poets after Apollinaire: includes the
Surrealists (Breton, Reverdy, Eluard, Aragon and Char) as well as Saint-John
Perse, Supervielle and representative poets since World War II (Guillevic and
Bonnefoy).

7 2 . L a Crise d u R o m a n et de l’H u m a n is m e . M ajor trends in French fiction
from 1900-1939 (the end of Naturalism, through Surrealism to the beginning
of World W ar II). Essential works by authors such as Proust, Gide, Martin
du Gard, Giono, Céline, Mauriac, Bernanos, Julien Green, Aragon, Valéry or
others.

73. Litté ra te u rs En g ag é s. A study of the literature of commitment before
and after World W ar II. Principally an examination of the literary manifesta­
tions of French Existentialism. Includes works by Malraux, Sartre, de Beauvoir,
Camus, and Frantz Fanon or others.
Spring semester, 1975. Mr. Tafoya.
7 4 . L e N o u v e a u R o m a n . Twentieth-century innovations in narrative themes
and techniques. Some attention to precursors of the nouveau romanciers such
as Gide and Céline with principal emphasis on writers of the Post-World War
II avant-garde: Butor, Duras, Simon, Sarraute, and Robbe-Grillet.

162

MODERN
9 1.

Special To p ics ( fo r senior m a jo rs ).

LANGUAGES

Study of individual authors, selected

themes or critical problems.
Spring semester 1973.
93.

D ire c te d R e a d in g .

96.

Thesis.

H

onors

10 0 .

(One or two credits depending on project).

Sem

in a r s

Litté ra tu re du M o y e n -A g e .

Old French readings in lyric poetry, thea­

tre and romance.
Mrs. Perkins.
10 1.

L a Renaissance. Prose works of Rabelais, Marguerite de Navarre, and
Montaigne. Poetic innovations from Marot through the Pléiade.
Mrs. Smith.
10 2 .

L e Th éâ tre Classique. 1. Aristotle, Corneille and Racine: a study of
“the Tragic” and the theories of tragedy. 2. Molière.
Mrs. Smith.

10 3 .

L ’A g e des Lu m iè re s .

Concentrating on Diderot and Rousseau.

Mrs. Perkins.
10 4.

Stendhal et Fla u b e rt.

Spring semester, 1975.

Miss Orr.

10 5 .

Pro u s t

10 6 .

Poésie M o d e rn e .

Valéry.
Fall semester, 1974.
10 8 .

Baudelaire, Rimbaud, Verlaine, Mallarmé, Claudel,

Mr. Roza.

L e R o m a n d u 20é Siècle.

Mr. Roza.
18 0 .

Thesis.

18 2 .

Special T o p ic s .

Study of individual authors, selected themes or critical
problems not included in the regular program to satisfy the interest of students
and instructors.

German
German may be offered as a major in Course or as a major or minor in
Honors. Prerequisites for both Course and Honors students are as follows:
Required: German 11 or 12, or equivalent work.
Recommended supporting subjects: see the introductory departmental state­
ment.
Majors are expected to speak German with sufficient fluency to take part in
discussion in courses and seminars in the language and to pass oral examina­
tions in German.
C

ourses

N o t e : Not all advanced courses or seminars are offered every year. Students
wishing to major or minor in German should plan their program in consulta­
tion with the Department.

163

MODERN

LANGUAGES

1-2, 3 . G e rm a n R e a d in g and Tra n s la tio n . For students who wish to acquire
the fundamentals of German grammar and a reading knowledge of the lan­
guage. This is a terminal sequence. See the explanatory note on language
courses above. 1-2 is a year course.
3.

E x p o s ito r y P ro se . German Prose from the humanities and from the social
and natural sciences. The selection of texts to be read will be based on stu­
dents’ interests and needs.
Prerequisite: German 1-2 or comparable preparation.
Fall semester, 1974. Mr. Weber.
1 B -2 B , 3 B .

Intensive G e r m a n . For students who begin German in college.
Designed of grammar with intensive oral practice, writing, and readings in literary or
expository prose. See the explanatory note on language courses above. Normally
followed by 6, 11 o r 12.
4.

Interm ediate G e r m a n . F or entering students with high school language
training and for whom the “B” sequences or German 6 would not be appro­
priate. Review of grammar, literary readings of moderately difficult texts, such
as Hesse’s Knulp, Brecht’s Kalendergeschichten, D urrenm att’s Der Besuch der
alien Dame, and Kafka’s D er Landarzt; poems and examples of expository
prose. Normally followed by German 6 or 12. Admission contingent upon
departmental testing or permission of the instructor.
Fall semester, 1974. Mr. Avery.
5 . Readings in G e r m a n Lite ra tu re . A study of German texts (prose narra­
tives, dramas and poems) for the purpose of developing reading skills and of
improving aural comprehension. All work is done in German.
Prerequisite: German 4 or equivalent preparation.
6 . W ritin g and Speaking G e rm a n . Oral discussions and writing practice based
on general and literary topics of contemporary interest. F or students who want
to consolidate their skills of expression.
Prerequisite: German 3B or 4; or by departmental placement test.
Spring semester, 1975. Miss Cohn.
11.

In tro d u ctio n to G e r m a n Lite ra tu re (early 20 th c e ntury). An introductory
course which emphasizes critical and analytical reading of literature. Repre­
sentative poetry, drama, and fiction from the first third of the 20th century
will include several works each by Kafka and Brecht.
Prerequisite: German 3B or 6; the equivalent, or permission of the instructor.
Fall semester, 1974. Mr. Avery.
1 2 . In tro d u c tio n to G e r m a n Lite ra tu re (G o e th e and his A g e ) . A study of
works by Lessing, Goethe, and Schiller. Discussion, papers. Not a survey
course.
Prerequisite: German 3B or 6; the equivalent, or permission of the instructor.
Spring semester, 1975. Mr. Weber.

21. D ie Deutsche N o v e lle seit G o e th e .
man 110 below.
Miss Cohn.
22. Studies in G e rm a n P o e try .
below.
Mr. Weber.

164

Also taught as a seminar. See Ger­

Also taught as a seminar. See German 111

MODERN
23. D ie Deutsche K o m o d ie .
below.

LANGUAGES

Also taught as a seminar. See German 109

61. G oe the s F a u s t, Ers te r u n d Zw e ite r T e il. An intensive study of Faust
l and II. Also for students who only know Faust, Part One.
Mr. Weber.
62. D ie Deutsche R o m a n tik .
below.
Miss Cohn.

Also taught as a seminar. See German 105

70 .

M a rc h e n -P a ra b e ln -N o v e lle n . Characteristic differences of the three
genres will be studied in works from the Enlightenment to the present time.
The interrelation of literary skills and the presentation of myth, fantasy, and
reality will form the basis of the course.
Fall semester, 1974. Miss Cohn.
7 1 . K a fk a u n d B re ch t. A study of the principal works of each author with
stress on the interpretation of major themes and the examination of literary
craftsmanship. Includes consideration of the cultural and social environment
in which the works were written.
Mr. Avery.

72. H e r m a n Hesse. A study of the central themes and the development of
narrative technique in Hesse’s novels. Works to be examined will include:
Knulp, Demian, Siddhartha, Der Steppenwolf, and Die Morgenlandfahrt.
Prerequisite: German 11 or 12. Meets 1V4 class hours per week.
Offered by special arrangement. Half-course.
Mr. Avery.
8 1.

C o llo q u iu m . Offered from time to time in response to student and
faculty interests. Devoted to an intensive examination of subjects or topics not
covered in the regular program. Enrollment is limited and subject to depart­
mental approval.

91. Special To p ic s ( F o r senior m a jo rs ).
selected themes or critical problems.
93.

H

D ire c te d R e a d in g .

onors

10 3 .

Study of individual authors,

Sem

in a r s

Deutsches B a ro c k u n d A u fk la e ru n g .

A study of German literature in
the 17th and early 18th centuries. The lyric poetry of the period, the mysticism
of Angelus Silesius and Jakob Böhme, the plays of Gryphius, and the prose of
Grimmelshausen; a study of Lessing.
10 4 . G o e th e . A study of Goethe’s major works (excluding Faust) in the
context of his life and times.
Fall semester, 1974. Mr. Weber.
10 5 .

D ie Deutsche R o m a n tik . Romanticism as the dominant movement
in German literature, thought, and the arts in the first third of the 19th
century. Authors include Tieck, Novalis, Hölderlin, Kleist, Brentano, Eichen­
dorff, the early Büchner, and Heine.
Mr. Avery.

165

MODERN

LANGUAGES

10 7.

M o d e m e P ro sa . The development of German prose fiction since 1900
as reflected in works by Schnitzler, Hofmannsthal, Rilke, Mann, Kafka, Doblin,
and Grass.
Spring semester 1975. Mr. Avery.
10 8 . D a s Deutsche D r a m a . Representative examples of the dramatic genre
in German literature from the end of the 18th century to the present.
10 9 . D ie Deutsche K o m o d ie . Outstanding comedies from Goethe to the
present time will be studied in their own right, as examples of the genre, and
as illustrations of German intellectual history.
1 1 0 . D ie Deutsche N o v e lle . A study of significant examples of this typically
German genre. Authors: Goethe, Eichendorff, Kleist, Stifter, Keller, Thomas
Mann, and contemporary writers.
1 1 1 . Studies in G e rm a n P o e tr y . A study of selected examples of German
poetry from the Baroque period to the present time. The interrelation of
Aussage, G eh alt und Gestalt.
1 1 2 . M ode rne s D r a m a u n d L y r i k des X X . Jah rhun de rts. The emergence of
modem trends as reflected primarily in the poetic and dramatic works of
Hauptmann, George, Hofmannsthal, Rilke, Trakl, Stemheim, Benn, and Brecht.
Miss Cohn.

Italian
Under a special exchange program with Widener College (Chester, Penn­
sylvania), courses in elementary and intermediate Italian will be offered on a
schedule alternating classes at Swarthmore and Widener each semester. Stu­
dents who wish to study Italian literature may do so at Bryn Mawr College.
C
1 -2 .

ourses

Ele m e n ta ry Ita lia n .

A multiple approach to language learning and an
introduction to Italian culture and civilization through graded readings. Stu­
dents are introduced to the fundamentals of Italian linguistics; they are at the
same time drilled in dictation and are given elements of grammar and rudi­
ments of composition. Attendance at the Language Laboratory is mandatory.
1974- 75 and annually thereafter. Mr. Melzi. Italian 1 given at Swarthmore;
Italian 2 given at Widener.
3 , 4 . Interm ediate Ita lia n . A thorough review of Italian grammar and Italian
linguistics conducted exclusively in Italian. An introduction to all elements of
Italian culture and civilization through reading of graded literary texts and
cultural material.
1975- 76 and annually thereafter. Mr. Melzi. Italian 3 given at Widener;
Italian 4 given at Swarthmore.

Russian
Russian may be offered as a major in Course or as a major or minor in
Honors. Prerequisites for both Course and Honors students are as follows:
Required: Russian 12 and 13, or evidence of equivalent work.
Recommended supporting subjects: see the introductory departmental state­
ment.

166

MODERN
C

LANGUAGES

ourses

Note: Not all advanced courses or seminars are offered every year. Students
wishing to major o r minor in Russian should plan their program in consulta­
tion with the Department.
1-2, 3. Russian R e a d in g and T ra n s la tio n . F or students who wish to acquire
the fundamentals of Russian grammar and a reading knowledge of the lan­
guage. The first year will be devoted primarily to grammar and the third
semester to reading and translation. (Refer to the explanatory note on lan­
guage courses above).
1 B -2 B , 3 B . Intensive R ussian. For students who begin Russian in college.
Designed to impart an active command of the language. Combines the study
of grammar with intensive oral practice, writing, and readings in literary or
expository prose. See the explanatory note on language courses above.
Normally followed by 6 and 12.
5 , 5 A ; 6. A d v a n c e d R ussian. For majors and those primarily interested in
perfecting their command of language. Advanced conversation, composition,
translation and stylistics. Readings of dramas and newspapers. Conducted in
Russian. May be offered with drill section (5A) for additional one-half course
credit.
Fall and spring semesters. Mr. Krugovoy.
1 2 . In tro d u c tio n to Russian Lite ra tu re . A survey of Russian literature of
the 19th and 20th centuries to 1918. Includes Romanticism, Realism and
literary tendencies in the first two decades of the 20th century. Works by
Pushkin, Lermontov, Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov, Gorky,
Bunin and Belyi. Readings and class discussions in Russian.
Fall semester. Mr. Krugovoy.
13 .

T h e 19 th C e n tu ry R ussian N o v e l. Thè development of the novel in the
19th century through an integrated analysis of the society and of representative
works by such authors as Dostoevsky, Gogol, Goncharov, Tolstoy, and
Turgenev. Lectures and reading in English. Russian majors will be required to
read a part of the material in Russian. Given in alternate years.
Fall semester, 1974. Mr. Bradley.
1 4 . T h e 20th C e n tu ry Russian N o v e l. Continuity and change in the novel
after the turn of the century, with particular emphasis on the post-revolutionary
period. Analysis of social-political developments and of major works by such
writers as Gorky, Kuprin, Bely, Zamyatin, Sholokhov, Bulgakov, and Sol­
zhenitsyn. Lectures and reading in English. Russian majors will be required
to read a part of the material in Russian. Given in alternate years.
Fall semester, 1975. Mr. Bradley.
1 5 . P o e try and Poetics. A study of the major literary theories and move­
ments from the late 19th century through the post-revolutionary period with
emphasis on Symbolism, Russian Formalism, and Futurism. Readings in Rus­
sian. Lectures and discussion in English.
1 6 . H is to r y o f the Russian La n g u a g e . An introductory course. A study of
the origin of the Russian language and its place among the other modem IndoEuropean and Slavic languages. The uses of philology and linguistics for the
ideological and stylistic analysis of literary texts. The Kievan State: its cultural
development and the formation of the Old Russian literary language. The Mus­
covite period and the Russian literary language of the sixteenth century. The

167

MODERN

LANGUAGES

chancery language. The linguistic revolution of the seventeenth century. The
evolution of literary Russian until the nineteenth century. Grammatical, lexical
and stylistic contribution of Old Colloquial Russian and Old Church Slavonic
to the shaping of Modern Literary Russian.
Spring semester, 1975. Mr. Krugovoy.
17.

M asterpieces o f the Russian M e d ie va l P e rio d and the 18 th C e n tu ry .

Reading of selected Old Russian and eighteenth century literary, legal and ad­
ministrative texts. Linguistic, literary-critical and cultural-historical analysis.
The course is conceived as a non-obligatory supplement to 16. Students who do
not take 16 but are interested in Russian literature and history of those periods
may read respective texts in modem Russian translation.
Spring semester, 1975.
18 .

R ussian F o lk lo r e .

93.

D ire c te d R e a d in g .

Mr. Krugovoy.

Readings in Russian folklore combining lectures of a
theoretical nature with practical analysis of different genres of folklore: rid­
dles, proverbs, ritual poetry, heroic songs, folktales, lyric tales, etc. Relation
between Russian folklore and literature. This course may be especially interest­
ing for those students who have had History of the Russian Language.
9 1 . Special To p ic s . (F or senior m ajors). Study of individual authors,
selected themes or critical problems.

H o n o r s Se m
1 0 1 . T o ls to y .

in a r s

Fall semester, 1974.
10 2 .

Mr. Krugovoy.

Russian S h o rt S to ry .

Spring semester, 1975.

Mr. Bradley.

10 3 .

P u s h k in and Le rm o n to v .

10 4 .

D o s to e v s k y.

10 5 .

Lite ra tu re o f the S ovie t P e rio d .

10 6 .

R ussian D r a m a .

10 7.

R ussian L y r ic a l P o e try .

10 8 .

M o d e m Russian P o e try .

Spanish
Spanish may be offered as a major in Course or as a major or minor in
Honors. Prerequisites for both Course and Honors students are as follows:
Required: Spanish 11 and 12, or equivalent work.
Recommended supporting subjects: see the introductory departmental
statement.
Majors 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 com­
prehensive or oral Honors examinations in Spanish.
C

ourses

N o t e : N ot all adyanced courses are offered every year. Students wishing
to major or minor in Spanish should plan their program in consultation with
the Department.

168

MODERN

LANGUAGES

1-2, 3. Spanish R ea din g and T ra n s la tio n . F or students who wish to acquire
the fundamentals of Spanish grammar and a reading knowledge of the lan­
guage. This is a terminal sequence. See the explanatory note on language
courses above.
1 B - 2 B , 3 B . Intensive Spanish. For students who begin Spanish in college.
Designed to impart an active command of the language. Combines the study
of grammar with intensive oral practice, writing, and readings in literary or
expository prose. See the explanatory note on language courses above. Normally
followed by 6, 11 or 12.
5, 6.

C o m p o s itio n and D ic tio n . For majors and others who wish advanced
courses in which the emphasis is not primarily literary. An effort is made to
correct faulty pronunciation and to improve self-expression in the language
both oral and written.
Mr. Hassett.
11.

In tro d u ctio n to Spanish Lite ra tu re . A study of representative prose fic­
tion, poetry and drama of the 19th and 20th centuries (works by authors such
as Espronceda, Zorrilla, Bécquer, Pérez Galdós, Unamuno, Baraja, Lorca, etc.)
Discussion, papers.

Prerequisite: Spanish 3B, the equivalent, or special permission.
Fall semester, 1974. Mr. Metzidakis.
1 2 . In tro d u ctio n to Spanish Lite ra tu re . A study of representative prose fic­
tion, poetry and drama from the later Middle Ages through the Golden Century
(authors to be read include: Jorge Manrique, Romances, Cervantes, Lope de
Vega, Calderón, Q u e v e d o , etc.). Discussion, papers.
Prerequisite: Spanish 3B, the equivalent, or special permission.
Spring semester, 1975. Mr. Hassett.
N o t e : Spanish 11 and 12, the equivalent, or consent of instructor, are pre­
requisite for the courses in literature that follow.
3 0 . L a Lite ra tu ra M e d ie v a l. From the Poema del Cid to La Celestina.
Also included are works by Gonzalo de Berceo, Don Juan Manuel, el Arcipreste
de Hita, and Jorge Manrique.
Mr. Metzidakis.
40 .

E l T e a tro del R en acim ien to y del Siglo de O r o . Special p.mphasjs will
be placed on the outstanding dramatists of the Golden Century (Lope de
Vega, Tirso de Molina, Ruiz de Alarcón, Caldéron, etc.)
4 2 . L a Poesía del R en ac im ien to y del S ig lo de O r o . From the Romancero
through the Baroque. Special emphasis on Garcilaso de la Vega, Herrera, Fray
Luis de León, San Juan de la Cruz, Lope de Vega, Quevedo and Góngora.
44.

Cervantes.

The works of Cervantes with special emphasis on the

Quijote.
60. L a N o v e la en el S iglo X I X . Realism and Naturalism in 19th century
prose fiction. Works by Alarcón, Valera, Pérez Galdós, Pardo Bazán, Clarín,
Blasco Ibáñez and others.
Fall semester, 1974. Mr. Metzidakis.

169

MODERN

LANGUAGES

70.

L a G en e ra ció n del 98. Studies in the works of Valle-Inclán, Azorín,
Baroja, Unamuno, Benavente and Antonio Machado.
Mr. Metzidakis.

71.

Lite ra tu ra Es p a ñ o la C o n te m p o rá n e a . M ajor figures of the 20th century
not covered in Spanish 70: Juan Ramón Jiménez, García Lorca, Alberti, Salinas,
Guillén, Hernández, H ierro and Aleixandre among the poets; novels by Cela
and Goytisolo; the theater of Casona and Sastre.
Mr. Metzidakis.

75. Lite ra tu ra H isp an o am ericana. Representative works of late 19th and
early 20th century writers, with stress on the latter. Included are: Marti,
Darío, Rodó, Lugones, Barrios, Rivera, Uslar Pietri, Alegría, Azuela or others.
76. L a Poesía Hispan oam ericana en el S iglo XX. A study of the poetry
of Mistral, Agustini, Ibarbourou, Stomi, Vallejo, Huidobro, Gorostiza, Paz,
Nicolás Guillén, Neruda, Borges, and others.
77. L a N o v e la Hispan oam ericana en el S iglo XX. Works by Mallea, Sábato,
Cortázar, Carpentier, Asturias, Rojas, Vargas Llosa, Rulfo, Fuentes, García
Márquez, or others.
Fall semester, 1974. Mr. Hassett.
7 8 . L a N o v e la M e xic a n a Social del Siglo X X . An examination of the prin­
cipal problems confronting Mexican society from the end of the “Porfiriato”,
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 Romero, Rulfo, and Yáñez, but also includes essays by
C. Fuentes, Octavio Paz, Samuel Ramos, Alfonso Reyes, Vasconcelos, or others.
Spring semester 1975. Mr. Tafoya.
8 1 . C o llo q u iu m . Offered for double credit and devoted to the intensive in­
vestigation of subjects or topics not covered by the regular program. Enroll­
ment is limited and subject to departmental approval.

91. Special To p ics (fo r senior m a jo rs ). Study of individual authors, selected
themes or critical problems.
93.

H

D ire c te d R e a d in g .

onors

Se m

in a r s

10 8 .

L a s O b ra s de Cervantes.

10 9 .

L a G en e ra ció n del 98:

Valle-Inclán, Azorín, Baroja, Unamuno, Maeztu,

Benavente, Antonio Machado.
110 .

Lite ra tu ra Es p a ñ o la Co nte m p o rá ne a .

111.

L a Poesía H isp an o am ericana en el Siglo X X .

112 .

L a N o v e la Hisp an oam ericana en el S iglo X X .

113 .

E l T e a tro del R en acim ien to y del Siglo de O r o .

114 .

L a Poesía del R en acim ien to y del Siglo de O r o .

170

M USIC
P E T E R G R A M SW IN G , Professor and A ctin g C hairm ant
JA M E S D . F R E E M A N , A ssociate Professor and Chairman*
C H A R L E S G O W E R P R IC E , A ssistant Professor
D A V ID H . STE IN B R O O K , A ssistant Professor
JA N E A. C O PPO C K , L ecturer
R O B E R T M . SM A R T , A ssociate in P erform ance
D O R O T H Y K. F R E E M A N , A ssociate in Perform ance
The study of music as a liberal art requires an integrated approach to theory,
history and performance, experience in all three fields being essential to the un­
derstanding of music as an artistic and intellectual achievement. Theory courses
train the student to work with musical material, to understand modes of organi­
zation in composition and to evolve methods of musical analysis. History
courses and seminars introduce students to methods of studying the develop­
ment of musical styles and genres, and the relationship of music to other arts
and areas of thought. The department encourages students to develop perform­
ing skills through private study and through participation in the orchestra,
chorus and chamber music coaching program which it staffs and administers.
Scholarships are available to assist instrumentalists or singers finance the cost
of private instruction. Credit may be granted under the provisions for Creative
Arts.
Students wishing to combine instrumental or vocal studies outside the College
with a major in music at Swarthmore can, with special permission from the de­
partment and the Provost, elect a five-year plan of study, thus reducing the
normal number of courses to be taken per semester.
Two semester courses in theory and one semester course in history are pre­
requisite for acceptance as a major. Majors will normally take five semester
courses in theory (including Music 61), three semester courses in history
(including Music 15, 16), and meet the basic piano requirement.
Major in Honors: A student intending to major in Honors will generally stand
for four papers in music. The department strongly recommends that one paper
be a thesis or research project. Music 61, 62, may be used as the basis of a
paper. Papers in history can be prepared by taking a history course with a con­
current or subsequent attached unit of additional research, or by directed read­
ing, or by a tutorial.
Minors in Honors: A student intending to minor in Honors 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 of
the department, be substituted for the theory prerequisite.
Language Requirements for Graduate Schools: Students are advised that gradu­
ate work in music requires a reading knowledge of French and German. A
reading knowledge of Latin is also desirable for students planning to do gradu­
ate work in musicology.
Proficiency on an instrument: All majors in music will be expected to play a
keyboard instrument well enough to perform at sight a two-part invention of
J. S. Bach and a first movement of an easy late 18th or early 19th century sonata.
By the end of the junior year they should be able to read chamber music scores,
tA b s e n t o n leave, spring sem ester, 1974-75.
♦A bsent o n leave, fall sem ester, 1974-75.

171

MUSIC
vocal music in four clefs, and realize figured basses. The department recom­
mends that majors take one or two semesters of Music 39 to develop these skills.
Students with exceptional proficiency in an instrument other than the piano, or
in singing, will not be expected to meet the performing standards of pianists.
The basic piano program: This program is designed to develop keyboard pro­
ficiency 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 sophomores planning to major in music. No aca­
demic credit is given for basic piano.
C

r e d it

for

P

erform ance

A student who has taken or is taking Music 1, Music 2, or Music 11-12, (or
who has equivalent prior training) has the option to receive credit for study of
an instrument or voice, participation in the department’s chamber music coach­
ing program, participation in the Swarthmore College Orchestra, and participa­
tion in the Swarthmore College Chorus. The amount of credit received will
normally 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 apply­
ing for credit will be given an audition at the beginning of the semester and
will fulfill requirements established for each activity, i.e., regular attendance at
rehearsals and performances and participation in any supplementary classes
held in connection with the activity. Students will be graded on a credit/no
credit basis, and will be expected to provide written commentary and evaluation
of their own work during each semester.
A student applying for credit for study of an instrument or voice will first
demonstrate to the department his ability to undertake such study at least at an
intermediate level. He will arrange to work with a teacher of his choice, subject
to approval of the department. The department will then supervise the course
of study in any semester for which credit is to be given. The teacher will submit
a written report of the student’s work at the close of the semester to be used by
the department in making its evaluation. The department views instruction as
related to performance. Each student will be expected to perform in one or
more concerts (formal or informal) during the semester in which credit is
applied for. The College does not undertake to pay for instruction; the student
is expected to make his own financial arrangements directly with the teacher.
C o u rses and S e m in a r s
1 . In tro d u ctio n to M u s ic . A course designed to teach intelligent listening.

The course assumes no prior training in music.
Open to all students without prerequisite.
N ot offered 1974-75.
2. In tro d u ctio n to M u s ic . A course that approaches listening and analysis
through concentration on musical fundamentals: reading notation and develop­
ing or expanding aural perception of pitch, rhythm, structure, phrasing and
instrumentation. The course assumes no prior training in music.
Open to all students without prerequisite.
Spring semester. Mr. Freeman.
4 . U r b a n F o l k M u s ic (I). An examination of American and British rock
music from circa 1954 to the present, with particular attention to its musical
origins and its cultural implications. The course will include music by Chuck
Berry, the Beatles, the Rolling Stones, Bob Dylan and Leon Russell, among
others. The course assumes no prior training in music and is open to all stu­
dents without prerequisite.
Fall semester. Mr. Price.

172

M USIC
5.

U r b a n F o l k M u sic ( I I ) .

An examination of American blues, jazz, countrywestern and folk protest from the beginning of the phonodisk industry to circa
1954. The course will be concerned with selected recorded examples, including
the music of Robert Johnson, Bessie Smith, Louis Armstrong, Jimmie Rodgers,
Woody Guthrie, Billie Holiday, Charlie Parker, Muddy Waters and others. The
course assumes no prior training in music and is open to all students without
prerequisite.
Spring semester. Mr. Price.

Theory and Composition
TH E TH EO R Y C YC LE

The theory cycle is a series of three full-year courses normally taken in
sequence. These courses integrate issues that are usually presented in isolation.
Work in counterpoint, harmony, orchestration, strict composition, sight-singing,
dictation, conducting, analysis and theory construction is coordinated with the
study of pre-tonal, tonal and post-tonal compositions, questions of performance
practice, aesthetics and the philosophy of music being raised where appropriate.
Students entering the cycle are expected to know traditional rhythmic nota­
tion, m ajor/m inor scales, and be able to play or 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 junior year, but only with permission of the department.
1 1 - 1 2 . F ir s t Y e a r T h e o r y . Two lectures, two drill sections per week. Funda­
mentals of tonal counterpoint and harmony. Written musical exercises include
composition of original materials as well as commentary on excerpts from the
tonal literature. Listening assignments coordinated with written work.
Prerequisite: Music 2 (or the equivalent).
Year course. Mr. Steinbrook.
1 3 -1 4 . Second Y e a r T h e o r y . One double lecture, one section per week. Con­
tinued work with the tonal literature at an intermediate level. Detailed study of
selected works with assignments derived from these works.
Prerequisite: Music 11-12 (or the equivalent).
Year course. Miss Coppock.
6 1 , 6 2 . T h ir d Y e a r T h e o r y . Two meetings per week. Detailed study of a
limited number of works both tonal and non-tonal, with independent work
encouraged.
Prerequisite: Music 13-14 (or the equivalent).
Year course. Mr. Steinbrook.
C O M P O S IT IO N
4 1 . C o m p o s itio n .

Both semesters.

Mr. Steinbrook.

History of Music
1 5 . In tro d u ctio n to the H is to r y o f M u s ic ( I ) . Topics in music of the Middle
Ages and the Renaissance, with emphasis given to the analysis and performance
of selected compositions. This course is also concerned with studying the rela­
tionship of music to the art and thought of the times, and the function of music
in the Roman Catholic liturgy.

173

M USIC
Prerequisite: Music 2 (o r the equivalent).
Fall semester. Mr. Swing.
16 .

In tro d u c tio n to the H is to r y o f M u s ic ( H ) .

Topics in music of the 17th,

18th and 19th centuries.
Prerequisite: Music 2 (or the equivalent).
Spring semester. Mr. Price.
22.

C o n te m p o ra ry M u s ic . An examination of a selected group of composi­
tions. Rather than attempt a survey based on stylistic considerations, or an
aesthetic evaluation, the course will deal with the analysis of individual solutions
to common compositional problems. The course will be especially concerned
with music written after 1960.
Prerequisite: Music 2 (o r the equivalent).
N ot offered 1974-75.

27. J . S. B a c h . A study of representative compositions (including the Mass
in B minor and the Passion according to St. Matthew) coordinated with read­
ings in primary and secondary sources. A reading knowledge of German will
be helpful.
Open to students with permission of the instructor.
N ot offered 1974-75. Mr. Swing.
28 . W . A . M o z a r t . A study of representative works in the light of modem
style criticism. A reading knowledge of French or German is desirable.
Open to students with permission of instructor.
N ot offered 1974-75. Mr. Swing.
3 1.

O p e ra . An examination of the problems and relationship of opera and
drama. Two works will be studied in detail and, hopefully, produced. Other
operas from various periods will be examined in terms of the musico-dramatic
problems encountered in the two works to be produced.
Prerequisite: Music 1 or Music 2, and some vocal, dramatic or instrumental
ability.
N ot offered 1974-75. Mr. Freeman.
3 2 . H is to r y o f the String Q u a rte t. This course traces the development of
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 of the instructor.
N o t offered 1974-75. Mr. Swing.
40 .

A n a ly s is , Research, Pe rfo rm a n ce . An examination of the relevances of
analytical and historical research to intelligent performance through study of
selected compositions. Ability to perform instrumentally or vocally is required,
though it need not have reached an exceptionally skilled level.
Spring semester. Mr. Price.

4 2 . L ie d e r . A study, through performance and analysis, of various solutions
by various composers to the problems of relating text and music. Students
should be moderately proficient either as singers or as pianists. A knowledge
of German is required.
N ot offered 1974-75. Mr. Freeman.
43.

E a r l y N in e te e n th C e n tu ry R o m a n tic is m . A study of the origins and
rationale of musical Romanticism in the first half of the 19th century. A read­
ing knowledge of French or German will be very helpful.
Spring semester. Mr. Freeman.

174

MUSIC
44.

B aroque Pe rfo rm a n ce Practice. A scholarly approach to performance
of instrumental and vocal music from 17th and early 18th century Europe
through examination and application of various source material concerned
with improvising techniques, ornamentation, articulation and dance rhythms.
Ability to perform instrumentally or vocally is required, though it need not
have reached an exceptionally skilled level.
Fall semester. Mr. Price.
92.

Independent S tu d y.

93.

D irec te d reading.

Staff.
95 .

T u to r ia l.

Special work in composition, theory, or history. One or two

credits.
Staff.
96.

S en ior Thesis.

One or two credits.
Fall and spring semesters.
P

Staff.

erform ance

n o t e : All performance courses are for half-course credit per semester. See
p. 72 and p. 168 for general provisions governing work in performance under
the provisions for Crfeative Arts.

3 4.

P e rfo rm a nce (ch am be r m u s ic ).

Both semesters.
35.

Ms. Freeman.

Pe rfo rm a n ce (o rc h e stra ).

Fall semester, Mr. Steinbrook. Spring semester, Mr. Freeman.
3 6.

P e rfo rm a nce (c h o ru s ).

Fall semester, Mr. Swing. Spring semester, Mr. Steinbrook.
3 7.

In d ivid u a l In structio n.

Both semesters.
3 9.

Fig u re d Bass and Score R e a d in g .

Both semesters.

Mr. Smart.

PH ILO SO PH Y
H U G H M. L A C E Y , A ssociate P rofessor and Chairm an
K E N N E T H I. M ILLS, V isiting A ssociate Professor
H A N S O B E R D IE K , A ssociate P rofessor
C H A R L E S R A F F , A ssociate Professor*
R IC H A R D S C H U L D E N F R E I, A ssociate P rofessort
A L L A N G O T T H E L F , V isiting A ssistant Professor
D A V ID L A C H T E R M A N , A ssistant P rofessort
G IL M O R E STO T T , Lecturer
Students majoring in philosophy must complete at least one course or seminar
in each of these areas: (1) Logic, (2) Ancient or Modem Philosophy, and (3)
♦A bsent o n leave, fa ll sem ester, 1974-75.
tB eg in n in g spring sem ester,
tA b s e n t o n leave, 1974-75.

175

PHILOSOPHY
Moral or Social Philosophy. Prospective majors should complete the Logic re­
quirement as early as possible. Mastery of at least one foreign language is
strongly recommended. Students majoring in Course may be required to elect
Philosophy 97.
I.

In tro d u ctio n to P h ilo s o p h y . Philosophical literature and methods of in­
vestigation are introduced through discussion of typical philosophical problems,
such as: the problem of freedom, the arguments for the existence of God, the
nature of logic and mathematics, the sources and limits of human knowledge,
the justification of moral judgments. Readings include classical and current
sources.
Introduction to Philosophy is a prerequisite for all other philosophy courses
except Logic.
Each semester. The staff.

1A. Fre s h m a n Sem inar in M o r a l P h ilo so p h y . A seminar open only to fresh­
men, an alternative to Philosophy 1. Enrollment limited to eight students.
Spring semester. Mr. Stott.
1 0 . T h e N a tu r e a nd M e th o d s o f In q u ir y . From the perspectives of their
fields the instructors in this course will explain and critically examine the
methodological foundations of the various disciplines they represent. A t the
same time an attempt will be made to compare and relate methodology and
substantive problems of different disciplines with the goal of arriving at a co­
herent view of scientific inquiry. The emphasis given to different disciplines will
vary depending on the composition of the staff.
N ot offered 1974-75. Interdepartmental staff.
I I . E th ic s . A study of the principal theories about value and moral obligation,
and of their justification. The emphasis is systematic, but works of leading ethical
philosophers, both classical and contemporary, will be read as illustrations of
the major theories.
Spring semester. Mr. Oberdiek.
1 2 . L o g ic . An introduction to the principles of deductive logic with equal
emphasis on the syntactic and semantic aspects of logical systems. Topics include
the notions of logical truth, logical consequence, and proof. Some attention is
given to the development of axiomatic theories and selected topics in the philoso­
phy of logic.
Fall semester. Mr. Lacey.

13. M o d e m Ph ilo so p h y : Descartes T h ro u g h K a n t. A history of modem
philosophy is presented through the metaphysical and epistemological prob­
lems common to Descartes, Leibniz, Spinoza, Locke, Berkeley, Hume, and Kant.
Spring semester. Mr. Raff.
1 4 . A n c ie n t P h ilo s o p h y . The development of Greek philosophy from its
sixth-century B.C. beginnings to the thought of Plato and Aristotle, with some
attention to its impact on Western culture and its relation to subsequent (and
contemporary) developments in philosophy. Emphasis is on understanding and
critically evaluating the teachings of Plato and Aristotle on fundamental issues
of metaphysics, epistemology, psychology, and ethics.
Fall semester. Mr. Gotthelf.
16 .

Ph ilo so p h y o f R e lig io n .

N ot offered 1974-75.
1 76

PHILOSOPHY
17.

Aesthetics.

Spring semester.

Mr. Mills.

1 8 . Ph ilo so p h y o f the Social Sciences. Philosophical problems which arise
in the application of scientific methods to human behavior; i.e., problems con­
cerning concepts, laws, theories, values, explanation and prediction in the social
sciences and history; and the differences and similarities between social and
natural science.
N ot offered 1974-75. Mr. Schuldenfrei.
19 .

M e d ie va l P h ilo so p h y .

See Religion 14.

Fall semester.
2 1 . Social a nd Po litica l P h ilo s o p h y . A critical examination of the theories
of leading philosophers on the proper relation of man and society. Particular
attention will be given to philosophical assumptions regarding psychology,
epistemology, and metaphysics; the place of law in various theories; and
analyses of social justice. Readings will be from both classical and contempor­
ary sources.
Fall semester. Mr. Oberdiek.
2 2 . A m e ric a n P h ilo so p h y . This course will focus on pragmatism’s contribu­
tion to American thought. Peirce, James, and Dewey will be given the most
attention, but the implications of pragmatism for major work on social, politi­
cal, and aesthetic questions may be traced in such thinkers as O. W. Holmes,
Jane Addams, G. H. Mead, Randolph Bourne, and Thorstein Veblen. Interac­
tion of pragmatism and positivism will be considered.
N ot offered 1974-75. Mr. Schuldenfrei.

23. C o n te m p o ra ry P h ilo so p h y . A study of current attempts to resolve funda­
mental philosophical issues. Readings include articles and books by major 20th
century philosophers, such as G. E. Moore, Bertrand Russell, and Ludwig
Wittgenstein.
N ot offered 1974-75. Mr. Raff.
24.

Ep is te m o lo g y. This course will consider questions about the nature,
source, and value of knowledge. Also, different conceptions of knowledge will
be examined for their implications concerning the social role of knowledge.
N ot offered 1974-75. Mr. Schuldenfrei.
26 .

Ph ilo so p h y o f La n g u a g e .

N ot offered 1974-75.
2 7.

M etaphysics. Axioms and foundational questions; existence, identity
and individuation; essence, attribute and the problem of universals. Implica­
tions for (a) causality, necessity and the justification of induction; and (b)
the nature of love of an individual “for himself.” Intensive study of Aristotle,
then major criticisms and alternatives, as well as developments, in the writ­
ings especially of Plato, Hume and Strawson, but also of Aquinas, Descartes,
Locke, Russell and others, including more recent authors.
Spring semester. Mr. Gotthelf.
28.

M a rx is t P h ilo s o p h y . An introduction to the philosophy of Marx and
Engels. The course will focus on the development of Marxist dialectical method
as based on the writings of Hegel and Feuerbach. Marx’s use of his method
will then be examined in his main work, the four volumes of Capital, leading

177

PHILOSOPHY
to an exposition of the fundamental conception of Marxian economics.
Fall semester. Mr. Mills.
29. Ph ilo so p h y o f M in d . Concepts of mind will be explored with special
attention given to the mind-body problem and the nature of motive, intention,
and human action. Readings from both historical and contemporary sources.
N ot offered 1974-75.
30. T h e Ph ilo so p h y o f Ed u c a tio n .
N ot offered 1974-75.
37. H is to r y o f Science. A survey of the development of physics and astron­
omy in the sixteenth and seventeenth centuries, emphasizing the nature of the
scientific revolution, the revolt against Aristotle, the new role of mathematics
within science, the role of experiment, and the gradual development of con­
cepts of mass, force, universal gravitation, and the heliocentric universe. The
philosophical and sociological origins of the scientific revolution will also
be studied. Readings are drawn mainly from the writings of Copernicus, Kepler,
Galileo, Descartes, and Newton.
Spring semester. Mr. Lacey.
38. Ph ilo so p h y o f Science. The course will focus on issues connected with
the nature and verification of scientific theories. Special treatment will be given
to the nature of scientific change, growth and development, giving an historical
emphasis to the course. The general issues will be illustrated by the concrete
analysis of some concrete theme within the sciences, such as the historical de­
velopment of the concepts of space, time and motion.
N ot offered 1974-75. Mr. Lacey.
39. P h e no m e no lo g y and Existen tialism .
Spring semester. Mr. Lachterman.
85. C o llo q u iu m : L e g a l and P o litica l P h ilo so p h y . A study of concepts of
law, including examination 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 justifi­
cations of punishment are considered. Readings in both historical and con­
temporary sources. Two credits.
N ot offered 1974-75. Mr. Oberdiek.
86. C o llo q u iu m : Ph ilo so p h y o f the Social Sciences. This colloquium will
concentrate on philosophical anthropology. It will consider some different con­
ceptions of man which have been important historically or are of contemporary
relevance, such as those of B. F. Skinner, Freud, Dewey, Durkheim, and Marx.
The different conceptions will be examined with special emphasis on their
implications for social organization and the nature and possibility of human
happiness. Two credits.
N ot offered 1974-75. Mr. Schuldenfrei.
87. C o llo q u iu m : A d v a n c e d L o g ic and Fo u n d a tio n s o f M athe m atics. A selec­
tion of topics from the following: metatheorems of first order logic, the incom­
pleteness of first order axiomatic systems of arithmetic, recursive function
theory, modal logics, axiomatic theories of space and time, logical form and
the structures of natural languages, philosophical foundations of arithmetic,

178

PHILOSOPHY
foundations of geometry emphasizing problems of the nature of metrics. (May
be taken for one or two credits. Approval of instructor required.)
Spring semester. Mr. Lacey.
93.

Directe d R eadin g.

Each semester.
96.

Thesis.

Fall semester.
97.

The staff.
The staff.

S enior C onference.

Spring semester.
H

onors

10 1.

Sem

The staff.
in a r s

M o r a l P h ilo so p h y .

An examination of the principal theories about value
and moral obligation, and of their justification; of the concepts of justice and
human rights; of the implications for ethics of different theories about the free­
dom of the will. Works of representative theorists, both classical and con­
temporary, will be read.
Spring semester. Mr. Oberdiek.
10 2 . A n c ie n t Ph ilo so p h y . The development of Greek philosophy from its
sixth-century B.C. beginnings to the thought of Plato and Aristotle. Emphasis
on achieving a comprehensive and critical understanding of the philosophy of
Aristotle, its historical role and objective significance. Attention is given to
developing a proper methodology for critical historical study, in philosophy, and
to the Presocratic, Socratic and Platonic background of Aristotle’s thought.
Fall semester. Mr. Gotthelf.
10 3 . M o d e m P h ilo so p h y . Metaphysical and epistemological problems about
the nature of minds and bodies, the varieties of knowledge and freedom, are
approached through the philosophical systems of Descartes, Spinoza, Leibniz,
Locke, Berkeley, Hume, Kant.
Spring semester. Mr. Raff.
10 4 . C o n te m p o ra ry Ph ilo so p h y . Some current philosophical problems are
investigated in light of the work of Russell, Moore, Wittgenstein, and the most
recent contributions.
N ot offered 1974-75. Mr. Raff.
10 6 .

Aesthetics.

Spring semester.
10 7.

Mr. Mills.

Lo g ic and Fo u n d a tio n s o f M athe m atics.

Spring semester.

See Philosophy 87.

Mr. Lacey.

10 9 . M etaphysics. The nature of existence; identity and individuation, es­
sence, attribute and universal. Their implications for (a) causality, necessity,
and the justification of induction; and (b) the nature of love of an individual
“for himself”. Intensive study of relevant portions of the works of Aristotle,
then major criticisms and alternatives, as well as developments, in the writings
especially of Plato, Hume and Strawson, but also of Aquinas, Locke, Kant,
Frege, Russell and others, including more recent authors. Related issues as
they bear on these, and attention given to the general question of proper
methodology in metaphysics.
Spring semester. Mr. Gotthelf.

179

PHILOSOPHY
110. Medieval Philosophy.
N ot offered 1974-75.
111. Philosophy of Religion.
N ot offered 1974-75.
112. Philosophy of Mind. Concepts of mind will be explored with special
attention given to the mind-body problem and the nature of human action. Read­
ings from both historical and contemporary sources.
N ot offered 1974-75.
113. Epistemology. The seminar will concern itself primarily with the prob­
lem of the sources of knowledge and the problem of justifying belief.
N ot offered 1974-75. Mr. Schuldenfrei.
114. Nineteenth Century Philosophy. An examination of the central issues
of German critical philosophy (Kant, Hegel, Feuerbach, M arx).
Fall semester.
115. Language and Thought. See Linguistics 107.
116. Philosophy of History.
N o t offered 1974-75.
117. Philosophy of the Social Sciences. Philosophical problems arising from
the application of scientific methods to human behavior (see Philosophy 18).
N ot offered 1974-75.
118. Philosophy of Psychology. The study will center upon behaviorism, its
various kinds, its critics, and alternatives to it. Among the topics covered will
be 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
scientific status of psychoanalytic concepts and explanations, the relation be­
tween structural and functional explanations, criteria of choice between con­
flicting theories.
Spring semester. Mr. Lacey.
119. History and Philosophy of Science. An examination of some of the
central problems in the philosophy of science (e.g., the nature of scientific ex­
planations, the interrelationship between theory and observation, criteria for
the acceptance of a scientific theory, the nature of scientific concepts) will be
made through an analysis of important episodes in the history of physics.
Writings of Aristotle, Copernicus, Kepler, Galileo, Descartes, Newton, Mach,
and Einstein will be studied, as well as contemporary writings in the philosophy
of science.
Fall semester. Mr. Lacey.
121. Social and Political Philosophy. A critical examination of the theories
of leading philosophers on the proper relation of man and society (see Phi­
losophy 21).
Fall semester. Mr. Oberdiek.
123. Phenomenology and Existentialism.
Spring semester. Mr. Lachterman.
180. Thesis.. A thesis may be submitted by majors in the department in place
of one Honors paper, upon application by die student and at the discretion of
the department.

180

PH Y SIC A L E D U C A T IO N
FOR MEN
W IL L IS J . STE T SO N , Professor o f Physical E ducation
fo r M en and D irector o f A thletics
G O M E R H . D A V IE S, A ssociate P rofessor
L E W IS H . E L V E R SO N , A ssociate Professor
E R N E S T J. P R U D E N T E , A ssociate P rofessor
W IL L IA M C. B. C U L L E N , A ssociate Professor
D O U G L A S M . W EISS, A ssistant Professor
B R O O K E P. C O T T M A N , A ssistant
M IC H A E L P. F IT Z P A T R IC K , A ssistant
H E N R Y C. F O R D , A ssistant
JO S E P H L E IT N E R , A ssistant
C. J. S T E F A N O W IC Z , A ssistant
E D G A R T O W N SL E Y , A ssistant
JO H N P. U D O V IC H , A ssistant
A N D R E W J. Z A C H O R C H E M N Y , A ssistant
The course in Men’s Physical Education is designed to promote an awareness
of one’s physical well being through a program of regular exercise. In addition,
the learning of new sports skills and the improvement of those previously
acquired is achieved by planned instruction. Emphasis is placed on the indi­
vidual, or so-called “carry-over” sports, as well as those involving a team effort.
The intercollegiate athletic program is comprehensive, including varsity
schedules in eleven different sports. In many of these activities contests are
arranged for junior varsity teams, thus providing ample opportunity for large
numbers of men to engage in intercollegiate competition.
F

aculty

R

e q u ir e m e n t s

Physical Education is required of all non-veteran freshmen and sophomores
unless excused by the College physician. All students must successfully pass
a swimming survival test or take up to one quarter (21 hours) of swimming
instruction. After the first quarter of the freshman year, a student may be
exempted from the required program if he has passed the swimming require­
ment and practical and written tests in activities chosen from two of the fol­
lowing areas: individual sports, team sports, dance, and swimming. Two quar­
ters of instruction in any activity automatically exempts a student from that
activity. Independent study may be possible in an activity after one quarter
of instruction in that activity. Students will be given physical education credit
for participation in intercollegiate athletics. During participation in the pro­
gram, men students must participate in their assigned activity a minimum of
three hours each week.
All men not excused for medical or other reasons are expected to fulfill
this requirement. N o student shall be permitted to enter his senior year with
a deficiency in Physical Education.

181

PHYSICAL
F

all

A

EDUCATION

FOR

MEN

c t iv it ie s

Adapted Physical Education
t Aquatics
tA rchery
Badminton

♦Cross Country
tF olk Dance
♦Football
tG olf

t Modern Dance
** Soccer
tTennis
Touch Football

in t e r I and II A c t iv it ie s
tF olk Dance
Adapted Physical Education
tM odern Dance
t Aquatics
Squash
t Badminton
♦Swimming
♦♦Basketball

W

S p r in g

A

tTennis
tVolleyball
Weight Training
♦Wrestling

c t iv it ie s

Adapted Physical Education
tAquatics
♦Baseball
♦♦tG olf

♦Lacrosse
tM odern Dance
Softball
♦♦tTennis

♦Track
tVolleyball

•Intercollegiate competition only.
••Intercollegiate competition and course instruction.
tSome co-ed sections.

PH Y SIC A L E D U C A T IO N
FOR WOMEN
E L E A N O R K. H ESS, P rofessor and Chairm an
IR E N E M O L L , A ssociate Professor
P A T R IC IA W IT Y K B O Y E R , A ssistant Professor
SU SA N D A V IS, Instructor
M IK I W . D e BA ISE, Instructor
The aim of the Department is to contribute to the education of all women
students through the medium of physical activity. We believe this contribution
can best be achieved through participation in a broad program of sports, dance
and developmental activities. The program provides instruction and experience
in sports, dance, and swimming on all levels. It is our hope that the student
will also acquire an appreciation of dance as an art form; good sportsman­
ship; added endurance; good posture; leadership training; joy in exercise; and
a program of interests and skills that will carry over after college, so she may
become a useful member of her community.
An attempt is made to keep classes small in order to insure individual atten­
tion, and students are grouped where possible according to ability. Ample
opportunities are given for intramural and intercollegiate competition, as well
as for public performances and demonstrations.
Freshmen and sophomores take three periods of activity each week. These
may be elected from classes listed below with the stipulation that they take
swimming for a maximum of one term (at least 21 water hours) if they fail to
pass the survival swimming test. In the sophomore year, the department en­
courages students to develop greater initiative in acquiring habits of regular
exercise by planning their own programs of physical activity. This is accom­
plished by granting greater freedom in the fulfillment of the requirement

182

PHYSICAL

EDUCATION

FOR

WOMEN

through a variety of programs worked out by the student and the department.
Since the requirement is a flexible one-quarter to two-year requirement, a stu­
dent may elect to exempt out after the first quarter of the freshman year if
she has passed the swimming test and practical and written tests in activities
chosen from two of the following areas: individual sport, team, sport, dance,
swimming. Two quarters of instruction in any activity automatically exempts
a student in that activity. Independent study is possible in an activity after
one quarter of instruction in that activity.
Students who have not completed their physical education during their first
two years are expected to do so in the junior year because of the faculty regu­
lation which states that “students who have not fulfilled their Physical Educa­
tion requirement will not be allowed to enter their senior year.”
F a l l A c t iv it ie s

Archery*
Dance Composition*
Folk and Square Dance*
Golf*

Hockey
Class and Varsity
Life Saving*
Modern Dance*
Officiating (Hockey)

Swimming*
Tennis
Varsity Volleyball
Water Ballet*

W in t e r I a n d I I A c t iv it ie s

Badminton
Class and Varsity
Basketball
Class and Varsity
Bowling
Conditioning Exercises
Cross Country Running
Dance Composition*
Gymnastics

Fencing*
Folk and Square Dances*
Lacrosse (Winter II)
Modern Dance*
Orienteering*
Self-Defense*
Slimnastics
Soccer (Winter I)
Squash

Swimming
Class and Varsity
Advanced Tennis
(By Permission Only)
Volleyball*
Water Safety Instructor’s
Course*' (Winter n )

Lacrosse
Class and Varsity
Life Saving*
M odem Dance*
Officiating (Lacrosse)
Softball
Class and Varsity

Swimming*
Tennis
(Class and Varsity)
Track and Field
W.S.I.* (continued)

S p r in g A c t iv it ie s

Archery*
Class and Varsity
Dance Composition*
Folk and Square Dance*
Golf*'
Gymnastics
’ Classes are Co-ed.

183

PH Y SIC S
O L E X A -M Y R O N B IL A N IU K , Professor
M A R K A. H E A L D , P rofessor and C h a irm a n t
P A U L C. M A N G E L S D O R F , JR ., Professor and
A ctin g Chairm an
JO H N R. B O C CIO , A ssociate P rofessort
A L B U R T M . R O S E N B E R G , A ssociate Professor
A R T H U R L. B O W L IN G , JR ., A ssistant Professor
D U N C A N E. M cB R ID E , A ssistant P rofessor
M IC H A E L D . R O S E N T H A L , A ssistant Professor
T H O M A S O. W R IG H T , Visiting Lecturer
The Physics Department offers two introductory courses, either of which may
be taken in preparation for further work in the Department. Physics 1, 2 is the
more applied course, aimed toward life-science majors and pre-meds. Physics
3, 4 is the more analytical course, aimed toward majors in physics, chemistry,
mathematics, and engineering. The introductory courses can be supplemented
by directed-reading or project attachments. Entering freshmen who may be
qualified for advanced placement should see the Department chairman. In addi­
tion, the Department offers a selection of terminal courses intended principally
for non-science majors in fulfillment of the science distribution requirement.
In Physics 3, 4, and in the advanced work of the Department, emphasis is
placed on quantitative, analytical reasoning, as distinct from the mere acquisi­
tion of facts and skills. In all courses and seminars particular importance is
attached to laboratory work, since physics is primarily an experimental science.
Honors candidates taking physics seminars accompanied by experimental work
must submit their laboratory notebooks to the visiting examiners for theninspection.
In addition to curricular work, students are encouraged to pursue research
projects in consultation with members of the faculty. Good shop facilities, a
wide range of electronic instrumentation, and the Computer Center are available
in support of independent work. Research colloquia are held both by the De­
partment and by the Bartol Research Foundation, which is located on the
Swarthmore campus and which offers a Ph.D. program in physics through an
affiliation with Thomas Jefferson University (see p. 13). In special cases
Swarthmore students may take graduate courses at Bartol or at the University
of Pennsylvania.
R

e q u ir e m e n t s

and

Reco

m m e n d a t io n s

Students who intend to m ajor in physics normally take Physics 3, 4 and
Chemistry 1, 2 or 11, 12 in the freshman year and Physics 11, 12 in the soph­
omore year. In addition they should complete Mathematics 22 and 30 by the
end of their sophomore year. Students taking Physics 1, 2 may also continue
with Physics 11, 12 and advanced work in the Department, although in some
cases it may be appropriate to include a half-credit attachment to Physics 11
to expand the student’s background in certain topics treated intensively in
JAbsent on leave, 1974-75.

184

PHYSICS
Physics 3, 4. In view of graduate school requirements and of the extensive
literature of physics in French, German and Russian, it is strongly recom­
mended that the student acquire a reading knowledge of one of these languages.
Satisfactory work in Physics 1, 2; 3, 4; or equivalent, is prerequisite for all
further work in the Department, and Chemistry 2 or 12 is a prerequisite for
Physics 113.
Honors students majoring in physics normally take Physics 106, 108, 113,
and Mathematics 51, 52, or 101. Physics 114 and one or two other mathematics
seminars are encouraged but not required. Other seminars and courses in
the program may be chosen to meet the interests of the student. Students pre­
paring for graduate work in physics usually present four papers in physics and
two in mathematics; one or two papers in chemistry, astronomy, engineering,
economics, or another minor may be substituted. An Honors major with three
papers in physics and greater diversity in the minors and supporting courses con­
stitutes an effective educational program for careers in law, medicine, and other
professions inasmuch as the aim throughout is to achieve an understanding of
fundamental ideas and concepts, as distinct from the mastery of information,
skills, and techniques in a limited segment of science. Honors students minoring
in physics may prepare for examinations by taking Physics 11, 12, as well
as by one or more seminars.
A Course major in physics is also available. This program is more flexible
and requires less intensive concentration in physics and mathematics than an
Honors program. The upperclass program of study is worked out in consulta­
tion with the Department chairman and may include special courses, tutorials,
research projects, and participation in seminars for Course credit. In addition,
the program normally includes related work in astronomy, chemistry, and/or
engineering.
1 , 2. In tro d u c to ry Physics. An introduction to selected concepts and tech­
niques of classical and modem physics, with applications and examples chosen
principally from biology and medicine. Topics covered in the first semester
include vectors, Newtonian mechanics, mechanical advantage, surface tension,
fluid mechanics, and thermodynamics; and in the second semester, electricity
and magnetism and modem physics. Three lectures and a conference session
weekly; an intensive laboratory period in alternate weeks. Completion of
Mathematics 3, 4 (or concurrent enrollment in Math 5, 11) is desirable. Not
open to freshmen except by special permission.
Mr. Rosenberg and Mr. Bilaniuk.
3, 4 . G e n e ra l Physics.
A presentation of a unified view of physics through
analysis of basic principles, their implications and their limitations. Special em­
phasis will be placed on analytical understanding of physical phenomena
through the use of calculus and simple differential equations. Topics covered
in the first semester include mechanics in Cartesian coordinate systems in­
cluding accretion problems, conservation laws, damped forced simple harmonic
motion, systems of particles, elementary planetary orbits, collisions, rigid body
rotation about a fixed axis, special relativity, thermodynamics, kinetic theory,
statistical mechanics, and one-dimensional wave equations. Topics covered in
the second semester include electricity and magnetism, Maxwell’s equations in
integral form, direct-current circuits, complex impedance and alternating-cur­
rent circuits, diffraction, Bohr’s model of the atom and elementary wave
mechanics. Laboratory and homework exercises include use of the computer.
Three lectures and a laboratory period weekly.
Prerequisite: Mathematics 5, 11 taken concurrently, or comparable preparation
in mathematics.
Mr. Rosenthal and Mr. McBride.

185

PHYSICS
6 . Principles o f G e o lo g y and the E a r th Sciences. An analysis of the forces
shaping our physical environment, drawing on the fields of geology, geophysics,
meteorology and oceanography. Recent developments in these fields are em­
phasized with readings and discussion based on current literature. The under­
lying physical and chemical principles are stressed. Laboratory demonstrations
and one or more field trips. No special scientific background required.
Fall semester. Mr. Wright.
7 , 8.

Concepts and Theories in Physical Science. The first semester consists
of an analysis of celestial and terrestrial motion leading to the Newtonian
synthesis, the conservation laws of physics, the nature of scientific laws, and
the kinetic-molecular theory of gases. The second semester considers the evolu­
tion of modem physics: certain electromagnetic phenomena, thè discovery of
the electron, wave behavior of light, aspects of Einsteinian relativity, the wave
versus the quantum theory of light, Bohr’s model of the atom, wave nature
of matter, radioactivity, elementary particles, nuclear energy, and the develop­
ment of the atomic bomb.
This course is designed as a terminal course in physical science to meet the
needs of non-science majors and fulfills the group 1 distribution requirement. It
is not intended to fulfill the physics requirement of medical schools, and cannot
be used as a prerequisite for further work in the Division of the Natural Sciences.
Three lectures and one three-hour laboratory per week.
N ot offered in 1974-75. Mr. Rosenberg.

7A. R e vo lu tio n s in Physics. The problem of celestial motion and the Copemican revolution. The problem of terrestrial motion and Galileo. The New­
tonian synthesis. Einstein’s theory of relativity. Consideration of the nature of
scientific revolutions. Includes weekly laboratory.
Spring semester. Mr. Rosenberg.
9A. O r d e r and S y m m e try in N a tu r a l System s. Analysis of the forms seen in
nature and the principles involved in order and symmetry. A study of pattern
as it arises from (1) statistical regularities governed by the laws of chance,
time’s arrow, (2) fluid appearances of streams and gas flows, and (3) geo­
metrical packing or mathematical ordering, with examples selected from molec­
ular systems, crystals, atoms, nuclei, and elementary particles. Symmetries in
living organisms and in man-made designs will also be considered. The IBM
1130 computer and graphic display will be used in producing various patterns.
Three lectures plus laboratory weekly. Intended for non-science majors.
Spring semester. Mr. Rosenberg.
9B.

A n a ly s is o f the Pe rtu rb e d E n v iro n m e n t. Problems associated with num­
bers and flow in the movement of people. Energy resources and distribution.
Selected problems of pollution, including radioactive contamination. The com­
puter will be used to simulate different ecological situations. The value and im­
plication of these models will be sought. Where needed basic physical concepts,
computer techniques, and analytical methods will be taught. Lectures plus
projects. Intended for non-science majors.
N ot offered in 1974-75. Mr. Rosenberg.
1 0 . To p ic s in Biophysics. Applications of physical tools and analysis to liv­
ing systems. Mechanisms of damage by ionizing radiation. Emphasis is at the
cellular and subcellular levels of integration. The course is intended for physical
science, mathematics, and engineering students. Previous biological training is

186

PHYSICS
not required. Three lectures per week. In lieu of laboratory work, visits will
be made to nearby biophysical laboratories.
N ot offered in 1974-75. Mr. Rosenberg.
I I , 1 2 . M ech a nics, F ie ld s , and W a ve s. Particle and rigid body mechanics with
an introduction to advanced dynamics. Elastic waves and wave motion. Max­
well’s equations and electromagnetic waves. Schroedinger equation and intro­
ductory quantum mechanics. Considerable emphasis is placed on labora­
tory work, both to illuminate and extend the subject matter, and to foster the
students ability to work independently. Three lectures and a laboratory period
weekly. This course may be taken by Honors students with a minor in physics
in preparation for an Honors examination.
Prerequisite: Physics 1, 2 or 3, 4, Mathematics 11; Mathematics 22 taken con­
currently.
Mr. Bowling and Mr. Mangelsdorf.
2 1.

Principles o f Ae ro n a u tic s. Principles of flight, elements of aircraft struc­
ture and performance, flight instruments, navigation aids and methods, flight
meteorology. No prerequisites, open to all students. Two lecture hours and an
afternoon ground lab weekly.
Fall semester, 1974. Mr. Bilaniuk.
52.

Q u a n tu m Physics. Quantum mechanics and solid-state physics.
Three lectures and one laboratory period weekly.

62. In tro d u c tio n to O ce a n o g ra p h y. The theory and practice of modem
marine sciences. Topics to be covered include physical oceanography and meas­
urement techniques, the dynamics of rotating stratified fluids, air-sea interac­
tion, coastal and estuarine processes, the ocean as a biological habitat, and the
energy, mass, and chemical budgets of the oceans. This course is intended to
enable the student to follow current literature in marine sciences. Exercises on
the computer and a field trip.
Prerequisite: Mathematics 52 or consent of the instructor.
Mr. Mangelsdorf.
63. Procedures in Exp e rim e n ta l Physics. Techniques, materials, and the
design of experimental apparatus. Shop practice, electronic circuit construction,
vacuum systems. Normally offered as a half-credit attachment to Physics 108;
may be elected by other students with permission of the instructor.
Spring semester. Mr. Rosenthal.
64. G e n e ra l R e la tiv ity . Tensor algebra, differential geometry, tensor analysis,
field equations in empty space, Schwarzchild solution, field equations in non­
empty spaces, Robertson-Walker metric, cosmological models, black holes,
gravitational waves.
Prerequisite: Consent of instructor.
Fall semester, 1975. Mr. Boccio.
93. D ire c te d R e a d in g . This course is to provide an opportunity for individual
students to do special work in fields not covered by the undergraduate courses
listed above. Weekly topics and problems will be assigned, and the student will
present oral and written reports to the instructor.
9 4. Research P ro je c t. Laboratory work directed toward the acquisition of
knowledge and skills that will be useful in future research. The project ordinarily
involves development of apparatus and the performance of an experiment of

187

PHYSICS
contemporary significance in physics. An oral and written report will be pre­
sented to the instructor.
H

onors

10 6 .

Sem

in a r s

A to m ic and N u c le a r Physics.

Special theory of relativity. Wave-particle
duality. Introduction to wave mechanics, the hydrogen atom, structure and
spectra of many-electron atoms. Elements of solid state physics. Properties and
systematics of nuclei, nuclear reactions, nuclear forces and models. Introduction
to fundamental particles, their symmetries, and interactions. The accompanying
laboratory includes basic experiments in atomic and nuclear physics.
Prerequisite: Physics 11, 12; Mathematics 22, 30.
Fall' semester. Mr. Bilaniuk and Mr. Mangelsdorf.
10 8 .

Ele ctro d yn a m ics . Applications of Maxwell’s equations. Boundary value
problems. Waveguides, antennas, radiation. Fraunhofer and Fresnel diffraction
theory. Four-vector formulations 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.
Prerequisites: Physics 11, 12; Mathematics 22, 30.
Spring semester. Mr. Bowling and Mr. Rosenthal.
1 1 3 . T h e rm a l and S o lid State Physics. Thermodynamics and statistical me­
chanics. Thermal radiation and quantum statistics with applications. Band
theory of solids. Specific heat. Conduction in metals and semiconductors. Ac­
companied by experimental projects.
Prerequisites; Chemistry 2 or 12, Physics 106.
Fall semester. Mr. McBride.
1 1 4 . Q u a n tu m M ech anics. Quantum amplitude mechanics. Quantum inter­
ference effects. Schroedinger wave mechanics. Creation and annihilation op­
erators. Heisenberg matrix mechanics. Orbital angular momentum and central
potentials. Superconductivity. Potential scattering, Green’s functions and Regge
Poles. Perturbation theory. Variational methods. Spin, coupled angular momen­
tum, and isospin. Identical particles. Calculation of atomic-energy levels in­
cluding spin-orbit effects and external fields. Interaction of radiation with
matter. Second quantization.
Prerequisite: Physics 106.
Spring semester. Mr. Bowling.

188

PO L IT IC A L SC IEN C E
C H A R L E S E. G IL B E R T , Professor
J. R O L A N D P E N N O C K , Professor and A ctin g Chairman
D A V ID G. SM IT H , P rofessor and C hairm ant
R A Y M O N D F. H O P K IN S , A ssociate ProfessorX
A B D U L A ZIZ JA L L O H , A ssociate Professor
JA M E S R. K U R T H , A ssociate Professor
JA N E L. G IL B E R T , A ssistant Professor
K E N N E T H G . L IE B E R T H A L , A ssistant Professor
K E N N E T H E. S H A R P E , A ssistant Professor
Courses and seminars offered by the Political Science Department deal with
the place of politics in society and contribute to an understanding of the pur­
poses, organization, and operation of political institutions, domestic and inter­
national. For the beginning student, the Department 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 of the elements of politics in various institutional settings. In
appropriate places throughout the curriculum, attention is focused on problems
of 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, comparative political systems, political development, politics
and government in the United States, and international relations.
R

e q u ir e m e n t s

and

Reco

m m e n d a t io n s

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 introductory level courses, Policy-Making in America (Political Science
2), Comparative Politics (Political Science 3), International Politics (Political
Science 4), Politics of the Third World (Political Science 5). Normally any
two of these courses, preferably including Political Science 1 and/or Political
Science 2, constitute the prerequisite for further work in the Department. Stu­
dents who intend to major in political science should begin their work in the
freshman year if possible. Supporting courses strongly recommended for all
majors are: Methods of Social Research (Political Science 25) or Applied
Statistics I (Mathematics 1); and Introduction to Economics (Economics 1-2).
Political Theory, either in seminar for Honors students, or in course (Political
Science 54) for Course students, is required of all majors.
P

rogram

in

I n t e r n a t io n a l

R

e l a t io n s

Students who plan to enter upon a career in the field of international relations
should include in their programs, during the first two years, introductory
courses in economics, history, and political science and should complete the in­
termediate course in one or more modem languages.
Advanced courses selected from the groups listed below may be incorporated
in the programs of students who do their major work in economics, history,
political science, or a modem language.
{A bsent o n leave, 1974-75.

189

POLITICAL

SCIENCE

Those students who wish to concentrate in international relations may take
their Senior Comprehensive Examination in this field. Students preparing for
this examination should take eight or more courses from among those listed
below, including all of those listed in Group I, one or more in Group II, and
one or more in Group III. A thesis or other form of independent work is
strongly recommended. The examination is administered by a committee ap­
pointed by the chairmen of the Departments of Economics, History, and Political
Science, under the chairmanship of the Department of Political Science.
G ro u p I

Political Science 4— International Politics
Political Science 13— International Organizations in World Politics
Political Science 14— American Foreign Policy
Economics 30—The International Economy
G ro u p I I

History A— Latin America
History 8—Africa
History 25— Modem Russia
History 35—America and the World: to 1900
History 36—America and the World: since 1900
History 43—The Expansion of Europe
History 44— Modem China
History 45— Modem lapan
History 46— Asian Nationalisms
G ro u p I I I

Economics 11—Economic Development
Economics 31—Comparative Economic Systems
Political Science 3—Comparative Politics
Political Science 5—Politics of the Third World
Political Science 18—Political Development
Political Science 19—Comparative Communist Politics
Political Science 20—Politics of China
Political Science 21—Politics of Africa
Political Science 22—Latin American Politics
Political Science 55—Modem Political Theory
Political Science 64— Topics in International Relations
Political Science 70 (Also listed as Economics 70)—The Political Economy of
Communist Systems
Students who plan to enter the Honors program will find it possible to select a
similar combination of courses and seminars in the field of international rela­
tions. In planning such programs, they should consult with the chairman of
their prospective m ajor department.
1. Elements o f Po litics. Designed to probe some m ajor questions of politics,
this course asks: Who governs in the interests of whom? How? W hat are the
sources of political stability and change? How is political power created, main­
tained, or challenged? Answering these questions will involve a study of the
basic institutions, concepts, and moving forces of politics and exploring prob­
lems such as justice, freedom, equality, and obligation. Materials will be drawn
from the United States, Germany, China, and the Soviet Union.
Fall semester. Staff.

190

POLITICAL
2.

SCIENCE

P o lic y -M a k in g in A m e ric a .

Consideration of basic elements of American
national politics, and of ways of defining and explaining the functions and re­
sults of American politics. M ajor attention will be devoted to electoral organ­
izations, voting behavior and opinion formation, legislation and presidential
leadership, administration and policy choices.
Each semester. Staff.
3.

C o m p a ra tive Po litics. An introduction to theories of comparative politics
and to the data used in comparing 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 culturepolitical crises; political parties, including Communist, anarchist and fascist
movements; and contemporary political institutions and policy-making.
Spring semester. Staff.
4 . In te rna tion al Po litics. A n introduction to the analysis of the contemporary
international system and its evolution since 1945. The course will consider the
foreign policies of major powers and their interaction, contemporary economic
conflicts affecting international relations, and the role of ideologies. Various
approaches to world order, such as diplomacy, collective security, disarmament
and world government will be considered.
Spring semester. Staff.
5 . Politics o f the T h ir d W o r ld . A study of politics in post-revolutionary or
post-mdependence periods in selected countries in Asia, Africa, and Latin
America. Topics include nationalism, revolutionary movements, party and in­
terest group formation, military rule, political mobilization, and ideologies.
Spring semester. N ot offered in 1974-75.
_ Problem s in C o m m u n ity G o v e rn m e n t. The social, economic, and legal
setting of local government. Politics and administration at state and local levels.
Problems of federalism and metropolitan areas. The course emphasizes special
research projects, such as field work in nearby communities.
Spring semester.
1 3 . In te rna tion al O rg a n iza tio n s in W o rld Politics. World politics is rapidly
changing as a result of the increased importance of transnational relations__
relations arising, for instance, from economic and environmental issues rather
than from military concerns of states. The course surveys briefly the activities
of international organizations related to military security and peacekeeping,
but will focus primarily on the new issues facing international organizations,
assessment of responses to these issues so far, and forecasting of likely institu­
tional arrangements in the future.
Prerequisite: Political Science 4 or the equivalent. An understanding of inter­
national economics is also useful.
Alternate years, spring semester. Mr. Kurth.
14 .

A m e ric a n F o re ig n P o lic y . An examination of the making of American
foreign policy and of the major problems faced by the United States in the
modem world. The course will focus on the influence of political, bureaucratic,
and economic forces and on the problems of war, intervention, and economic
conflict.
Alternate years, fall semester. N ot offered in 1974-75. Mr. Kurth.
18 .

P o litica l D e v e lo p m e n t An examination of the conditions of change
and development. The processes which promote change and affect the stability

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and capacity of political systems will be considered in the context of widely
diverse states including industrialized and third world states.
Spring semester. Mr. Jalloh.
1 9 . C o m p a ra tive C o m m u n is t P o litics . 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 development as a function of the interaction between legacies of the
paths to power, domestic political conflict, and economic imperatives.
Spring semester. Mr. Lieberthal.

20. Politics o f C h in a . An analysis of critical elements in Chinese politics:
the historical legacy, ideology, policy-making, policy implementation, socio­
political reintegration of the polity, and economic development.
Fall semester. Mr. Lieberthal.
21. Po litics o f A f r ic a . A survey of political forces in contemporary Africa.
Selected countries will be studied to illuminate important aspects of political
change including traditional attitudes, leadership, ethnic rivalry, socialism, neo­
colonialism, military intervention and national integration.
Spring semester. Mr. Jalloh.
22.

L a t in A m e ric a n P o litics . This introduction to Latin American politics
will explore such topics as the colonial legacy of Latin America; the difficulties
of creating viable political institutions; contemporary 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 compara­
tive study of such countries as Brazil, Chile, Cuba, Mexico, and Argentina.
Fall semester. Mr. Sharpe.
25 .

M e th o d s o f Social Research. Half-course. Also listed as SociologyAnthropology 25. An introduction to empirical social science. Topics for study
include: the basis of inquiry, the design of social research, problems of
sampling measurement, statistical analysis, survey research and observation.
The following half-course modules may also be added: (Some will be offered
each year).
25f. Participant observation
25b. Survey design and analysis
25g. Clinical observation
25c. Interviewing of children
25h. Cross-national research
25d. Case studies
25i. Simulation
25e. Experimental design and analysis

Spring semester.
36.

T h e Politics o f Peasant M o v e m e n ts . Focusing on the politics of peasant
movements, this course will address such général 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

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be drawn from Mexico, China, Italy, the Dominican Republic, and the United
States.
Spring semester. N ot offered in 1974-75. Mr. Sharpe.
48.

To p ics o n M o d e rn C h in a . (Also listed as History 48.) This course will
focus on social and economic changes and their political repercussions in
China from the Ch’ing dynasty to the present. Readings will include the con­
temporary observations of Chinese and foreigners. Prerequisite: Either History
9, History 44, or Political Science 20, or permission of the instructors.
Spring semester. N ot offered 1975-76. Miss Li and Mr. Lieberthal.

51. Pu b lic A d m inistra tio n . An analysis of policy-making and administration
in modem governments with illustrative material drawn chiefly from the na­
tional government of the United States and with particular reference to recent
developments. Problems of administrative organization, conduct of regulatory
and managerial activities, financial administration, personnel, public relations,
administrative law, politics and administration.
Fall semester, alternate years. N ot offered in 1974-75.
52. A m e ric a n C o nstitu tio n al L a w . The role of the Supreme Court 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 Amendment, and other civil
liberties.
Open to sophomores and upperclassmen.
Fall semester. Mr. Pennock.
53. A m e ric a n P a r ty Po litics. A n historical and functional analysis of Ameri­
can political parties. The study of interest groups, public opinion and voting be­
havior, electoral systems and representation, the legislative process.
Alternate years, fall semester. Mrs. Gilbert.
54. Po litica l T h e o r y : P la to to H o b b e s . The development of political thought
based on the work of the chief political philosophers from Plato to Hobbes.
The course will consider classical, medieval, and early modern theories con­
cerning: the sources of authority and obedience; the origins and functioning
of the polity; the role of law in government; the relationship between the state
and the individual; and the character of the good state.
Open to sophomores planning to take the “M odern and Analytical” version of
the Political Theory honors seminar; otherwise to juniors and seniors only, ex­
cept by special arrangement.
Fall semester. Mr. Sharpe.
55. M o d e m P o litica l T h e o r y . A study of the development of liberalism,
socialism, and democratic theory. Emphasis will be placed on reading the
original texts of such theorists as Hobbes, Locke, Rousseau, Burke, Mill,
Tocqueville, Marx and Lenin and several contemporary democratic theorists.
Spring semester. Mr. Sharpe.
56. Jurisprudence. A study of the sources and nature of law; historical,
sociological, philosophic, “realistic,” and behavioral approaches to juris­
prudence; the nature of the judicial process and other problems of juris­

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prudence, illustrated by judicial decisions and other legal materials relating to
selected areas of law.
Spring semester. Mr. Pennock.
5 7.

Pro b lem s o f D e m o c ra tic T h e o r y . Individualistic, pluralistic, and “hol­
istic” approaches will be studied, including contemporary attacks upon liberal­
ism and pluralism. Democracy will be considered from the point of view of
justificatory theory, theories of requisites, and both normative and descriptive
operative theory. Theories of “participatory democracy” will be studied.
Fall semester. N ot offered in 1974-75. Mr. Pennock.
58. H e a lth P o lic y . (Also listed as Economics 58.) Analysis of governmental
policy toward health care and public health, its impact upon institutions and
resource allocation, and major alternatives for action. Central topics are the
organizations of health care delivery (roles and views of physicians, nurses,
administrators, patients and insurers); the interplay of federal, state, and local
governments, quasi-public authorities, and interest groups; technical and politi­
cal aspects of health insurance alternatives; health manpower (medical and
nursing schools, para-professionals); biomedical research programs. Students
wishing to take this course should consult in advance with the instructors.
Prior work in at least two of the following will be helpful: Economics 1-2, 4,
26; Political Science 2, 51; Mathematics 1; Engineering 7, 8, 31, 32.
Spring semester. N ot offered in 1974-75. Mr. Hollister and Mr. Smith.
60.

Special To p ics in Po litic a l Science. This course, conducted in seminar
fashion, is designed for senior majors. By means of papers and assigned read­
ings it covers aspects of political science not elsewhere intensively developed
and helps the students to integrate materials studied previously.
Spring semester. Staff.
6 1.

To p ics in P o litica l T h e o r y . An analysis of topics or problems in the
fields of political philosophy or the history of political thought, chosen by
the instructor. Some of the possibilities are: varieties of systematic theory;
such problems as privacy or individual rights; political obligation; or concen­
trated study of a particular period such as political thought of eighteenthcentury France.
Staff.
63.

A d v a n c e d In ternation al Po litics. An examination of the major interna­
tional wars and the major 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 contemporary economic conflicts.
Prerequisite: Political Science 4 of the equivalent.
Alternate years, spring semester. Mr. Kurth.
65.

P o litic a l Ps ych o lo g y. (Also listed as Psychology 65.) A psychological
examination of individuals’ participation in and impact upon politics and the
effect of various political systems on individuals. Topics include opinion in
the American electoral process, ideology formation and models of post-revolu­
tionary man. Projects will involve gathering original data and analyzing archival
data.
Fall semester. N o t offered in 1974-75.

70 .

T h e P o litic a l E c o n o m y o f C o m m u n is t System s. (Also listed as Economics

70.)

A single credit colloquium analyzing the interaction between economics

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and politics in Communist countries. Case study material will be drawn from
several East European countries, the USSR, and China.
Prerequisite: at least one introductory course in either economics or politics.
Fall semester. Mr. Lieberthal and Mr. Pryor.
9 3 . D ire c te d Readings in Po litica l Science. Available on an individual or
group basis, subject to the approval of the chairman and the instructor.
96.

Thesis. With the permission of the chairman and a supervising instruc­
tor, any major in Course may substitute a thesis for one course, normally
during either semester of the senior year. Course students may also elect to
write a thesis instead of taking the Senior Comprehensive Examination.

H onors Sem inars

The following seminars prepare for examination for a degree with Honors:
( a ) and ( b ) Po litica l T h e o r y . The nature of the state, the bases of
political obligation, liberty, equality, rights, democracy, totalitarianism— all in
the light of the theories set forth by writers on these subjects from Plato to
the present. This seminar is given in two versions, one (101a) beginning with
Plato and proceeding chronologically, and the other (101b, designated “Modem
and Analytical” ) starting with Hobbes, organized in more topical fashion and
giving considerable attention to modern democratic theory. This seminar aims
to relate various branches of the discipline of political science to each other
and to companion disciplines in the social sciences.
Each semester. Mr. Pennock.
10 1.

10 2 . Politics and Le g isla tion . The study of political parties, interest groups,
public opinion and voting behavior, electoral systems and representation, the
legislative process. Emphasis is on American politics, with some comparative
material; and, ultimately, on politics from the standpoint of theories of political
democracy.
Spring semester. Mr. Gilbert.
10 3 . Pro blem s in G o v e rn m e n t and A d m in is tra tio n . Problems of administra­
tive organization, policy-making and responsibility, with primary reference to
the United States and to selected fields of policy.
Fall semester. Mr. Gilbert.
1 0 4 . In te rna tion al Po litics. An inquiry into problems in the international
political system. This seminar will consider theories of international stability
and disorder, the relationship between foreign policies and the international
system and methods of coping with international problems such as diplomacy,
war, and international organization. Basic questions considered are how inter­
national actors pursue their goals and what consequences result, particularly
for war and peace.
Prerequisite: Political Science 4 or the equivalent.
Fall semester. Mr. Jalloh.
10 5 .

A m e ric a n F o re ig n P o lic y . A study of key problems faced by the United
States in the modern world together with a critical investigation of the making
and implementing of American foreign policy. A veriety of explanations of
American foreign policy will be discussed and evaluated, and the political,
economic, and social influences upon it will be considered. Key assumptions of
United States policy-makers will be subjected to scrutiny, and alternate assump­
tions and policies will be analyzed.
Spring semester. Mr. Kurth.

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106. Pu b lic L a w and Jurisprudence. A study of the sources and nature of
law; historical, sociological, philosophic, “realistic,” and behavioral approaches
to jurisprudence; the nature of the judicial process and other problems of juris­
prudence, illustrated by judicial decisions and other legal materials relating to
selected areas of law.
Spring semester. Mr. Pennock.
107. C o m p a ra tive C o m m u n is t 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 development as a function of the interaction between legacies of
the paths to power, domestic political conflict, and economic imperatives.
Fall semester. Mr. Lieberthal.
108. C o m p a ra tive Po litics. A comparative study of the political systems of
Western Europe. The m ajor countries examined will be Britain, France, Ger­
many, Italy and Spain, but attention will also be given to smaller states. Topics
will include (1) competing theories of comparative politics, (2) the relationships
between economic development, economic crises, and political conflict, (3) po­
litical parties, including communist, anarchist, and fascist movements, and (4)
contemporary political institutions and policymaking.
Fall semester. Mr. Kurth.
108B. C o m p a ra tive P o litics: L a tin A m e ric a . A comparative study of the
politics of several Latin American countries: Chile, Brazil, Cuba, Mexico, Peru,
Argentina, the Dominican Republic. The course will focus on important dif­
ferences in major institutions, class structures and social values, and an exami­
nation of various theories explaining political stability and change. Problems
will include: difficulties of creating stable democratic 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 Ameri­
can relations.
Spring semester. Mr. Sharpe.
109. P o litica l D e ve lo p m e n t. A comparative study of the politics of societies
undergoing change and modernization. Various theories, approaches, and
methods of explanation are examined and considered in the context of third
world states in Asia, Africa, the Middle East and Latin America and indus­
trialized states such as the United States and countries of Western Europe.
Spring semester. Mr. Jalloh.
110. U r b a n S ociology and Po litics. Also listed as Sociology-Anthropology
110. The impact of urbanization on contemporary politics and social structure,
from the perspectives of political science and sociology. Emphasis will be placed
on empirical study of selected problems such as physical planning, social wel­
fare, and political organization.
Fall semester. N ot offered 1974-75.
180. Thesis.
All members of the Department.

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PSYCHOLOGY
K E N N E T H J. G E R G E N , Professor and Chairman
D E A N PEA B O D Y , Professor
A L L E N S C H N E ID E R , Professor
H A N S W A L L A C H , Professor*
A L F R E D BLO O M , A ssistant Professor§
JE A N N E M A R E C E K , A ssistant Professor
B A R R Y SC H W A R TZ, A ssistant Professort
JE F F R E Y T R A V E R S, A ssistant Professor
E U G E N IE W. F L A H E R T Y , Research A ssociate
K A Y L A B E R N H E IM , Visiting Lecturer
The work of the Department of Psychology deals with the scientific study of
human behavior and experience; the basic processes of perception, learning,
thinking and motivation, and consideration of their relation to development of
the individual personality; and the social relations of the individual to other per­
sons and to groups. For those students planning graduate and professional
work in psychology and related fields, the courses and seminars of the depart­
ment, are designed to provide a sound basis of understanding of psychological
principles and a grasp of research method. Students learn the nature of psy­
chological inquiry and the psychological approach to various problems en­
countered in the humanities, the social sciences and the life sciences.
A special major is available in conjunction with Linguistics emphasizing
fundamental issues in human cognitive organization. A full description of this
program may be found under “Linguistics.”
R eq u ir em en ts and R ec o m m en d a tio n s

Psychology 3, Introduction to Psychology (formerly Psychology 1 and 2) is
normally considered a prerequisite for further work in the Department. How­
ever, Psychology 1 or 2 taken as an introductory course in 1973-74 or Psy­
chology 12, 16 or 18 taken in 1972-73 may be substituted for Psychology 3.
Majors should include advanced work in both of the following areas: (1)
basic processes underlying human and animal behavior, such as perception,
learning and physiological psychology; (2) human behavior in its social con­
text, such as personality, child psychology, and social psychology. Majors in
Course should take at least two courses and majors in Honors, at least one
course providing them with experience in basic research (e.g., Psychology 25 or
94). In addition, all majors in Course are encouraged to enroll in Psychology
97 during the spring semester of their senior year. This course is especially
suited for preparation for the comprehensive examination. Students intending
to pursue graduate work in psychology will also find it useful to take Psy­
chology 13, Statistics for Psychologists.
3. In tro d u c tio n to P s yc h o lo g y. An introduction to the basic processes under­
lying human and animal behavior, which will be studied in experimental,
social, and clinical contexts. Analysis will center on the extent to which normal’
tAbsent on leave, spring semester, 1974-75.
•Absent on leave, fall semester, 1974-75.
§Joint appointment with Linguistics.

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PSYCHOLOGY

and abnormal behavior are determined by learning, motivation, neural, cogni­
tive, and social processes.
Fall semester. Staff.
1 3 . Statistics fo r Psychologists. (See Mathematics 1.)
Fall semester.
24.

Psychological A n th ro p o lo g y .

25 .

M e th o d s o f Psychological Research.

(See Sociology/Anthropolgy 24).

Discussion will focus on the rela­
tionships between given theories and the methods used in the supporting
research. The comparative advantages and disadvantages of participatory obser­
vation and analysis, “objective” naturalistic observation, interviewing, content
analysis, and experimentation will be examined. Particular attention will be
given to problems in sampling, measurement and scaling, reliability and validity,
and controls against artifacts and alternative explanations. Direct research
experience will be emphasized.
Spring semester, 1975. Mr. Gergen.
3 4.

C o g n itive Patterns in M o r a l and Po litica l B e h a vio r. An investigation
into the role played by cognitive dimensions in influencing moral and political
behavior, with emphasis on adolescence and beyond. An attempt will be made
to place the investigation within a framework provided by recent trends in
cognitive and linguistic psychology 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.
Fall semester. Mr. Bloom.
35.

Social Ps ych o lo g y. An examination of theory and research relevant to the
understanding of social interaction from a psychological viewpoint. Special em­
phasis will be placed on social perception and its distortion, attitude develop­
ment and change, conformity, the relationship of personality to social inter­
action and social motivation.
Spring semester. Mr. Gergen and Mr. Peabody.
36.

Pe rso n a lity. An examination of contrasting theories of the human per­
sonality. Theories of Freud, Jung, Fromm, R ogers and others will be discussed,
and special attention will be given to current empirical work.
Spring semester. Ms. Maracek.
3 7.

Le a rn in g and B e h a vio r T h e o r y . The experimental analysis of the major
phenomena of learning and conditioning is studied mainly at the animal level.
Specific empirical and theoretical issues are considered in detail, and the major
theories are evaluated. The laboratory is designed to acquaint students with the
major processes considered.
38. A b n o r m a l P s yc h o lo g y. Several views of abnormality are considered, in­
cluding those that allow conceptions of normality. Biological and learned bases
of positive and negative abnormality are considered, along with various methods
of behavior modification and psychotherapy.
Fall semester. Ms. Bernheim.

39. C h ild P s yc h o lo g y. A selective survey of research and theory in child
development, emphasizing the period from birth through approximately age 10.
The interplay among biological maturation, experience with the physical and
social environment, and the socialization practices of parents and schools is
examined. Topics covered include sensory-motor and social development in
infancy, language acquisition, cognitive change in the preschool and early ele­

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PSYCHOLOGY

mentary school years, moral development, and selected aspects of personality
development.
Fall semester. Mr. Travers.
42. Physiological Ps ych o lo g y. 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.
Spring semester. Mr. Schneider.
43. T h e Psych o log y o f C o m m u n ic a tio n . Topics such as non-verbal behavior
and self-disclosure, language acquisition and the Whorf hypothesis, propaganda
and rumor are approached from the perspectives of psychological and linguistic
theory. Attempts to integrate studies of mass and interpersonal communication.
4 4 . Psych o log y o f W o m e n . An examination of biological, psychological, and
sociological sex differences. Such issues as genetic and hormonal sex differences,
cultural attitudes toward women and sex roles in the social structure will be
discussed.
Spring semester. Ms. Marecek.
45.

G r o u p D yn a m ic s . The course will deal with the psychological aspects of
behavior in groups. Issues such as intimacy, solidarity, group problem solving,
leadership development, splinter-group formation, and phases of group develop­
ment will all receive attention. Classroom sessions will focus on the ongoing
behavior within the group itself. Outside reading and papers will be used to illu­
minate processes within the group and to raise significant theoretical problems.
(By application only.)
Fall semester. Mr. Gergen and Mr. Peabody.
46.

C o g n itive Processes. The course will cover such topics as visual and
auditory attention, pattern recognition, short and long-term memory, concept
formation, thinking, and problem solving. Models of human cognition, particu­
larly those which employ computer analogies or system analysis approaches
will be examined in the light of experimental data.
Fall semester. Mr. Travers.
48. In te rg ro u p R elatio n s. An examination of factors that create strife and
conflict among persons, and conditions enhancing interpersonal tolerance and
acceptance. Particular attention 'will be given to minority groups, race relations,
and communication between individuals of diverse backgrounds.
Fall semester. Mr. Peabody.

49.

T h e Psych o log y o f La n g u a g e .

See Linguistics 2.

50. Pe rce ptio n. The m ajor facts and some problems of visual and auditory
perception are outlined and used to acquaint the student with experimental
research. Laboratory section one afternoon per week to be arranged.
Spring semester. Mr. Wallach.
53. M o tiv a tio n . A survey of the concept of motivation as it is employed
in diverse areas of psychology. Topics considered will range from basic homeo­
static mechanisms which characterize most organisms, to more complex cogni­
tive, emotional and social f a c tc s which are particularly human. Some major
figures considered will include Darwin, Freud, Hull, Skinner, Lorenz and Piaget.
59. Eth o lo g ic a l Ps ych o lo g y. A survey of animal behavior tracing the phylo­
genetic parallels between neural and behavioral development. Behavioral anal­
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PSYCHOLOGY

ysis will include such topics as imprinting, sensory processing, sex-aggression
interactions, learning, and memory.
Spring semester. Mr. Schneider.
6 4. M o d e s o f Psych oth erap y This course will survey the theories, techniques
and goals of various modes of psychotherapy, including psychoanalysis, be­
havior therapy, Gestalt therapy and family therapy. There will be occasional
demonstrations of these treatments. Other topics include research on the
effects of psychotherapy, the ethics and politics of psychotherapy, and biologi­
cal treatments (such as chemotherapy and psychosurgery) of psychological
disorders.
Prerequisite: Psychology 38.
Fall semester. Ms. Maracek.
65.

Po litica l P s yc h o lo g y. (Also listed as Political Science 65.) A psycho­
logical examination of individuals’ participation in and impact upon politics
and the effect of various political systems on individuals. Topics include public
opinion in the American electoral process, ideology formation and models of
post-revolutionary man. Projects will involve gathering original data and
analyzing archival data.
6 7.

Social Ps ych o lo g y o f Social Issues. A course in seminar format. Students
consider the scientific approach to issues of social significance. Areas such as
race relations, international conflict, poverty, urbanism, drugs, and revolution
may all be discussed. (Enrollment limited.)
68.

A d v a n c e d Issues in Social Ps ych o lo g y.

Considers selected special topics

in human relationships.
Fall semester. Mr. Peabody.
69.

A d v a n c e d Issues in Pe rso n a lity.

Considers selected special topics in

personality organization and dynamics.
94.

Independent Research. Students conduct independent research projects.
They typically study problems with which they are already familiar from their
course work. Students must submit a written report of their work. Registration
for Independent Research requires the sponsorship of a faculty member who
agrees to supervise the work.
Each semester. Staff.
95. T u to r ia l. Any student may, with the consent of a member of the depart­
ment, work under a tutorial arrangement for a single semester. The student is
thus allowed to select a topic of particular interest to him, and in consultation
with a faculty member, prepare a reading list and work plan. Tutorial work
may include field research outside Swarthmore.
Each semester. Staff.
96. S en ior P a p e r. Students who wish to do a comprehensive paper in the
spring semester of their senior year—in lieu of comprehensive exams—may do
so with the permission of the department.
Spring semester. Mr. Peabody.
9 7 . H is to r y a nd System s o f P s yc h o lo g y. Intended to provide integration of
different fields of psychology and to help majors prepare for comprehensives.
Historical treatment will concentrate on the major systematic points of view.
Special considerations will be given to problems overlapping several areas of
psychology.
Spring semester. Mr. Peabody.

200

PSYCHOLOGY
H onors Sem inars

Perception. Reading and discussion combined with independent experi­
mental projects. The student is expected to know the basic facts about human
perceptual mechanisms, particularly visual ones, by the time he has 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. Scheduled laboratories are devoted to
demonstrations.
102. Le a rn in g and B e h a vio r T h e o r y . See description of Psychology 37.
Students are expected to attend lectures given in Psychology 37, and to par­
ticipate in the laboratory.
103. A b n o r m a l Ps ych o lo g y. A comparison of theories of disordered be­
havior. Genetic, psychodynamic and sociocultural approaches are considered,
with emphasis on the works of Freud, Laing, and the family theorists. Topics
such as the illness model of mental disorders, ethical issues in psychotherapy
and definitions of mental health are also discussed.
Fall semester. Ms. Marecek.
10 4 . In d ivid u a l in Society. The relationship between man and his society.
Basic processes including the understanding of other persons, theories of cogni­
tive consistency, group influence and conformity. Applications to political atti­
tudes, group prejudices. The relation of attitudes and personality. The relation
of psychology to the social sciences.
Spring semester. Mr. Peabody.

105. Pe rso na lity. A scrutiny of attempts to build an objective basis for “un­
derstanding the person as a whole.” Contrasting theoretical orientations, tech­
niques of observation, and specific problems will be examined. Theoretical
orientations: psychoanalysis, factor analysis, learning theory, phenomenology.
Observation techniques: interviews, questionnaires, fantasy material. Problems:
aggression, need achievement, prediction, psychotherapy, and psychological ma­
turity.
Fall semester. Mr. Gergen.
107.

La n g u a g e and T h o u g h t.

See Linguistics 107.

10 9 . Ph ysiolog ical P s yc h o lo g y. An in-depth analysis of the neural bases of
motivation, emotion, learning, memory and language. Generalizations derived
from neurobehavioral relations will be brought to bear on clinical issues.
Spring semester. Mr. Schneider.
1 1 1 . C o g n itive D e ve lo p m e n t. A detailed survey of theory and research on
cognitive development, with intensive study of selected problems. Topics include:
growth of sensory and motor skills in infancy, language acquisition, and changes
in cognitive functioning during the preschool, elementary school and preadoles­
cent years. All members of the seminar will take part in observation, experimenta­
tion or teaching of young children.
139a a nd b . C h ild D e ve lo p m e n t. A comparative study of the m ajor theo­
retical approaches to child development. Psychoanalytic, cognitive-development
and learning orientations are snessed. Interplay among biological maturation,
experience with the physical and social environment, and the socialization
practices of parents and schools is examined. Substantive topics covered in­
clude sensory-motor and social development in infancy, language acquisition,

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PSYCHOLOGY

cognitive change in the preschool and early elementary school years, moral
development, and selected aspects of personality development.
Both semesters. Mr. Travers.
14 6 a and b . C o g n itive P s yc h o lo g y. An intensive study of selected problems
in human information processing. The use of computer models to integrate
experimental data will be explored. Specific topics may include visual and
auditory attention, pattern recognition, short- and long-term memory, concept
formation, thinking and problem-solving. Students will conduct individual or
group projects of empirical research.
Both semesters. Mr. Travers.
18 0 . Thesis. May be presented as a substitute for one seminar provided some
member of the department is available to undertake the direction of the thesis.
Each semester. All members of the Department.

M a s t e r ’s D e g r e e

A limited number of students may be accepted for graduate study toward the
Master’s degree in psychology (see pp. 80-81). Students receiving the Bachelor’s
degree from Swarthmore are not encouraged to enter this program.
The program of work for the Master’s degree requires the completion of four
seminars, or their equivalent. One of the seminars must be a research seminar
leading to a Thesis. The work of the seminars is judged by external examiners.
The requirements for the Master’s degree can normally be completed in one year.

R E L IG IO N
P. L IN W O O D U R B A N , JR ., P rofessor and Chairm an
J. W IL L IA M FR O ST , A ssociate Professor
P A T R IC K H E N R Y , A ssociate Professor
D O N A L D K . SW E A R E R , A ssociate P rofessor
S A N D R A R O B IN SO N , Instructor
H O W A R D K E E , Visiting Lecturer
S A M U E L T . L A C H S, Visiting Lecturer
F L E T C H E R J. B R Y A N T , JR ., A ssociate D ean o f Students
Religion as a field of study encompasses the historical religious traditions of
Judaism, Christianity, Islam, Hinduism and Buddhism, the religions of archaic
cultures, and varied dimensions of human experience on social and personal
levels evidenced at all times and in all forms of human society. Because of the
variegated and pervasive nature of religion among mankind, a variety of meth­
odologies have evolved for its study including the skills of historical investiga­
tion, textual criticism, philosophical analysis, empirical description, and
phenomenological modes of conceptualization. Added to these skills is the
important ingredient of empathy toward the claims religious persons make
regarding what they have perceived to be the ultimately real. With the broad
nature of the field of religious studies in mind work in the Department of Re­
ligion has been divided according to subject m atter into two broad areas: The
Religious Traditions of the West, and the Religious Traditions of Asia and the

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RELIG IO N

Third World. Within both divisions a variety of skills for analysis and under­
standing are employed.
Any course numbered I through 9 may be taken as introductory to other
courses in the Department. Successful completion of one of these courses is
normally required for admission to courses numbered 10 and above. Currently
Religion 3,4, and 5 are particularly relevant to work in the Religious Traditions
of the West, and Religion 6 and 7 to the Religious Traditions of Asia and the
Third World. The normal prerequisite for religion as a Course major, or an
Honors major or minor is completion of two courses.
The major in religion is planned through consultation with faculty members
in the Department. Normally the m ajor will be structured around one of two
models: (lj either a concentration on the Religious Traditions of the West or
the Religious Traditions of Asia and the Third World, or (2) a study of tradi­
tions which is explicitly cross-cultural and cross-religious.
Following model (1) the student will take more than half of his or her pro­
gram in the Religious Traditions of the West or the Religious Traditions of
Asia and the Third World. Following model (2) the student’s program will be
more equally divided between the two areas. While it is assumed that most of
the work done by a Course major will be in courses and by an Honors major
in seminars, the department encourages qualified Course students to consider
taking seminars in areas appropriate to his or her primary interests.
As part of the major every student will do either a one-credit Senior Com­
prehensive Paper or a two-credit Thesis within his or her particular concentra­
tion. It is assumed that normally the Course student will do the Senior Com­
prehensive Paper and the Honors student the Thesis, although the honors
student may opt for the one-credit Senior Comprehensive Paper in order to
gain more flexibility in his or her honors program.
Where relevant to a student’s program and interests, course work may be
taken at Bryn Mawr or Haverford. Courses at these two institutions comple­
menting Swarthmore offerings may be found at the end of our catalogue
listings.
For advanced work in some areas of religion, foreign language facility is
desirable. A student should consult members of the Department on the appro­
priateness of various languages, whether ancient or modem, for his own par­
ticular interests.
3. In tro d u c tio n to the H e b re w Scriptures. A comprehensive introduction to
the Hebrew Scriptures (Old Testament), with some study of the ancient Near
Eastern setting, leading to an understanding of the development and variety
of religious institutions, practices and beliefs in ancient Israel.
Fail semester. Mr. Henry.
4.

In tro d u ctio n to the N e w Te sta m e nt. A comprehensive introduction to the
New Testament, with some study of the religious situation in the Roman
Empire, leading to an understanding of continuities and transformations in the
emergence of Christianity and its development during the first century A.D.
Spring semester. Mr. Henry.
5.

Pro blem s o f R eligious T h o u g h t. The purpose of this course is to study
various answers to the chief religious problems of the twentieth century. Prob­
lems include: the nature of religious experience, the existence of God, religion
and morality, science and religion, and the problem of evil. Answers include
those given by M artin Buber, Reinhold Niebuhr, Teilhard de Chardin, Paul

203

R ELIG IO N

Tillich and others. The student is encouraged to find his own answers and to
work out his own religious beliefs.
Spring semester. Mr. Urban.
6 . Patterns o f A s ia n R elig io n s. An introduction to the study of religion
through an examination of the teachings and practices of the religious traditions
of India and China perceived as patterns of religious life. Material will be
taken primarily from Hinduism and Buddhism in India, and Confucianism
and Taoism in China.
Fall semester. Mr. Swearer.
7.

P rim itiv e R e ligion s. This course is divided into two components, the first
being a study of religious phenomena prevalent in pre-literate religions, includ­
ing shamanism, sacrifice, initiation and witchcraft, with consideration given to
problematic concepts such as primitivity, world-view, etc. The same phe­
nomena are examined in various cultural contexts during the second part of
the course, which is a study of several localized cults; emphasis is on the types
of gods and/or principles around which cults are organized, and on reciprocal
relations between local cults and religions of the dominant societies.
Fall semester. Ms. Robinson.
8 . W a r and Peace. An analysis of the moral issues posed by war with con­
sideration of the arguments for holy wars, just wars, defensive wars, pacifism,
and the sanctity of life. The study of America’s wars from the Revolution
to Vietnam will show our nation’s responses to organized violence.
Fall semester. Mr. Frost.
10 . Jesus and the G o s p e l T ra d itio n . Historical sources for the life of Jesus;
the varying interpretations of Jesus in the Gospel tradition; the rise of critical
method for evaluating the sources.
Spring semester. Offered 1975-76. Mr. Kee.
1 1 . Studies in E a r ly C h ris tia n ity : I . A study of the processes by which the
Christianization of the Roman Empire in the fourth century A . D . altered
institutions, rearranged ideals and shaped individual sensibilities; concentration
on the writings of men who were particularly aware in their own experience
of the complex relations between Christianity and classical culture.
Fall semester. Offered 1976-77. Mr. Henry.

12. Studies in E a r ly C h ris tia n ity: I I . Topic for 1974-75: The Church History
of Eusebius, the church’s view of its own past. A thorough study of the main
source for the history of the first three centuries of the Christian church,
written by Bishop Eusebius of Caesarea early in the fourth century. Eusebius’s
story will be placed in the wider context of Hellenistic-Roman religion and
culture, and the evidence he presents will be assessed in the light both of other
materials and of a critique of his historical method.
Fall semester. Mr. Henry.
13. C o llo q u iu m : E a r ly Ju d a is m .
society in early Rabbinic Judaism.
Spring semester. Mr. Lachs.

A study of the concepts of God, man and

1 4 . M e d ie va l P h ilo s o p h y . Philosophical thought from Augustine to the 15th
century. Attention will be paid both to specific problems such as universals,
analogy, and epistemology and to outstanding thinkers such as Anselm,
Aquinas, and Ockham. Although the primary emphasis will be historical, at­

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RELIG IO N

tention will be given to the contemporary relevance of medieval thought.
(Also listed as Philosophy 19.)
Fall semester. Mr. Urban.
1 5 . F o r m a tio n o f C h ris tia n D o c trin e to 13 5 0 . A study of the formation and
classical expression of the doctrines of the Trinity, Incarnation, Atonement,
Original Sin, and the Sacraments as found in Scripture and the Early and
Medieval Church. Toward the end of the semester students will be given the
opportunity to expound and evaluate the views of 19th and 20th century
thinkers on these major themes. Such thinkers could include: K. Barth, M.
Buber, R. Bultmann, K. Rainier, F. Schleiermacher, and P. Tillich.
Fall semester. Offered 1975-76. Mr. Urban.

16. C a th o lic and Protestant R e fo rm a tio n s . A study of ecclesiastical, doc­
trinal, liturgical and experiential developments in the Christian world in the
sixteenth and early seventeenth century; special attention to Martin Luther,
John Calvin and the Catholic Council of Trent.
Spring semester. Mr. Henry.
1 7 . B ac kg rou nd o f C o n te m p o ra ry Religious T h o u g h t. Religious thought in
the 18th and 19th centuries. Emphasis will be placed upon contemporary
themes and problems in the writings of Hume, Kant, Hegel, Schleiermacher,
J. H. Newman, Marx and Freud.
Spring semester. Offered 1975-76. Mr. Urban.
18 .

Existen tialism and Religious B e lie f. A study of one of the most influen­
tial philosophical movements of the twentieth century and its impact on re­
ligious thought. Among philosophers attention will be given to the writings
of Edmund Husserl, Martin Heidegger, Karl Jaspers, and Jean-Paul Sartre.
Among religious thinkers the writings of Rudolph Bultmann, John Macquarrie,
Gabriel Marcel, and Paul Tillich will be read. Lectures, discussions, and
reports.
Spring semester. Mr. Urban.

19. M o d e rn Jew ish T h o u g h t. A study of modern movements in Judaism
from the French Revolution to the present. The rise of religious denominationalism as well as nationalism will be considered.
Fall semester. Offered 1975-76. Mr. Lachs.
2 0 . Q u a k e ris m . The history of the distinctive religious and social ideas of
the Friends from the time of George Fox until the present. Particular attention
will be paid to differences in the development of Quakerism in E n g la n d and
America.
Fall semester. Offered 1975-76. Mr. Frost.
2 1 . H is to r y o f R e lig io n in A m e ric a . An examination of religious ideas and
practices of Americans from the 17th until the 20th century. Particular em­
phasis will be placed upon the effects of religious pluralism, immigrant
churches, the challenge of Darwinism, and the relation between the church
and reform movements from Puritanism to Progressivism.
Spring semester. Offered 1975-76. Mr. Frost.
22.

B la c k R e lig io n . A study of the development and growth of religion
among Black people in the U.S.A. from the era of slavery to modern Black
theology with particular emphasis on the role of Black religion in the Black
community’s historic struggle for justice and self-determination.
Spring semester. Mr. Bryant.

205

R ELIG IO N
24.

H in d u is m a nd In d ia n C u ltu re . Problems of Hindu belief and practice as
they relate to the cultural context of South Asia, from the medieval through
the contemporary period, with emphasis on periods of transformation. The
course explores relations between I) Brahmanic Hinduism and classical Indian
arts and literature, focusing on the liturgical arts and iconography, and 2)
devotional Hinduism and village culture, focusing on the phenomenon of the
village festival. Cultural implications of the Hindu-Muslim encounter are con­
sidered.
Spring semester. Ms. Robinson.

25. B u d d h is m , the Q u e s t fo r N ir v a n a . A study of Buddhism as a normative
system within the great traditions of Indian Theravada and Mahayana.
Through an examination of selected primary sources the major concepts of the
Buddha, the nature of the world and the individual, and Nirvana will be set
forth.
Spring semester. Mr. Swearer.
26. In d ia n R eligious T e x ts . A study of selected texts from Hinduism and
Buddhism. Primary attention will be given to the Bhagavad G ita and Upanisads.
Fall semester. N ot offered 1974-75. Mr. Swearer.
2 7.

R e lig io n in C e n tra l a nd E a s t A s ia . A study of religion within the cultural
contexts of China, Japan and Tibet. The focus will be on Ch’an (Zen) in
China, Jodo Shin in Japan, and Tantrayana in Tibet with special attention
given to the interaction between these three Buddhist traditions and Taoism,
Confucianism, Shintoism and Tibetan shamanism.
Spring semester. Offered 1975-76. Mr. Swearer.

28. M ystic is m E a s t and W e st. Mysticism will be studied as a distinctive
religious phenomenon within the religious traditions of Asia and the West. The
thought of particular mystics; e.g., Eckhart, the Baal-shem, Rumi, Ramakrishna, will be studied within the framework of questions raised by W. T.
Stace and R. C. Zaehner.
Fall semester. Mr. Swearer.
29. A m e ric a n In d ia n R e lig io n . A comparative study of the cosmologies,
pantheons, myths of origins, life-cycle observances and communal practices of
several Native American peoples, with concentration on the Hopi, Zuni,
Navaho, Crow and Winnebago peoples. The religions are studied against the
background of material culture and traditional economy and technology.
Spring semester. Offered 1975-76. Ms. Robinson.
30. M y t h and R itu a l. An exploration of myths and rituals from widely
varied contexts, with special focus on topics such as initiation, sacrifice, and
role transformations. Attention will be given to the attitudes, conceptions, and
values which myths and ritual express, as well as to the psychological, social,
cultural, and religious functions they serve. The internal characteristics of myth
texts and ritual liturgies will be analyzed thematically and structurally using
the methodologies of Mircea Eliade, Victor Turner, and Claude Lévi-Strauss.
Spring semester. Ms. Robinson.
35. S ou th A s ia n C iv iliza tio n . (Also listed as Sociology/Anthropology 35).
A topical exploration of continuity and change in South Asian civilization
with emphasis on problems of variety and integration. Different disciplinary
perspectives provide complementary perspectives on the condition of culture

206

RELIG IO N

and society at various periods from the most ancient to the present. Primary
sources are used heavily, and materials from Southeast Asia are included for
occasional comparison.
Fall semester. Ms. Robinson and Mr. Brow.
4 1 . R e lig io n and E th ic s . The perennial problems of ethics and their rela­
tion to religious perspectives. Attention will be given to the analysis of moral
and religious discourse. Both classical and contemporary authors will be ex­
amined.
Prerequisite: Philosophy 1 or one of the courses numbered Religion 3 through
6, or the consent of the instructor.
Fall semester. Mr. Urban.
4 2 . R e lig io n and Lite ra tu re . Aspects of the relation between poetic sensi­
bility and religious insight and between the world of religious metaphysics and
the imaginative world of the writer. Materials will be taken mainly from the
English traditions of preaching, poetry, and fiction.
Prerequisites: One introductory English Literature course numbered 2 through
10 and one of the Religion courses numbered 3 through 6.
Spring semester. Mr. Henry.
43.

R e lig io n and Science.

ligious belief.
Fall semester.

The impact of the scientific revolution upon re­

N ot offered 1974-75.

Mr. Urban.

4 4 . A s ia n Religions in A m e ric a . An examination of selected literary, theo­
logical and religio-institutional responses to the religions of Asia including
contemporary Asian religious movements in America and an analysis of the
psychological and sociological factors contributing to their appeal. Among
those studied will be Aldous Huxley, Herman Hesse, A lan Watts, Thomas
Merton, Trungpa Rimpoche and Swami A. K. Bhaktivedanta.
Spring semester. Mr. Swearer.
4 5 . M onasticism E a s t and West. An examination of Buddhist and Christian
monasticism, the nature and form of the monastic life and the contribution
of monasticism to these two religious traditions will serve as material for re­
flection on methodological issues in the study of religion as a cultural
institution.
Fall semester. N ot offered 1974-75. Mr. Swearer and Mr. Henry.
4 7.

Sociolo g y o f R e lig io n .

48.

Ph ilo so p h y o f R e lig io n .

9 1.

Special To p ics .

See Sociology and Anthropology 107.
See Philosophy 111.

Staff.
93.

D ire c te d R ea d in g.

Staff.
95.

T u to r ia l.

Staff.
96. Thesis.
Staff.

Majors in Course may write a two-credit thesis.

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RELIGION
9 7.
S en ior P a p e r. Senior majors in Course will normally write a one-credit
paper as the major part of their comprehensive requirement.
Spring semester. Staff.

H onors Sem inars
10 0 . P a u l and the R ise o f G e n tile C h ris tia n ity. A detailed analysis of the
letters of Paul, with special reference to the interpretation of Christianity in
the Roman world.
Spring semester. Offered 1975-76. Mr. Kee.

101. E a r ly C h ris tia n ity. The development of Christian thought and institu­
tions from the end of the first century to the time of Augustine (early fifth
century). Among topics considered are the following: church arid state, mis­
sionary expansion, episcopacy, sacraments and liturgy, councils, doctrinal
development and dogmatic definition, heresy, beginnings of monasticism.
Fall semester. Mr. Henry.
102. E a r ly Ju d a is m . A study of the concepts of God, man and society in
early Rabbinic Judaism.
Spring semester. Mr. Lachs.
103. C o n v e rs io n . A study of the processes, both individual and social, by
which movement takes place into, out of, and between religions. The method
of inquiry will be comparative analysis of examples of conversion in a variety
of cultural and religious contexts.
Spring semester. Offered 1976-77. Mr. Henry.
104. M e d ie va l P h ilo s o p h y . Students may prepare for an Honors Examina­
tion in Medieval Philosophy. They will normally do so by taking the course
(Religion 19) and in addition meeting in Tutorial with the instructor.
Mr. Urban.
105. Typ e s o f Religious Ph ilo so p h y in the W e st. Representative thinkers and
schools of thought in the present century. These will include Karl Barth, F. H.
Bradley, Martin Buber, Rudolf Bultmann, Reinhold Niebuhr, Paul Tillich, and
A. N. Whitehead.
Fall semester. Offered 1975-76. Mr. Urban.
106. T h e Ide a o f G o d in W estern T h o u g h t. An examination of writings
which have contributed most to Western concepts of God. The study will
include Plato, Aristotle, the Bible, Athanasius, Augustine, Thomas Aquinas,
Luther, Calvin, Kant, Schleiermacher, Rudolf Otto, John Baillie, and others.
Fall semester. Mr. Urban.
107. T h e R e fo rm e d Tra d itio n s . An examination of the doctrines and insti­
tutional history of the Reformed Churches from the Reformation until the
middle of the eighteenth century. Topics to be covered include Zwingli, Calvin,
the Reformation in Scotland, English and Americah Puritanism, Nonconform­
ity, John Locke, and Jonathan Edwards.
Spring semester. Offered 1975-76. Mr. Frost.
108. D e v o tio n a l R e lig io n in In d ia : H in d u is m a nd Is la m . The seminar in­
volves analysis of devotional practices in homes, village shrines, temples and
mosques of India, and examines the extent to which these practices articulate

208

RELIGION

a comparison between Hinduism and Islam. Emphasis is on problems in re­
ligious syncretism during critical moments of medieval and modem Indian
history. Topics include representational objects of devotion, audio-visual aids
to devotion, iconoclasm, pilgrimage, roles of sacred specialists and religious
ordeals and virtuosity.
Fall semester. Offered 1975-76. Ms. Robinson.
10 9 . R e lig io n in Southeast A s ia . A study of the teachings and practices of
Buddhism within the historical and cultural context of Ceylon and Southeast
Asia. Particular attention will be given to the classical definition of Theravada
Buddhism in Ceylon; the influence of Brahmanism and Buddhism on the de­
velopment of conceptions of state and kingship; the nature and role of the
monastic life; and the character of temple and home rituals.
Spring semester. Offered 1975-76. Mr. Swearer.
1 1 0 . C u lt and S y m b o l: G oddess C u lts . The specific focus of this seminar will
vary. It will first be offered on the topic of goddess cults with material drawn
heavily from ancient Greece and India. Approaches range from archetypal
analyses to primary interpretations by worshippers.
Spring semester. N o t offered 1974-75. Ms. Robinson.
1 1 1 . Typ e s o f R eligiou s Ph ilo so p h y in A s ia . Seminal thinkers and schools
of thought in India and China. Among those to be included will be Nagarjuna,
A'svaghosha, Sankara and Ramanuja in India; Mencius, Chuang-tzu, Chu Hsi'
and Wang Yang-ming in China.
Spring semester. Mr. Swearer.
18 0 .

Thesis. Majors in Honors will ordinarily write a two-credit thesis as
part of the requirements for the major although they may elect to write the
one-credit senior paper.

Courses Complementing R eligion Offerings
A t Swarthmore
Bryn M awr C o l l e g e :

104a andb. History and Literature of Judaism Mr.
001. Elementary Hebrew Mr. Rabi
101. Readings in the Hebrew Bible Mr. Rabi
311. Seminar in Hebrew Literature Mr. Rabi
208b. Paul and Gentile Christianity Mr. Anderson

T a^ h s

H averford C o l l e g e :

110A. Islam Mr. Kanael
119. Religions of the Greeks and the Romans Mr. T arLin
343. Plotinus (Plato, Plotinus, Dionysius the Areopagite) Mr. Luman

209

SO CIO LO G Y A N D
ANTHROPOLOGY
L E O N B R A M SO N , P rofessor and Chairm an
R O B E R T C. M IT C H E L L , A ssociate Professor*
S T E V E N P IK E R , A ssociate P rofessor
E L IJA H A N D E R S O N , A ssistant Professor
JA M E S BROW , A ssistant P rofessort
H A N S -E B E R H A R D M U E L L E R , A ssistant Professor
JE N N IE -K E IT H ROSS, A ssistant Professor
F R A N C E S SC H W A R T Z , L ecturer
Although Sociology and Anthropology arose initially out of divergent his­
torical traditions, they are engaged in a common task. Studies in the D epart­
ment are directed toward the discovery of the general principles which help
to explain the order, meaning, and coherence of human social and cultural
life. To that end, work in the Department will emphasize the comparative
analysis of societies and social institutions; the structure and functioning of
human 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 An­
thropology to social problems in the modern age, particularly to the question
of the nature, conditions, and limits of human freedom.
R

eq u irem en ts

and

R

eco m m en d a tio n s

Either course la. or lb. will normally be prerequisite to all other work
in the Department. (A number of courses are exceptions to this rule: 19.
H um an Evolution, 24. Psychological Anthropolgy, 26. Language, Society and
Culture, 35. South Asian Civilization, and 41. Theravada Buddhism. See the
listings of these courses for information about prerequisites.) Applicants for a
major will be expected to have taken one other course in the Department be­
yond the introductory course. Course majors will complete a m inim um of eight
courses in the Department. In their senior year, course majors will write a
thesis. This involves one semester of thesis tutorial during both the fall and the
spring semesters of the senior year. In addition to a double-credit thesis (course
96-97) and course la. or lb., majors will normally take 25. Methods of Social
Research (a half course) and 50. Intellectual Foundations of Contemporary
Sociology and Anthropology, and any two of the following courses:
20.
23.
24.
29.
44.
46.
47.
48.
49.

U rban Sociology
Myth, Ritual and Social Structure
Psychological Anthropology
Sociology of Religion
Social Stratification
Political Anthropology
Education and Society
Social Evolution
Sociology of Occupations and Professions

tAbsent on leave, spring semester, 1974-75.
♦Fall semester, 1974-75.

210

SOCIOLO GY

56.
59.
62.
64.

AND

ANTHROPOLOGY

Urban Anthropology
Social and Cultural Change
Political Sociology
Economic Anthropology

Majors in the Department in both Honors and Course are advised that Myth,
Ritual and Social Structure and Social Stratification in course or seminar are
central offerings in Anthropology and Sociology, respectively.
Students who contemplate majoring in Sociology and Anthropology are
urged to take course 25. Methods of Social Research and 50. Intellectual
Foundations of Contemporary Sociology and Anthropology during their
sophomore year.
®9uaHty» H ie ra rc h y , and Social C h a n g e . Comparative study of simple
and complex societies, with particular emphasis on the conditions that give
rise to social inequality, conflicting interests, and the strategies through which
individuals and groups struggle to enhance their access to wealth, power, and
prestige. The course will explore the implications of these conditions for social
change and the quest for an egalitarian society.
Fall semester. Mr. Brow, Mr. Mitchell, Mr. Mueller, Ms. Schwartz.
l b . H u m a n Societies: A C o m p a ra tive A p p ro a c h . A comparison of types of
human societies^ from the points of view of sociology and anthropology. Hunting and gathering, peasant, and urban-industrial societies will be e xam ined,
with particular reference to contrasting patterns of social organization. Case
studies will include the meaning of work, religious institutions, and— for
urban-industrial society—ethnic and cultural differences. Consideration will be
given to the intentional creation of community, with special reference to
utopian communities.
Fall semester. Mr. Anderson, Mr. Piker.

19. H u m a n E v o lu tio n . (Cross-listed as Biology 19) This course deals
with evolution of man and culture. Central issues are: the principles and
mechanisms of evolution; the place of primates in the vertebrate sub-phylum;
the taxonomy of primates; hominid radiation and the emergence of Homo
sapiens. Other issues to be considered will focus on culture as a mode of
adaptation. Specifically, attention will be given to the relations between human
biology, psychology, and culture. Not open to freshmen. This course does not
satisfy the distribution requirement in any group.
No prerequisites. Biology 1 is recommended.
Fall semester. N ot offered in 1974-75. Mr. Jenkins, Mr. Piker.
2 0 . U r b a n S o cio lo g y. An introduction to urban sociology with emphasis on
theoretical and methodological issues associated with participant-observation
as a research tool. Attention will be given to the contributions of the Chicago
school of sociology in the urban field. Students will be expected to carry out
a research project.
Spring semester. N ot offered in 1974-75. Mr. Anderson.
23.

M y t h , R itu a l and Social S tructu re . The social anthropological study of
myth and ritual encompasses several forms of structural, historical and func­
tional analysis. The approaches of Durkheim, Evans-Pritchard, Lévi-Strauss,
Leach, and others are compared and contrasted, with emphasis on such prob­
lems as the logic and rationality of mythic thought and ritual action, the
translation and interpretation of collective representations, the relations among

211

SOCIOLOGY

AND

ANTHROPOLOGY

mythological, ritual and social structures, and the use of myth and ritual in
political and economic affairs.
Spring semester. N ot offered in 1974-75. Mr. Brow.
24.

Psychological A n th ro p o lo g y . The relation between the psychological
attributes of individuals and the workings of institutions and societies. The
course examines the following specific issues: the evolution of the psychologi­
cal and symbolic capacities which underlie culture; socialization, or the trans­
mission of culture from generation to generation; theoretical viewpoints on
the individual in society; culture and mental health. Case materials drawn
from non-Westem cultures as well as from the West.
Prerequisities: S&A la o r lb, or introductory work in Psychology, or permis­
sion of the instructor.
Spring semester. Mr. Piker.
25.

M e th o d s o f Social Research. H alf course. (Cross-listed as Political
Science 25.) An introduction to empirical social science, normally required
of all majors. Topics for study include: the basis of inquiry, the design of
social research, problems of sampling, measurement, statistical analysis, survey
research, and observation. The following optional half-course modules may
also be added: (Some will be offered each year.)
25f. Participant observation
25b. Survey design and analysis
25g. Clinical observation
25c. Interviewing of children
25h. Cross-national research
25d. Case studies
25i. Simulation
25e. Experimental design and analysis
Spring semester.
26 .

La n g u a g e , S ociety, a n d C u ltu re . The relation of language to culture
and society will be investigated through study of the influence of social and
cultural context on language use, the distribution of linguistic, social, and
cultural borders in speech communities, and the interrelations of the partici­
pants, topics, setting, code and communication channels in the speech event.
Specific topics will include multi-lingualism, nonverbal communication, and
linguistic relativity. Students will do several short observation projects in these
areas.
Prerequisites: S&A la or lb, Linguistics 1, or permission of the instructor.
Fall semester. Ms. Ross.

28. Deviance. This course will examine the social and intellectual back­
ground of the sociology of deviant behavior in the United States. Contending
approaches to the study of deviance will be compared and evaluated. Major
emphasis will be placed on the emergence of “labelling theory” and its impli­
cations for social problems related to deviance.
Spring semester. Mr. Anderson.
29. S ociology o f R e lig io n . (Cross-listed as Religion 47) Examination of
the relation between religion and society. Sociological theories of religion, re­
ligious organization and behavior, religion and ' social change, process of in­
stitutionalization and secularization.
Spring semester. N o t offered in 1974-75.
35. S o u th A s ia n C iv iliza tio n . (Cross-listed as Religion 35). A topical explora­
tion of continuity and change in South Asian civilization, with emphasis on
problems of cultural variety and integration. Different disciplinary approaches

212

SOCIOLOGY

AND

ANTHROPOLOGY

provide complementary perspectives on the condition of culture and society at
various periods from the most ancient to the present. Primary sources are
used and comparative materials from Southeast Asia are included for occa­
sional comparison. No prerequisites.
Fall semester. Mr. Brow, Ms. Robinson.
4 1,

T h e ra va d a B u d d h ism : A Social H is to r y . The course will take up the
following issues: 1) the cultural and historical context in which Buddhism
emerged in India 2,500 years ago; 2) classical Theravada doctrines, and their
correlates in contemporary religious institutions in Theravada societies; 3) the
juxtaposition of Buddhist and non-Buddhist religious elements in Theravada
societies; and 4) the reciprocal relations between Buddhism and social and
political change in contemporary SE Asia. No prerequisites.
Fall semester. Mr. Piker.

42. Ca ribbe a n Society. A review of the attempt to develop generalizations
about the structure of Caribbean society. Theoretical materials will focus on
the historical role of slavery, the nature of plural societies, race, class, eth­
nicity, and specific institutions such as the family, the school, the church, and
the political structure.
Fall semester. Mr. Bramson.
44.

Social Stratification. Comparative study of structured social inequality,
processes of class formation, and conditions of class conflict since the indus­
trial revolution.
Spring semester. Mr. Mueller.

45. A n th ro p o lo g y and E d u c a tio n . (Cross-listed as Education 45). Anthro­
pological perspectives on social process in formal and informal learning situ­
ations both cross-culturally and within United States subcultures. The course
will explore the dynamics of classroom interaction, the school as a social
system, the school in relation to the community, value and role conflicts,
education as an implement of social change, and modes of intentional and’
unintentional socialization.
Fall semester. N ot offered in 1974-75. Ms. Schwartz.
46 .

P o litica l A n th ro p o lo g y . This course will utilize the comparative per­
spective of anthropology to study the ways in which authority is acquired
and accepted as legitimate, the ways in which decisions are made or avoided,
and the ways in which conflict is defined, mediated, and resolved or extended.
Subject matter will include political communities in various cultural contexts
and at various levels of social and technological complexity.
Spring semester. Ms. Ross.
4 7 . Ed u c a tio n and Society (also listed as Education 75). Comparative study
of the functions of schools from the perspective of sociology and anthropology.
Among the topics to be discussed are the relation of educational institutions
to other sectors of society, and the question of alternatives to schooling in both
modernizing and “post-industrial” societies.
Fall semester. Mr. Bramson.

48. Social E v o lu tio n . An examination of theories of social evolution with
particular reference to prehistorical developments. Substantial emphasis will
be placed on the social transformations associated with the invention of agri­
culture, the beginnings of urban life, advances in communications technology,

213

SOCIOLO GY

AND

ANTHROPOLOGY

and the origins o f the state. The emergence of social stratifications and
civilization in selected areas of both the Old and New Worlds will be studied
and compared. Recent research applying the strategy of cultural ecology will
be related to the earlier theories of Morgan, Marx and Engels, Tylor, and
others.
N ot offered 1974-75. Mr. Brow.
49.

S ociology o f O ccupations a n d Professions. Analysis of the social organi­
zation of work in modern societies, the concept of career, the development of
professionalization, the nature of work-satisfaction. Occupational subcultures,
including law, medicine, science, art, public service, education and the military;
relation of work and leisure; social relations in work; the special problems of
women at work; varieties of commitment to work; enforced leisure, unem­
ployment and retirement.
Spring semester. Mr. Bramson.
50.

Intellectual F o u n d a tio n s o f C o n te m p o ra ry S ociology and A n th ro p o lo g y .

Examination of fundamental and recurrent theoretical issues in sociology
and anthropology from the perspective of intellectual history.
Spring semester. Mr. Bramson.
55.

Research in A n th ro p o lo g y and E d u c a tio n . Focus on student field work
in neighboring school and community. Application of anthropological research
methods to an actual educational institution. Exploration of the impact of re­
search for school personnel in educatipnal planning and community relations.
Prerequisite: permission of the instructor.
Spring semester. Ms. Schwartz.
56.

U r b a n A n th r o p o lo g y . The course will focus on the application of
anthropological theory and method to the urban context. Specific problems will
include the role of kinship, ritual, and ethnicity in a wide range of urban
settings, including cities in Africa, Latin America, Europe, and the U . S.
Spring semester. Ms. Ross, Mr. Anderson.
59. Social and C u ltu ra l C h an g e . Classical and modern theories of change.
Case studies of long term and short term aspects of change, including the
industrial revolution, the modernization process, collective behavior, and
aspects of contemporary and future American society.
Fall semester. Mr. Mitchell.
62. Po litica l S ociolo g y. Study of political elites, political institutions, normal
politics, and protest movements from the perspective of comparative historical
sociology.
N ot offered in 1974-75. Mr. Mueller.
6 4.

Ec o n o m ic A n th ro p o lo g y . Comparative analysis of peasant and tribal
economies with emphasis on the relations between economic transactions and
other aspects of society. Topics to be considered include the structure of
reciprocity and exchange in non-market economies, systems of land tenure, the
concept of surplus and its relation to social inequality, and some problems of
economic development and social change in peasant communities.
Fall semester. N o t offered in 1974-75. Mr. Brow.
8 1.

C o llo q u iu m : T h e Sociolo g y o f Intellectual L i f e . Study of the social
conditions of intellectual life in the realms of science, literature, art, and

214

SOCIOLO GY

AND

ANTHROPOLOGY

music. Particular attention will be given to the social aspects of creative
process and changes in cultural taste.
Spring semester. Mr. Mueller.
9 1.

Special To p ic s .

T o w a r d a N e w H is to ric a l S ociolo g y: M a r x and W e b er.

Intensive analysis of the sociology of Marx and Weber for the purpose of
building the conceptual foundations of a new historical sociology. This course
offers students an opportunity to participate in the theoretical workshop of a
school of thought aiming to establish a new paradigm for sociological research.
Fall semester. Mr. Mueller.
9 1 . Special To p ic s . A g in g in Society. The course will examine aging from
a cross-cultural perspective with the goal of distinguishing universal aspects
of the aging process from the diverse effects of social and cultural context on
the roles of older people and the use of age as a principle of group definition.
Specific problems will include relations between generations, political organi­
zation of older people, and the role of older people in the family and the
household.
Spring semester. Ms. Ross.
93. D irec te d R e a d in g . Individual or group study in fields of special interest
to the students not dealt with in the regular course offerings. Consent of the
chairman and of the instructor is required.
Members of the Department.
96. Thesis. Theses will be required of all Course majors. Seniors in the
Course program will normally take two consecutive semesters of thesis tutorial
(Course 96). Students are urged to have their thesis proposals approved as
early as possible during the junior year.
Members of the Department.
H

onors

Sem

in ars

1 0 1 . E c o n o m ic A n th ro p o lo g y . Comparative analysis of peasant and tribal
economies with emphasis on the relations between economic transactions and
other aspects of society. Topics to be considered include the structure of
reciprocity and exchange in non-market economies, systems of land tenure,
the concept of surplus and its relation to social inequity, and some problems
of economic development and social change in peasant communities.
N ot offered 1974-75. Mr. Brow.
10 2 . M y t h , R itu a l and Social S tructu re. The social anthropological study of
myth and ritual encompasses several forms of structural, historical and func­
tional analysis. The approaches of Durkheim, Evans-Pritchard, Lévi-Strauss,
Leach, and others are compared and contrasted, with emphasis on such prob­
lems as the logic and rationality of mythic thought and ritual action, the
translation and interpretation of collective representations, the relations among
mythological, ritual and social structures, and the use of myth and ritual in
political and economic affairs.
Fall semester. Mr. Brow.
10 4 . Psychological A n th r o p o lo g y . This seminar deals with a growing inter­
disciplinary field that draws upon cultural anthropology, human evolution and
biology, psychology (particularly developmental and cognitive), and linguistics.

215

SOCIOLO GY

AND

ANTHROPOLOGY

The following specific topics will be treated: psycho-biological foundations of
culture, human maturation, socialization, and culture and mental health.
Spring semester. Mr. Piker.
10 5 . M o d e rn Social T h e o r y . The social and intellectual background of the
rise of social science, with consideration of selected social theorists and
emphasis on the relation of ideology to theory and research in sociology.
Offered fall semester, 1975.
1 0 7 . Sociology o f R e lig io n . Religion as a cultural institution: the relations
between religious belief and practice, psychological properties of individuals,
and society. The following specific topics will be treated: religious evolution;
religion as a force for both social stability and social change; the psychologi­
cal bases for religious belief. Major theories to be considered include those of
Max Weber, Emile Durkheim, and Sigmund Freud.
Spring semester. Mr. Piker.
10 8 . Social Stra tifica tio n. Comparative study of structured social inequality,
processes of class formation, and conditions of class conflict since the
industrial revolution.
Fall semester. Mr. Mueller.
10 9 . Social and C u ltu ra l C h a n g e . Classical and modern theories of change.
Case studies of long term and short term aspects of change, including the
industrial revolution, the modernization process, collective behavior, and
aspects of contemporary and future American society.
Fall semester. N ot offered in 1974-75.
1 1 0 . U r b a n S ociolo g y and Po litics. (Cross-listed as Political Science 1 1 0 )
The impact of urbanization on contemporary politics and social structure,
from the perspective of political science and sociology. Emphasis will be
placed on empirical study of selected problems, such as physical planning,
social welfare, and political organization.
Fall semester. N ot offered in 1974-75.
1 1 2 . Sociolinguistics. The influence of social and cultural context on lan­
guage use will be investigated, with special emphasis on multilingualism,
creoles and pidgins, language standardization and planning, and the inter­
relations of participants, topics, setting, code and communication channels in
the speech event.
Fall semester. Ms. Ross.
1 1 4 . Po litica l S o cio lo g y. Study of political elites, political institutions, nor­
mal politics, and protest movements from the perspective of comparative
historical sociology.
Spring semester.
18 0 . Th esis. Honors students who choose to do so will customarily write
theses during the senior year. Students are urged to have their thesis proposals
approved as early as possible during the junior year.
Members of the Department.

216

VI
THE CORPORATION
BOARD

OF M A N A G E R S

A L U M N I O F F I C E R S and C O U N C I L
FACULTY
AD M INISTRATIO N

THE C O RPO RATIO N
Stephen G. Lax, Chairman
121 Gill Road, Haddonfield, N. J. 08033
G. Lupton Broomell, Vice-Chairman
Gypsy Hill and Evans Road, Gwynedd Valley, Pa. 19437
Isabel Logan Lyon, Secretary
20 West 16th Street, New York, N.Y. 10011
Kendall Landis, Assistant Secretary
Swarthmore College, Swarthmore, Pa. 19081
J. Lawrence Shane, Treasurer
21 College Avenue, Swarthmore, Pa. 19081
Edward K. Cratsley, Assistant Treasurer
Swarthmore College, Swarthmore, Pa. 19081

BO A R D OF M A N A G ER S
E x officio
Theodore Friend, President of Swarthmore College, Swarthmore, Pa. 19081.
Emeriti
Boyd T. Barnard, 2000 Market Street, 13th floor, Philadelphia, Pa. 19103
Isabel Jenkins Booth, Kendal at Longwood, Kennett Square, Pa. 19348.
Eleanor Stabler Clarke, Kendal at Longwood, Kennett Square, Pa. 19348.
Hadassah M. L. Holcombe, The Kenilworth, Alden Park, Phila., Pa. 19144.
Thomas B. McCabe, Scott Plaza, Philadelphia, Pa. 19113.
Philip T. Sharpies, 2532 Fidelity Bldg., 123 S. Broad St., Phila., Pa. 19109.
Claude C. Smith, 1617 Land Title Building, Philadelphia, Pa. 19110.
Barclay White, Kendal at Longwood, Kennett Square, Pa. 19348.
Joseph H. Willits, Box 441A, Bridgetown Pike, R.D. 1, Langhorne, Pa. 19047.

217

BOARD

OF

MANAGERS

Life M ember
Helen Gawthrop Worth, 805 Augusta Road, Westover Hills, Wilmington, Del.
19806.
Term Expires December, 1974
Charles F. Barber, 120 Broadway, New York, N. Y. 10005.
Edwin M. Bush, Jr., 120 S. La Salle Street, Chicago, 111. 60603.
Julien Cornell, Central Valley, N. Y. 10917.
Barbara Whipple Heilman, Box 328, Lititz, Pa. 17543.
Dorothy Shoemaker McDiarmid, 390 Maple Avenue East, Vienna, Va. 22180.
Michel C. Oksenberg, 1322 Granger Avenue, Ann Arbor, Michigan 48104.
*Donald J. Lloyd-Jones, 633 Third Avenue, New York, N. Y. 10017.
♦Katherine Conner Doughty, 3110 W. Coulter St., Philadelphia, Pa. 19129.
Term Expires December, 1975
G. Lupton Broomell, Gypsy Hill and Evans Road, Gwynedd Valley, Pa.
19437.
Stephen G. Lax, 121 Gill Road, Haddonfield, New Jersey 08033.
Isabel Logan Lyon, 20 West 16th Street, New York, New York 10011.
William Poole, P.O. Box 951, Wilmington, Delaware 19899.
Charles C. Price, III, 120 Hilldale Road, Lansdowne, Pa. 19050.
George Weissman, Philip Morris, Inc., 100 Park Ave., New York, N. Y.
10017.
♦Jerome S. Kohlberg, Jr., 4 Quarry Road, Larchmont, New York 10538.
♦Marjorie Todd Simonds, 17 Penhurst Road, Pittsburgh, Pennsylvania 15202.
Term Expires December, 1976
Clement M. Biddle, 230 Oak Ridge Avenue, Summit, N. J. 07901.
Robert M. Browning, Hewitt Hill Farm , R.D. # 2 , South Royalton, Vt. 05068.
George B. Clothier, 1418 Packard Building, Philadelphia, Pa. 19102.
Carl K. Dellmuth, 323 N. Swarthmore Ave., Swarthmore, Pa. 19081.
Clark Kerr, 8300 Buckingham Drive, El Cerrito, California 94530.
Winnifred Poland Pierce, 211 McCotter Drive, Ann Arbor, Mich. 48103.
♦Richard O. Smith, 1 Fenimore Lane, St. Davids, Pa. 19089.
♦Barbara Brooks Smoyer, 86 Olden Lane, Princeton, N. J. 08540.
Term Expires December, 1977
Dorothy Lucking Hagerty, c /o IBM Corporation, 2204 M orris Avenue,
Union, N. J. 07083.
H. Thomas Hallowell, Jr., The Benson East, Jenkintown, Pa. 19046.
Eugene M. Lang, 912 Fifth Avenue, New York, N. Y. 10021.
Audrey Shields Penn, 5500 Fieldston Road, Riverdale, N. Y. 10471.
Ellen Ash Peters, 159 Glen Parkway, Hamden, Ct. 06517.
J. Lawrence Shane, 21 College Avenue, Swarthmore, Pa. 19081.
A nn Brownell Sloane, 47 East 87th Street, New York, N. Y. 10028.
♦Katherine Lindsley Camp, 200 Hughes Road, King of Prussia, Pa. 19406.
♦David H. Scull, P.O. Box 170, Annandale, Virginia 22003.
'Nominated by the Alumni Association

218

BOARD

OF

MANAGERS

COMMITTEES O F TH E BOARD
The Chairman o f the Board is ex officio a member o f every Committee
Executive
Stephen G. Lax, Chairman
Isabel Logan Lyon
G. Lupton Broomell, Vice Chairman
Thomas B. McCabe
Edwin M. Bush, Jr.
Audrey Shields Penn
Dorothy Lucking Hagerty
Charles C. Price III
Donald J. Lloyd-Jones
J. Lawrence Shane
Finance and Trusts Administration
J. Lawrence Shane, Chairman
Claude C. Smith
George B. Clothier
Richard O. Smith
H. Thomas Hallowell, Jr.
Richard B. Willis
Thomas B. McCabe
Instruction and Libraries
Charles C. Price III, Chairman
Audrey Shields Penn
Charles F. Barber
Ellen Ash Peters
Barbara Whipple Heilman
Winnifred Poland Pierce
Clark Kerr
William Poole
Michel C. Oksenberg
Helen Gawthrop Worth
Investment
Thomas B. McCabe, Chairman
Jerome S. Kohlberg, Jr.
Boyd T. Barnard
J. Lawrence Shane
Richard C. Bond
Richard B. Willis
H. Thomas Hallowell, Jr.
Property
Dorothy Lucking Hagerty, Chairman
Eugene M. Lang
Boyd T. Barnard
David H. Scull
G. Lupton Broomell
Marjorie Todd Simonds
Julien Cornell
Ann Brownell Sloane
Carl K. Dellmuth
Student Activities
Audrey Shields Penn, Chairman
Isabel Logan Lyon
Clement M. Biddle
Dorothy Shoemaker McDiarmid
Robert M. Browning
Winnifred Poland Pierce
Edwin M. Bush, Jr.
Marjorie Todd Simonds
Katherine Lindsley Camp
Ann Brownell Sloane
Katherine Conner Doughty
Richard O. Smith
Barbara Whipple Heilman
Barbara Brooks Smoyer
Donald J. Lloyd-Jones
Nominating
Donald J. Lloyd-Jones, Chairman
Isabel Logan Lyon
Edwin M. Bush, Jr.
Ellen Ash Peters
Eugene M. Lang
Winnifred Poland Pierce
Development
Edwin M. Bush, Chairman
H. Thomas Hallowell, Jr.
Donald J. Lloyd-Jones, Vice-Chairman
Jerome S. Kohlberg, Jr.
Charles F. Barber
Eugene M. Lang
Boyd T. Barnard
Isabel Logan Lyon
Clement M. Biddle
Ellen Ash Peters
G. Lupton Broomell
William Poole
Julien Cornell
George Weissman
Carl K. Dellmuth
Christian E. McMurtrie, Chairman of
Dorothy Lucking.Hagerty
A lum ni Fund Committee

219

A L U M N I O F F I C E R S and C O U N C I L
President, Alden S. Bennett ’40, 139 Lake View Drive, Media, Pa. 19063.
Vice-President, Ruth Wilcox Mahler ’49, 59 Todmorden Drive, Wallingford,
Pa. 19086.
Vice-President, Jed S. Rakoff ’64, 137 Riverside Drive, Apt. 3-E, New York,
N. Y. 10024.
Secretary, Sarita Smith Berry ’55, 235 Park Avenue, Swarthmore, Pa. 19081.
Term Expires
June

Zone A

1975

Lloyd W. Lewis ’49, Box 165, R .D .# 1 , Glen Mills, Pa. 19342.
Stanley Spitzer ’56, 717 Bryn Mawr Avenue, Narberth, Pa. 19072.
Roger A. Witt ’57, 9 Dunbarton Road, Cherry Hill, N. J. 08034.

1976

Alexander M. Capron ’66, 1112 Rodman St., Philadelphia, Pa. 19147.
Richard M. H urd ’48, 167 Wharton Lane, Bethlehem, Pa. 18017.

1977

Clifford R. Gillam, Jr. ’47, 2015 Hemlock Rd., Norristown, Pa. 19401.
William F. Lee, Jr. ’60, 10 Ogden Ave., Swarthmore, Pa. 19081.

1975

Margaret P. Allen ’50, 408 E. Gravers Lane, Philadelphia, Pa. 19118.
Sara Giddings Bode, ’57, 544 N. Linden Avenue, Oak Park, 111. 60302.
Barbara Weber M ather ’65, 3110 W. Coulter Street, Philadelphia, Pa.
19129.

1976

Ann Carter Swayne ’60, 811 Schwenk Mill Road, Perkasie, Pa. 18944.
Ruth Cline Wright ’32, 545 W alnut Lane, Swarthmore, Pa. 19081.
Libby Leavelle Bennett ’69, 5 Dartmouth Circle, Swarthmore, Pa.
19081.
Margaret Bye Richie ’35, “Old Congress,” Holicong, Pa. 18928.

1977

Zone B
1975

Robert A. Freedman ’58, 115 Central Park West, Apt. 7D, New York,
N. Y. 10023.

1976

Robert B. Peelle ’39, 4 The Balsams, Roslyn Estates, N. Y. 11576.
Gerald A. Pollack ’51, 175-40 Henley Road, Jamaica, New York 11432.

1977

Marshall H. Beil ’67, 76 Washington Place, New York, N. Y. 10011.
Clement Biddle ’57, 572 Fourth Street, Brooklyn, N. Y. 11215.

1975

Babette Barbash Weksler ’58, 1 Sussex Road, Tenafly, N. J. 07670.

1976

Mina Waterman Power ’37, 169 E. 78th S t, New York, N. Y. 10021.
Rosita E. Sarnoff ’64, 14 East 11th St., New York, N. Y. 10003.

1977

Margaret MacLaren ’49, 152 E. 94th St. Apt. 2-B, New York, N. Y.
10028.
Elenor G. Reid ’67, 41 Mt. Sumner Drive, Bolton, Ct. 06040.

220

ALUMNI

O FFIC ES

AND

CO U N CIL

1975

Zone C
Richard T. Burtis ’55, R. D. # 4 , Brattleboro, Vt. 05301.

1975

Elizabeth Holden Carter ’62, 44 Hull Street, Newtonville, Mass. 02160.

1976

Daniel M. Singer ’51, 5410 39th St., N.W., Washington, D.C. 20015.

1977

Thomas G. Krattenmaker ’65, 6416 Barnaby St., N. W., Washington,
D.C. 20015.

1976

Barbara Tipping Sieck ’50, 612 E. Seminary Ave., Baltimore, Md.
21204.

1977

Janet Gingrich Greenwell ’38, 1600 Woodlawn Ave., Wilmington, Del.
19806.

1975

Robert A. Barr, Jr. ’56, Dickinson College, Carlisle, Pa. 17013.

1975

Catherine Glennan Borchert ’58, 2647 Ashton Road, Cleveland Heights,
O. 44118.

1976

Gordon H. Rowe, Jr. ’49, 4500 Arcady, Dallas, Texas 75205.

1976

Elizabeth Smith Winn ’36, 5366 Montrose Drive, Dallas, Texas 75209.

Zone D

Zone E

Zone F

Zone G
1976

Robert G. Bartle ’47, Dept, of Mathematics, Univ. of Illinois, Urbana,
111. 61801.

1977

Glen H. Kanwit ’65, 1100 Forest Ave., Wilmette, 111. 60091.

1976

H arriet Glueck Gales ’48, 18665 Muirland, Detroit, Mich. 48221.

1977

Betsy Sams Yeo ’64, 5 East 67th St., Kansas City, Mo. 64113.

1975

Robert E. Bartkus ’68, 42 Linaria Way, Palo Alto, Cal. 94306.

1977

C. Kermeen Fristrom ’55, 3714 Dixon Place, San Diego, Calif. 92107.

1975

Barbara Daly Metcalf ’63, 123 Ardmore Road, Berkeley, Calif. 94707.

1977

Andrea Wolf Rabinowitz ’49, 3400 E. Laurelhurst Dr., N.E., Seattle,
Wash. 98105.

Zone H

221

THE FACULTY
Th e o d o re F r ie n d , B.A., Williams College; M.A. and Ph.D., Yale University,

President. 324 Cedar Lane.
E d w a r d K . C ratsley, B.A., College of Wooster; M.B.A. and D.C.S., Harvard

University, Vice President—Administration, Finance; Controller, and Professor
of Economics. 741 Harvard Avenue.
K e n d a ll L a n d is , B.A., Swarthmore College; M.A., Wesleyan University, Vice

President—Alumni, Development, Public Relations. 550 Elm Avenue.
H a r o ld E . P a g lia ro , A.B., M.A. and Ph.D., Columbia University; Provost and

Professor of English. 536 Ogden Avenue.
G ilm o re S to tt, B.A. and M.A., University of Cincinnati; B.A. and M.A., Uni­

versity of Oxford; M.A. and Ph.D., Princeton University, Associate ProvostRegistrar and Lecturer in Philosophy. 318 Dartmouth Avenue.
J . E d w a r d S ke a th , B.A., Swarthmore College; M.A. and Ph.D., University of

Illinois, Dean of Men and Associate Professor of Mathematics. 11 Benjamin
West Avenue.
* D e b o ra h T o w n s e n d , B.A. and M.A., University of Michigan, Dean of Women.

512 Elm Avenue.
Fle tc h e r J . B r y a n t, J r ., B.A., Lincoln University; M.Re.Ed., Boston University
School of Theology; B.D., Colgate-Rochester Divinity School, Associate Dean
of Students and Director of Minority Support Programs.
R ic h a rd L . Press, B.A., M.A., and M.L.S., University of California; Ph.D.,
Dropsie University, Librarian. 603 Elm Avenue.
Jam es A. H i n z , B.A., Concordia Senior College; B.D. and M. Div., Concordia

Seminary; M.A., Stanford University, Humanities Librarian. 566 Juniata Avenue.
E le a n o r A. M a a ss , B.A. and M.S., University of Illinois; Ph.D., University of
Wisconsin, Science Librarian. 415 Cornell Avenue.
H o w a r d H . W illia m s , B.A., Lake Forest College; M.A. and B.S. in L.S., Colum­

bia University, Reference Librarian. 144 Park Avenue.
E d g a r R . M u llin s , J r ., B.A. Grinnell College; M.A. and Ph.D., University of

Illinois. Director of Computer Education and Activities. 11 S. Princeton
Avenue.
EM ERITI
M a r y A lb e rts o n , B.A., M.A. and Ph.D., Bryn Mawr College, Isaac H. Clothier

Professor Emeritus of History and International Relations. 505 Ogden Avenue.
E lis a A s e n s io , M.A., Middlebury College, Professor Emeritus of Spanish. 500
Oakley Rd., Haverford, Pa.
L y d ia B a e r, B.A., Oberlin College; M.A. and Ph.D., University of Pennsyl­

vania, Associate Professor Emeritus of German. Manatee River Hotel, Braden­
ton, Fla.
H e in ric h B rin k m a n n , B.A., Stanford University; M.A. and Ph.D., Harvard
University, Albert L. and Edna Pownall Buffington Professor Emeritus of
Mathematics. Wallingford Arms, Wallingford, Pa.
♦Absent on leave, fall semester, 1974-75.

222

FACULTY
Susan P . C o b b s , B.A., Randolph-Macon Woman’s College; M.A., New York

University; Ph.D., University of Chicago. Dean Emeritus and Professor Emeri­
tus of Classics. Box 147, Greensboro, Ala.
M a r th a A. C o n n o r , B.S., and M.A., University of Pennsylvania; B.S. in L.S.,

Drexel University, Librarian Emeritus. 325 Dartmouth Avenue.
E d w a r d H . C o x , B .S ., Earlham College; M.A., Harvard University; Docteur

es Science, L’Université de Geneve, Docteur honoris causa, L’Université de
Montpellier; D.Sc., Earlham College, Edmund Allen Professor Emeritus of
Chemistry. 509 Ogden Avenue.
H e n r y Je rm a in M a u d e C re ig h to n , B.A., M.A., and LL.D., Dalhousie University;
M.Sc., University of Birmingham; D.Sc., Das eidgenössische Polytechnikum,
Zürich; D.Sc., Swarthmore College, Edmund Allen Professor Emeritus of
Chemistry. Compartment # 7 , Site 13, Tantallon R.R. 1, Nova Scotia, Canada.
W illia m C. E lm o r e , B.S., Lehigh University; Ph.D., Yale University; Morris L.
Clothier Professor Emeritus of Physics. 288 Paxon Hollow Road, Media, Pa.
R o b e rt K . En d e rs , B.A., and Ph.D., University of Michigan, Isaac H. Clothier,
Jr. Professor Emeritus of Biology. 311 Elm Avenue.

E. J . F a u lk n e r, Professor Emeritus of Physical Education for Men. 235 Dickin­
son Avenue.
D u n c a n G ra h a m F o s te r, B . A . and M . A . , Harvard University; Ph.D., The Johns
Hopkins University, Professor Emeritus of Chemistry. 15 Crest Lane.
M ila n W . G a r r e tt, B . A . and M . A . , Stanford University; B . A . and D.Phil..

University of Oxford, Professor Emeritus of Physics. 101 Orchard Circle, Oak
Ridge, Tenn.
P h ilip M a rs h a ll H ic k s , B.A. and M.A., Swarthmore College; Ph.D., University
of Pennsylvania, Alexander Griswold Cummins Professor Emeritus of English
Literature. Avondale, Pa.
E v e re tt L . H u n t , B.A., Huron College; M.A., University of Chicago; D.Litt.,

Huron College, Dean Emeritus and Professor Emeritus of English. 221 N.
Princeton Avenue.
W a lte r B , K e ig h to n , J r ., B.A. Swarthmore College; Ph.D. Princeton University,
Edmund Allen Professor Emeritus of Chemistry. 311 Cedar Lane.
F re d ric K le e s , B.A., Bowdoin College, Professor Emeritus of English. 220
South Chester Road.
O lg a L a n g , Graduate, University of Moscow; Ph.D., Columbia University,
Associate Professor Emeritus of Russian. 611 W. 111th St., New York, N.Y.
F r a n z H . M a u tn e r, Dr. Phil., University of Vienna, Professor Emeritus of

German. 408 Walnut Lane.
Jo h n M . M o o r e , B.A., Park College; B.D., Union Theological Seminary; M . A . ,

Harvard University; Ph.D., Columbia University, Professor Emeritus of Philos­
ophy and Religion. 512 Ogden Avenue.
E d it h Ph ilip s , B.A., Goucher College; Docteur de l’Université de Paris, Susan
W. Lippincott Professor Emeritus of French. 517 Elm Avenue.
Jam es D . S o rb e r, B.A., Lehigh University; M.A., University of Nebraska,

Professor Emeritus of Spanish. 404 Walnut Lane.

223

FACULTY
Fre d e ric k B . T o ile s , B.A., M.A. and Ph.D., Harvard University; D.Litt.,

Haverford College, Howard M. and Charles F. Jenkins Professor Emeritus of
Quaker History and Research and Director Emeritus of the Friends Historical
Library. 325 Dartmouth Avenue.
Pe ter v a n de K a m p , Cand. and Docts., University of Utrecht; Ph.D., Univer­
sity of California; D.Phil., University of Groningen, Edward Hicks Magill
Professor Emeritus of Astronomy and Director Emeritus of the Sproul Observ­
atory. 15 Wellesley Road.

Robert M. Walker, B.A. and M.F.A., Princeton University; Ph.D., Harvard
University, Professor Emeritus of A rt History. 212 Elm Avenue.
Neal A. Weber, B.A., M.S. and D.Sc., University of North Dakota; M.A. and
Ph.D., Harvard University, Professor Emeritus of Zoology.
PRO FESSO RS
George C. Avery, B.A., M.A. and Ph.D., University of Pennsylvania, Pro­
fessor of German. 230 Haverford Avenue.
C a r l B a ru s , B.A., Brown University; M.S. in E.E., Massachusetts Institute of
Technology, Professor of Engineering. 8 Whittier Place.
P a u l H . B e ik , B.A., Union College; M.A. and Ph.D., Columbia University;
Centennial Professor of History. 603 Ogden Avenue.
O le x a -M y r o n B ila n iu k , Ingénieur, Université de Louvain; B.S.E., B.S., M.S.,

M.A. and Ph.D., University of Michigan, Professor of Physics. 100 Plush Mill
Road, Wallingford, Pa.
D a v id L . B o w le r, B.S. in E.E., Bucknell University; M.S. in E.E., Massachu­
setts Institute of Technology; M.A. and Ph.D., Princeton University, Pro­
fessor of Electrical Engineering. 505 Yale Avenue.
L e o n B ra m s o n , B.A. and M.A., University of Chicago; Ph.D., Harvard Uni­

versity, Professor of Sociology. 333 Vassar Avenue.
Sam uel T . C a rp e n te r, B.C.E., C.E. and M.S., Ohio State University, Isaiah V.

Williamson Professor of Civil and Mechanical Engineering. 612 Ogden Ave.
H ild e D . C o h n , Dr. Phil., University of Heidelberg, Professor of German

(part-time). 302 North Chester Road.
D a v id C o w d e n , B.A., Swarthmore College; M.A. and Ph.D., Harvard Univer­

sity, Professor of English. 312 Ogden Avenue.
H . Searl D u n n , B.S. in A.E., Princeton University; M.A. in A.E., Princeton
University; Ph.D., "Brown University, Professor of Engineering. 2 Crum
Ledge.
t E d w a r d A . F e h n e l, B.S., M.S. and Ph.D., Lehigh University; Edmund Allen

Professor of Chemistry. 120 Paxon Hollow Rd., Rose Tree, Media, Pa.
James A. Field, Jr., B.S., M.A. and Ph.D., Harvard University, Isaac H.
Clothier Professor of History. 612 Hillbom Avenue.
La u n c e J . Fle m is te r, B.A., M.A. and Ph.D., Duke University, Professor of

Zoology. Rogers Lane and Plush Mill Road, Wallingford, Pa.
tAbsent on leave, spring semester, 1974-75.

224

FACULTY
K e n n e th J . G e rg e n , B.A., Yale University; Ph.D., Duke University, Professor

of Psychology. Millhouse, Rose Valley and Possum Hollow Roads, Walling­
ford, Pa.
Charles E. Gilbert, B.A., Haverford College; Ph.D., Northwestern University,
Professor of Political Science. 223 Kenyon Avenue.
tM ark A. Heald, B.A., Oberlin College; M.S. and Ph.D., Yale University,
Professor of Physics. 420 Rutgers Avenue.
Stevens Heckscher, B.A., M.A. and Ph.D., Harvard University, Professor of
Mathematics, Pritchard Lane, Wallingford, Pa.
W u lff D . H e in t z , Dr. rer. nat., München University, Professor of Astronomy.

317 N. Chester Road.
Eleanor K . H e s s, B.S. and M.S., University of Pennsylvania, Professor of
Physical Education for Women. 302 North Chester Road.
G e o rg e K r u g o v o y , B.A., M.A., and Ph.D., Philosophical Institute, Saltzburg,

Austria, Professor of Russian, 602 Elm Avenue.
Sarah L e e L ip p in c o tt, B.A., University of Pennsylvania; M.A., Swarthmore

College; D.Sc., Villanova University, Director of Sproul Observatory and
Lecturer in Astronomy. 507 Cedar Lane.
• L u z e r n G. Liv in g s to n , B.S., Lawrence College; Ph.D., University of Wis­

consin, Professor of Botany. 15 Dartmouth Circle.
P a u l C. M a n g e ls d o rf, J r . , B.A., Swarthmore College; Ph.D., Harvard Univer­

sity, Professor of Physics. 110 Cornell Avenue.
J o h n D . McCrumm, B.A. and M.S., University of Colorado, Howard N. and

Ada J. Eavenson Professor of Engineering. 525 Elm Avenue.
**R u s s e ll M e ig g s, Julien and Virginia Cornell Visiting Professor of Classics,

405 Walnut Lane.
N o r m a n A. M e in k o th , B. of Ed., Southern Illinois Teachers College; M.S. and

Ph.D., University of Illinois, Professor of Zoology. 431 West Woodland Ave­
nue, Springfield, Pa.
B e rn a rd M o r r ill,

B.S. in M.E., Massachusetts Institute of Technology;
M.M.E., University of Delaware; Ph.D., University of Michigan, Henry C.
and J. Archer Turner Professor of Engineering. 21 Oberlin Avenue.

H e le n F . N o r t h , B.A., M.A. and Ph.D., Cornell University, William R .

Kenan, Jr., Professor of Classics. 604 Ogden Avenue.
t M a r tin O s tw a ld , B.A., University of Toronto; M.A., University of Chicago;
Ph.D., Columbia University, Centennial Professor of Classics. 2 Whittier
Place.
D e a n P e a b o d y , B.A., Swarthmore College; Ph.D., Harvard University, Pro­

fessor of Psychology. 5 Whittier Place.
J . R o la n d P e n n o c k , B.A., Swarthmore College; M.A. and Ph.D., Harvard Uni­

versity, Richter Professor of Political Science. 739 Harvard Avenue.
•Absent on leave, fall semester, 1974-75.
••Fall semester, 1974-75.
¿Absent on leave, 1974-75.

225

FACULTY

*Jean Ashmead Perkins, B.A., Swarthmore College; M.A. and Ph.D., Columbia
University, Professor of French. 913 Strath Haven Avenue.
Frank C. Pierson, B.A., Swarthmore College; Ph.D., Columbia University,
Joseph Wharton Professor of Political Economy. 740 Ogden Avenue.
ttSidney J. Pollard, Julien and Virginia Cornell Visiting Professor of Eco­
nomics. 405 Walnut Lane.
Frederic L. Pryor, B.A., Oberlin College; M.A. and Ph.D., Yale University,
Professor of Economics. 740 Harvard Avenue.
Kenneth S. Rawson, B.A., Swarthmore College; M.S., Cornell University;
Ph.D., Harvard University, Professor of Zoology. 228 G arrett Avenue.
Hedley H. Rhys, B.A., West Virginia University; M.A. and Ph.D., Harvard
University, Professor of A rt History. 315 Ogden Avenue.
David Rosen, B.A., New York University; M.A. and Ph.D., University of
Pennsylvania, Professor of Mathematics. 336 North Princeton Avenue.
Bernard Saffran, B.A., The City College of New York; Ph.D., University
of Minnesota, Professor of Economics. 201 G arrett Avenue.
Allen M. Schneider, B.S., Trinity College; Ph.D., Indiana University, Pro­
fessor of Psychology. 318 N. Chester Road.
tD avid G. Smith, B.A. and M.A., University of Oklahoma; Ph.D., The Johns
Hopkins University, Professor of Political Science. 3 Whittier Place.
Willis J. Stetson, B.A., Swarthmore College; M.A., University of Pennsyl­
vania, Professor of Physical Education for Men and Director of Athletics. 144
North Highland Road, Springfield, Pa.
tP eter G ram Swing, B.A. and M.A., Harvard University; Ph.D., University of
Chicago. Professor of Music and Director of the Chorus. 614 Hillbom
Avenue.
Francis P. Tafoya, B.A. and M.A., University of Colorado; Ph.D., Yale Uni­
versity, Professor of French. 635 North Chester Road.
Peter T. Thompson, B.A., The Johns Hopkins University; Ph.D., University
of Pittsburgh, Professor of Chemistry. 925 Strath Haven Avenue.
Derek Traversi, B.A. and M.A., University of Oxford, Alexander Griswold
Cummins Professor of English. 401 Walnut Lane.
P. Linwood Urban, Jr., B.A., Princeton University; S.T.B., S.T.M. and
Th.D., General Theological Seminary, Professor of Religion. 20 South Prince­
ton Avenue.
*Hans Wallach, Dr. Phil., University of Berlin, Centennial Professor of Psy­
chology. 604 Elm Avenue.
M. Joseph Willis, B.C.E., University of Washington; M.S., Cornell University;
Ph.D., The Johns Hopkins University, Professor of Engineering. 306 Chestnut
Lane.
ttSpring semester, 1974-75.
^Absent on leave, 1974-75.
fAbsent on leave, spring semester, 1974-75.
♦Absent on leave, fall semester, 1974-75.

226

FACULTY

tH arrison M. Wright, B.A., M.A. and Ph.D., Harvard University, Professor of
History. 319 Cedar Lane.
A S S O C IA T E P R O F E S S O R S
^Robert C. Bannister, B.A. and Ph.D., Yale University; B.A. and M.A., Uni­
versity of Oxford, Associate Professor of History. 606 Elm Avenue.
tThomas H. Blackburn, B.A., Amherst College; B.A. and M.A., University of
Oxford; Ph.D., Stanford University, Associate Professor of English. 403 Wal­
nut Lane.
tJohn R. Boccio, B.S., Polytechnic Institute of Brooklyn; Ph.D., Cornell
University, Associate Professor of Physics. 600 Elm Avenue.
Thompson Bradley, B.A., Yale University; M.A., Columbia University, As­
sociate Professor of Russian. Price’s Lane, Moylan, Pa.
Alice Brodhead, B.S. and M.A., University of Pennsylvania, Associate Pro­
fessor of Education and Director of the Program in Education. 316 Ogden
Avenue.
Eric G. Carlson, B.A., M.A., Ph.D., Yale University, Associate Professor of
A rt History. 515 Elm Avenue.
William C. B. Cullen, B.A., Wake Forest University, Associate Professor of
Physical Education for Men, 731 Yale Avenue.
Gomer H . Davies, B.S., East Stroudsburg State College; Ed.M., Temple Uni­
versity, Associate Professor of Physical Education for Men. 225 Cornell
Avenue.
Lee Devin, B.A., San Jose College; M.A. and Ph.D., Indiana University
Associate Professor of English and Director of the Theatre. 511 Harvard Ave.
Lewis H. Elverson, B.S., University of Pennsylvania, Associate Professor of
Physical Education for Men. 6 Whittier Place.
James W. England, B.A., Kansas State Teachers College; M.A. and Ph.D.,
University of Missouri, Associate Professor of Mathematics. 312 Cornell Ave.
James D. Freeman, B.A. and M.A., Harvard University, Associate Professor
of Music and Director of the Orchestra. 521 Elm Avenue.
J. William Frost, B.A., DePauw University; M.A. and Ph.D., University of
Wisconsin, Director of the Friends Historical Library and Associate Professor
of Religion. 601 North Chester Road.
James H . Hammons, B.A., Amherst College; M.A. and Ph.D. The Johns
Hopkins University, Associate Professor of Chemistry. 17 Furness Lane
Wallingford, Pa.
Patrick Henry, B.A., Harvard University; B.A. and M.A. University of Ox­
ford; M.A. and Ph.D., Yale University, Associate Professor of Religion. 915
Harvard Avenue.
tRobinson G. Hollister, Jr., B.A., Amherst College; Ph.D., Stanford Univer­
sity, Associate Professor of Economics (part tim e). 1 Whittier Place.
tAbsent on leave, 1974-75.
f Absent on leave, spring semester, 1974-75.

227

FACULTY

¿Raymond F. Hopkins, B.A., Ohio Wesleyan University; M.A., Ohio State Uni­
versity; M.A. and Ph.D., Yale University, Associate Professor of Political
Science. 308 Ogden Avenue.
tG u d m u n d Ive rse n , M.A., University of Michigan; Ph.D., Harvard University,

Associate Professor of Mathematics. 414 Drew Avenue.
Charles L . James, B.S., State University of New York at New Paltz; M.S.,
State University of New York at Albany, Associate Professor of English Lit­
erature. 402 Laurel Lane, Wallingford, Pa.
Jo h n B . Je n k in s , B.S. and M.S., U tah State University; Ph.D., University of
California, Los Angeles, Associate Professor of Biology. 558 Rutgers Avenue.
A b d u l A s iz Ja llo h , B.A., Lincoln University; M.A. and Ph.D., The Uni­
versity of California, Associate Professor of Political Science. Swarthmore
College.
T im o th y K . K ita o , B.A. and M.A., University of California, Berkeley; Ph.D.,
Harvard University, Associate Professor of A rt History. 8 B. Whittier Place.
Eugene A. K l o t z , B.S., Antioch College; Ph.D., Yale University, Associate
Professor of Mathematics. 735 Yale Avenue.
Jam es R . K u r th , B.A., Stanford University, M.A., Ph.D., Harvard University,
Associate Professor of Political Science. Swarthmore College.
H u g h M. L a c e y , B.A. and M.A., University of Melbourne; Ph.D., Indiana
University, Associate Professor of Philosophy. 515 Elm Avenue.
P h ilip M e tzid a k is , B.A., Dartmouth College, Ph.D.; Yale University, Asso­
ciate Professor of Spanish. 513 Elm Avenue.
K e n n e th I . M ills , B.A., University of London; B.Phil., Oxford University
Visiting Associate Professor of Philosophy. Swarthmore College.
•R o b e r t C . M itc h e ll, B.A., College of Wooster; B.D., Union Theological
Seminary; M.A. and Ph.D., Northwestern University, Associate Professor of
Sociology. Swarthmore College.
T h o m a s N . M itc h e ll, B.A. and M.A., National University of Ireland; Ph.D.,
Cornell University, Associate Professor of Classics. 220 Vassar Avenue.
Irene M o l l , B.S. in Ed., University of Kansas; M.A., Texas University for
Women, Associate Professor of Physical Education for Women. The Damsite,
Wallingford, Pa.
¿ K a th ry n L . Morgan, B.A., Virginia State College; M.A., Howard University;
M.A. and Ph.D., University of Pennsylvania. Associate Professor of History.
Apt. 728, Wildman Arms.
H a n s F. O b e rd ie k , B.S. and Ph.D., University of Wisconsin, Associate Pro­
fessor of Philosophy, 211 Elm Avenue.
V a n D o o m O o m s , B.A., Amherst College; B.A., University of Oxford; Ph.D.,
Yale University, Associate Professor of Economics. 215 Cornell Avenue.
¿ H o w a rd P a c k , B.B.A., City College of New York; Ph.D., Massachusetts In­
stitute of Technology, Associate Professor of Economics. 1530 Locust St.,
Philadelphia, Pa.
Steven I. Piker, B.A., Reed College; Ph.D., University of Washington, Asso­
ciate Professor of Anthropology. 125 Rutgers Avenue.
¿Absent on leave, spring semester, 1974-75.
¿Absent on leave, 1974-75.
•Fall semester, 1974-75.

228

FACULTY
E rn e s t J. P ru d e n te , B.S. and M.S., University of Pennsylvania, Associate Pro­

fessor of Physical Education for Men. 914 Surrey Road, Media, Pa.
♦Charles R a ff, B.A., University of Rochester; M.A. and Ph.D., Brown Univer­

sity, Associate Professor of Philosophy. 214 Rutgers Avenue.
t G ilb e r t P . R o s e , B.A., and Ph.D., University of California, Berkeley, Asso­
ciate Professor of Classics. 4 Crum Ledge.
A lb u r t M. Rose nbe rg, B.A., Harvard University; M.S., University of Florida;
Ph.D., University of Pennsylvania, Associate Professor of Natural Science.
609 Hillbom Avenue.
R o b e rt R o z a , B.A., University of Toronto; M.A. and Ph.D., Princeton Univer­
sity, Associate Professor of French. 404 Strath Haven Avenue.
♦ Robert E. Savage, B.A., Oberlin College; M.S. and Ph.D., University of

Wisconsin, Associate Professor of Biology. 411 Vassar Avenue.
t R ic h a rd Schuldenfrei, B.A. and M.A., University of Pennsylvania; Ph.D.,
University of Pittsburgh, Associate Professor of Philosophy. Swarthmore
College.
t§ B e rn ard S . S m ith , B.A. and M.A., University of Oxford; Ph.D., Harvard
University, Asociate Professor of History. 540 Walnut Lane.
♦§Simone V . S m ith , Licence es Lettres, University of Grenoble, Associate

Professor of French. 125 Forest Lane.
Susan B ro o k e S n yd e r, B.A., Hunter College; M.A. and Ph.D., Columbia Uni­

versity, Associate Professor of English. 519 Walnut Lane.
R a y m o n d J . Suplinskas, B.S., Yale University; Ph.D., Brown University, As­

sociate Professor of Chemistry. 65 War Trophy Lane, Middletown, Pa.
D o n a ld K . S w e are r, B.A., M.A. and Ph.D., Princeton University; B.D. and

S.T.M., Yale Divinity School, Associate Professor of Religion. 109 Columbia
Avenue.
Eu g e n e W e b e r, B.A., Williams College; M.A. and Ph.D., Harvard University,
Associate Professor of German, 404 Elm Avenue.
¿Philip W einstein, A.B., Princeton University; A.M. and Ph.D., Harvard Uni­

versity, Associate Professor of English Literature. 510 Ogden Avenue.
A S S IS T A N T P R O F E S S O R S
E lija h A n d e rs o n , B.A., Indiana University; M.A., University of Chicago,

Assistant Professor of Sociology. 915 Harvard Avenue.
♦M argaret A n d e rs o n , B.A., Swarthmore College; Ph.D., Brown University,

Assistant Professor of History. 214 Rutgers Avenue.
A lfr e d H . B lo o m , B.A., Princeton University; M.A. and Ph.D., Harvard

University, Assistant Professor of Linguistics and Psychology. Swarthmore
College.
tAbsent on leave, 1974-75.
♦Absent on leave, fall semester, 1974-75.
*§Director, Swarthmore Program in Grenoble, fall semester, 1974-75.
t§Director, Swarthmore Program in Grenoble, spring semester, 1974-75.

229

FACULTY
A r t h u r L . B o w lin g , J r ., B.S., William and Mary College; M.S., University of

Illinois, Urbana, Assistant Professor of Physics. Swarthmore College.
Pa tricia W. B o y e r, B.S., Trenton State College; M.A., New York University,
Assistant Professor of Physical Education for Women, 817 Parkridge Drive,
Media, Pa.
fJa m e s B r o w , B.A. and M.A., Oxford University, Assistant Professor of

Anthropology. 146 Park Avenue.
Ta tia n a M. C o s m a n , B.A., M.A., Middlebury College; M.A., Columbia Uni­
versity, Ph.D., New York University, Assistant Professor in Russian (parttim e). Swarthmore College.
R o b e rt S a in t-C y r D u P lessis, B.A., Williams College; M.A., Ph.D., Columbia

University, Assistant Professor of History. 317 N. Chester Road.
Jan e L . G ilb e r t, B.A., Barnard, Columbia University; Ph.D., University of

Rochester, Assistant Professor of Political Science. 753 N. 26th Street, Phila­
delphia, Pa.
A lle n S. G o tth e lf, B.S., Brooklyn College; M.A., Pennsylvania State Uni­
versity; Ph.D., Columbia University, Visiting Assistant Professor of Philoso­
phy. Swarthmore College.
B a rry G ra d m a n , B.A., Williams College; Ph.D., Brandeis University, As­
sistant Professor of English Literature. 115A Ogden Avenue.
Jo h n J . H a ss e tt, B.A., St. Francis College; M.A., University of Iowa; Ph.D.,
University of Wisconsin, Assistant Professor of Spanish. 6 Crum Ledge.
Jo h n L . H e rs h e y , B.A., Eastern Mennonite College; M.A. and Ph.D., Univer­

sity of Virginia, Assistant Professor of Astronomy. 343 Park Avenue.
Janies C. H ic k m a n , B.A., Oberlin College; Ph.D., University of Oregon,

Assistant Professor of Biology. 404 Elm Avenue.
Jo h n J . H in c h e y , B.A., Georgetown University; Ph.D., H arvard University,

Assistant Professor of English Literature. 317 N. Chester Road.
W illia m L . H s u , B.S., M.S. and Ph.D., Massachusetts Institute of Technology,
Assistant Professor of Engineering. 25 Oberlin Avenue.
P e ter K e m p e r, B.A., Oberlin College; M.A. and Ph.D., Yale University, As­
sistant Professor of Economics. 317 N. Chester Road.
A lis o n M . K e tte rin g , B.A., Oberlin College; M.A. and Ph.D., University of

California, Assistant Professor of A rt History. 915 Harvard Avenue.
t t D a v i d R . La c h te rm a n , B.A., St. John’s College; Ph.D., Harvard University,

Assistant Professor of Philosophy. Swarthmore College.
L illia n M. L i , B.A., Radcliffe College; M.A., Harvard University, Assistant
Professor of History. Swarthmore College.
K e n n e th Lie b e rth a l, B.A., Dartmouth College; M.A. and Ph.D., Columbia

University, Assistant Professor of Political Science. 317 N orth Chester Road.
Jeanne A. M a re c e k , B.S., Loyola University; Ph.D., Yale University, Assistant
Professor of Psychology. 915 Harvard A v e n u e .
tAbsent on leave, spring semester, 1974-75.
ttBeginning spring semester, 1974-75.

230

FACULTY

Francis H. Martin, B.A., M.A., and Ph.D., Harvard University, Assistant
Professor of Chemistry. Swarthmore College.
Duncan E. McBride, B.A., Carleton College; M.A., Ph.D., University of
California, Berkeley, Assistant Professor of Physics. 2 Whittier Place.
Lucy S. McDiarmid, B.A., Swarthmore College; M.A., Ph.D., Harvard Uni­
versity, Assistant Professor of English Literature. Swarthmore College.
Margaret L. Miovic, B.A., Radcliffe College; Ph.D., University of Pennsyl­
vania, Assistant Professor of Biology. 600 Elm Avenue.
Hans-Eberhard Mueller, B.A., Hunter College; M.A., University of California,
Berkeley, Assistant Professor of Sociology. 317 North Chester Road.
Linda Orr, B.A., Duke University; Ph.D., Yale University, Assistant Pro­
fessor of French. Swarthmore College.
Charles Gower Price, B.A., M.A. and Ph.D., Stanford University; Assistant
Professor of Music. 4 Crum Ledge.
Michael D. Rosenthal, B.A., Wesleyan University; Ph.D., Cornell University,
Assistant Professor of Physics. Swarthmore College.
Jennie-Keith Ross, B.A., Pomona College; M.A. and Ph.D., Northwestern
University, Assistant Professor of Anthropology. Swarthmore College.
tB arry Schwartz, B.A., New York University; M.A., University of Pennsyl­
vania, Assistant Professor of Psychology. 539 Riverview Road.
Frances Schwartz, B.A., University of Chicago; Ph.D., Columbia University,
Assistant Professor of Education and Lecturer in Anthropology. 300 Avondale
Road, Wallingford, Pa.
Kenneth E. Sharpe, B.A., Dartmouth College; M.S., London School of Eco­
nomics and Political Science; Ph.D., Yale University, Assistant Professor of
Political Science. Swarthmore College.
H arriet Shorr, B.A., Swarthmore College; B.F.A., Yale School of A rt and
Architecture, Assistant Professor of Studio Arts. 302 Avondale Road, Wall­
ingford, Pa.
Roy L. Smith, B.S., University of Georgia; Ph.D., University of Virginia,
Assistant Professor of Mathematics. 31 Medbury Rd., Wallingford, Pa.
Benjamin Snyder, B.A., Albion College; M.S., Ph.D., University of Michigan,
Assistant Professor of Biology. Swarthmore College.
tKit-Yin Tieng Snyder, B.S., College of the City of New York; M.A., Univer­
sity of Michigan, Assistant Professor of Studio Arts (part time). Swarthmore
College.
Fred Solomon, B.S., Massachusetts Institute of Technology; M.S. and Ph.D.,
Cornell University, Assistant Professor of Mathematics. 519 Walnut Lane.
David H. Steinbrook, B.A., University of Pennsylvania; M.F.A., Princeton
University, Assistant Professor of Music. 317 North Chester Road.
William Stull, B.A., Northwestern University; M.A. and Ph.D., Massachusetts
Institute of Technology, Assistant Professor of Economics. 501 N. Orange
Street, Media, Pa.
tAbsent on leave, spring semester, 1974-75.

231

FACULTY
M a r ia S u a re z, B. in Litt. and Sc. Instituto de Segunda Ensenanza; Ph.D.,

University of Havana, Assistant Professor of Spanish (part-time). 5333 N.
16th Street, Philadelphia, Pa.
D w ig h t A. Sw e ig art, B.A., Franklin and Marshall College, Ph.D., North­
western University, Assistant Professor of Chemistry. Swarthmore College.
D a n ie l P . T o m p k in s , B.A., Dartmouth College; Ph.D., Yale University, As­
sistant Professor of Classics. Wildman Arms Apartments.
Jeffrey Travers, B.A. and Ph.D., Harvard University, Assistant Professor of
Psychology. 409Vi Elm Avenue.
D o u g la s M . Weiss, A.T.C.; Assistant Professor of Physical Education for
Men. 117 S. Chester Road.
C ra ig W illia m s o n , B.A., Stanford University; M.A., Harvard University, As­
sistant Professor of English Literature. 3 Crum Ledge.
Je ro m e H . W o o d , J r . , B.A., Howard University; Ph.D., Brown University,
Assistant Professor of History. Swarthmore College.

IN S T R U C T O R S
D a n ie l L . B la c k , B.F.A., Maryland Institute College of Art; M.F.A., Wash­
ington University, Instructor in Studio Arts. Swarthmore College.
Susan P. D a v is , B.S. and M.S., Springfield College; Instructor in Physical
Education for Women. Swarthmore College.
M ik i W . D e B a is e , B.S., Beaver College; M. Ed., West Chester State College,
Instructor of Physical Education for Women. 95 Heights Lane, Feasterville,
Pa.
S an dra R o b in s o n , B.A., Wellesley College, Instructor in Religion. Benjamin
West House.
Joelle L. Stopkie, M.A., New York University, Instructor in French. 537 W.
Marshall Street, West Chester, Pa.
R o b e r t Te ite lb a u m , B.A., East Tennessee State University, M.F.A., Pennsyl­
vania State University, Instructor and Technical Director of the Theatre. 7
Crum Ledge.

L E C T U R E R S A N D A S S IS T A N T S
t J o h n B a u g h , B.A„ Temple University; Lecturer in Linguistics and Black

Studies. Swarthmore College.
* K a y la F re id m a n B e m h e im , B.A., University of Pittsburgh; M.S., University

of Pennsylvania, Lecturer in Psychology. Swarthmore College.
C y n th ia B o u rg e a u lt, B.A., Ohio State University; M.A. and Ph.D. University

of Pennsylvania. Lecturer in English. Good Hope Road, Landenberg, Pa.
Ja n e A . C o p p o c k , B.A., Swarthmore College; M.F.A., Princeton University,

Lecturer in Music. 54 Witherspoon Lane, Princeton, N. J.
U rs u la M . D a v is , B.S., M T (ASCP) Colby Junior College, Assistant in Chem­
istry. 11 Rampart West, Media, Pa.
D o r o t h y K . F re e m a n , B.M., M.M., Boston University, Associate in Per­
formance (Music) and Director of the Chamber Music Coaching Program.
521 Elm Avenue.
tSpring semester, 1974-75.
♦Fall semester, 1974-75,

232

FACULTY

Gue'guen, Licence, University of Grenoble; Assistant in French.
302 N. Chester Road.
H . A la n H u m e , B.A., Haverford College; M . D . , University of Pennsylvania
Lecturer m Engineering. 411 North Swarthmore Avenue.
M a rc ia J . K r a m e r , B . A ., Stanford University; M . A . and Ph.D., Harvard Uni­
versity, Lecturer in Economics. Swarthmore College.
M a rg a re t L e h m a n , B.A., Swarthmore College, Assistant in Chemistry

Upper Gulph Road, Wayne, Pa.

105

E lk e P la x to n , B.A., Brigham Young University; M.A., University of Colorado

Lecturer in German. 4209 Baltimore Avenue, Philadelphia, Pa.
G lo r ia R o s e n , B.A., H unter College; M .A , Mt. Holyoke College, Assistant in
Biology. 336 N. Princeton Avenue.
R o b e rt M . S m a rt, B.A., Curtis Institute of Music; M .A , Westminster Choir
College, College Organist and Associate in Performance (Music). 18 Oberlin
Avenue.
B a rb a ra Y o s t S te w a rt, B .A , Swarthmore College; M .A , Bryn Mawr College

Assistant in Biology. 543 M arietta Avenue.
Jea n L. T o m e zs k o , B .A , Pennsylvania State University, Assistant in Biology
4 Prince Eugene Lane, Media, Pa.
T h o m a s O . W rig h t, M.S. and P h.D , George Washington University; Visiting
Lecturer in Physics. Swarthmore College.

Standing Committees of the Faculty, 1974-75
Academic Requirements: Pagliaro, Chairman.
Bryant, Cowden, Frost, Mueller, J. Mullins, Pryor, Skeath, Stott, P.
Thompson, Vivell/Townsend,* Willis.
Academic and Cultural Support: Bryant, Chairman.
E. Anderson, Cratsley, Morrill, Pagliaro, S. Robinson, Stott.
Admissions and Scholarships: Quesenbery, Chairman.
Bryant, Carlson, Cullen, England, Jenkins, McCrumm, W right/Li.
Black Studies: Piker, Chairman.
C. Gilbert, James, Williamson, Wood.
Center for Social and Policy Studies: C. Gilbert, Chairman.
Bramson, Dunn, Gergen, Iversen, Kemper, E. Mullins.
Computer: E. Mullins, Chairman.
Cook, Pagliaro, Press, Solomon, Steinbrook.

■

Cooper: Devin, Chairman.
Boyer, Bradley, Kemper, Landis, S. Robinson, Sharpe, Shorr, Swing/
Freeman, H. Williams.
Council on Educational Policy: Pagliaro, Chairman.
Dunn, England, Friend, Henry, Lacey, Ross, Swearer.
Names coupled indicate that, because of leaves of absence, one member is
serving in the fall semester and the other in the spring.

233

FACULTY

Committee on Faculty Procedures: Friend, Chairman.
Mangelsdorf, T. Mitchell, Oberdiek, Pagliaro, Rosen, Saffran, S. Snyder.
Curriculum: Kitao, Chairman.
Brow/M . Anderson, Mangelsdorf, T. Mitchell, V. Ooms, Pagliaro,
Press, Stott, Sweigart.
Faculty and Staff Benefits: Cratsley, Chairman.
Bramson, Cook, H. Foulke, Maass, T. Miller, Oberdiek, Rawson, Saffran,
Shero, R. Williams.
Committee on Prizes and Fellowships: Field, Chairman.
Cohn, Kettering, Lieberthal, Moll, R. Smith, Stott, Suplinskas, Townsend.
Health Sciences: D. Thompson, Chairman.
Clark, Heckscher, Lange, F. Martin, Peabody, B. Snyder, Stott, Weiss.
Library: Press, Chairman.
DuPlessis, Frost, Hershey, Kurth, Maass, Pagliaro, Weber.
Master of Arts: Bilaniuk, Chairman.
Krugovoy, Rawson, Rhys.
Physical Education and Athletics: Skeath, Chairman.
Avery, Davis, Elverson, Hammons, Hess, Hinchey, Marecek, Stetson.
Promotion and Tenure: Friend, Chairman.
Morrill, North, Pagliaro, Pennock, Pierson.
Research Ethics: Lacey, Chairman.
Barus, Gergen, F. Schwartz, Williamson.
Research Support: Schneider, Chairman.
Carpenter, Eisler, Heintz, Tafoya.
Schedule of Classes: J. Mullins, Chairman.
Beik, Fehnel, Henry, Prudente, Saffran, Stull/Raff.
Teacher Education: Pagliaro, Chairman.
Brodhead, Hess, James, Rosen, Roza/S. Smith, Savage, F. Schwartz,
Travers, Wood.
Teaching Technology: Rosenberg, Chairman.
Brodhead, Davies, Hickman, Hinz, E. Mullins, Swearer, Teitelbaum.
Use of College Facilities: Cook, Chairman. .
Hess, Landis, Skeath, Stanton, Stetson.
Secretary to the Faculty: Klotz.

234

FACULTY

Divisions and Departments
I. D IV IS IO N O F T H E H U M A N IT IE S
Thomas N. Mitchell, Chairman.
Art, Hedley H. Rhys, Chairman.
Classics, Helen F. North, Chairman.
English Literature, Susan B. Snyder, Acting Chairman.
History, Harrison M. Wright, Chairman.
Mathematics, David Rosen, Chairman.
Modern Languages, Philip Metzidakis, Chairman.
Music, Peter Gram Swing, Acting Chairman.
Philosophy, Hugh M. Lacey, Chairman.
Psychology, Kenneth J. Gergen, Chairman.
Religion, P. Linwood Urban, Chairman.
II. D IV IS IO N O F T H E SO C IA L SC IE N C E S
Van D oom Ooms, Chairman.
Economics, Frank C . Pierson, Chairman.
Engineering, H. Searl Dunn, Chairman.
History, Harrison M. Wright, Chairman.
Mathematics, David Rosen, Chairman.
Philosophy, Hugh M. Lacey, Chairman.
Political Science, J. Roland Pennock, Acting Chairman.
Psychology, Kenneth J. Gergen, Chairman.
Sociology and Anthropology, Leon Bramson, Chairman.
III. D IV IS IO N O F T H E N A T U R A L S C IE N C E S A N D
E N G IN E E R IN G
David L. Bowler, Chairman
Astronomy, Wulff D. Heintz, Chairman.
Biology, Norm an A. Meinkoth, Chairman.
Chemistry, Raymond J. Suplinskas, Chairman.
Engineering, H. Searl Dunn, Chairman.
Mathematics, David Rosen, Chairman.
Philosophy, Hugh M. Lacey, Chairman.
Physics, Paul C. Mangelsdorf, Jr., Acting Chairman
Psychology, Kenneth J. Gergen, Chairman.

235

A D M IN ISTR A T IO N
P R E S I D E N T ’S O F F I C E
Th e o d o re F r ie n d , B.A., Williams College; M.A. and P h .D ., Yale University,

President.
John J. Creighton, B.A., Swarthmore College; M.B.A., University of Pitts­
burgh, Assistant to the President.
V IC E -P R E S ID E N T S ’ O F F IC E
E d w a r d K . C ra ts le y , B.A., College of Wooster; M.B.A. and D.C.S., Harvard
University, Vice President— Administration, Finance; Controller.
K e n d a ll L a n d is , B.A., Swarthmore College; M.A., Wesleyan University, Vice-

President—Alumni, Development, Public Relations.
Pa ulin e M . C a rr o ll, A lis o n Carsw ell N a y lo r , B . A ., Swarthmore College, Secre­

taries.
P R O V O S T ’S O F F I C E
H a r o ld E. P a g lia ro , A.B., M.A. and Ph.D., Columbia University, Provost.
Jacqueline R o b in s o n , Secretary.
G ilm o r e S to tt, B.A. and M.A., University of Cincinnati; B. A. and M.A. Uni­

versity of Oxford; M.A. and Ph.D., Princeton University. Associate Provost-—
Registrar.
D E A N S ’ O F F IC E S
J.

E d w a r d S ke a th , B.A., Swarthmore College; M.A. and Ph.D., University of

Illinois, Dean of Men.
*D e b o r a h To w n s e n d , B.A. and M.A.,

University of Michigan, Dean of

Women.
Susan V iv e ll, B.A., Swarthmore College; M.A., University of California at
Los Angeles, Acting Dean of Women, fall semester, 1974-75.
Fle tc h e r J . B ry a n t, J r . , B.A., Lincoln University; M. Re. Ed., Boston Uni­
versity School of Theology; B.D., Colgate-Rochester Divinity School, Asso­
ciate Dean of Students and Director of Minority Support Programs.
P h yllis H . R a y m o n d , B.A., Indiana University; M.A., Swarthmore College. As­

sistant to the Deans.
♦Absent on leave, fall semester, 1974-75.

236

AD M IN ISTR A TIO N
L y n n e D a v is M ifflin , B.A. and M.A., Swarthmore College, Director of Financial
Aid and Adviser to Foreign Students.
G lo r ia C a re y E v a n s , B.A., Western Washington College of Education; M.S.,

University of Washington; Ph.D., Stanford University, Consultant for Testing
and Guidance.
Head Residents in Dormitories:
Jo h n W ils o n , B.A. and M.A., St. Joseph’s College, and D o r o th y W ils o n ,

Parrish Hall.
V irg in ia E . M y e r s , Willets Hall.
Jero m e H . W o o d , J r ., B.A. Howard University; Ph.D., Brown University

Wharton Hall.

D . G re tc h e n B o w e n , A lm a S te w a rt, Ju lia L e m o n , V e r a B . M o rris o n , Secre­

taries.

AD M ISSIO N S O F F IC E
W illia m D . Q ue sen bery, J r . , B.A., Randolph Macon College; M.A., Columbia
University, Dean of Admissions.
D o u g la s C. T h o m p s o n , B.S., Swarthmore College, Associate Dean of Admissions.
B a rb a ra Pearson La n g e , Associate Dean of Admissions.
Jo h n H . H u m p h rie , J r ., B.A., Swarthmore College; Assistant to the Dean of

Admissions.

D a v id A. W a lte r, B.S., Swarthmore College; M. Div., Princeton Theological
Seminary. Assistant Dean of Admissions.
W allace A n n A y r e s , B.A., Swarthmore College; Ed.M., H arvard University

Assistant Dean of Admissions (part time).
Emily Bonsall, Administrative Assistant.
B arb a ra A. D a l y , Sara-Page W h ite , B.A., Swarthmore College, Secretaries.
R E G I S T R A R ’S O F F I C E
G ilm o re S to tt, B.A. and M.A., University of Cincinnati; B.A. and M.A. Uni­
versity of Oxford; M.A. and Ph.D., Princeton University. Associate Provost__
Registrar.
Jan e H . M u llin s , B.A., Swarthmore College, Associate Registrar.
M a rjo rie L . W e b b , B.A., University of Delaware; N a n c y
K r u c z a j, M a r y E t t a Z w e ll, Secretaries.

B e ll, N a ta lie

LIBRARY STA FF
College Library
R ic h a rd L . Press, B.A., M.L.S., University of California at Berkeley; Ph.D.,

Dropsie University, Librarian.
Ju d ith

P u lla n ,

Assistant.

B.A.,

University of Western

Australia,

Administrative

M a rg e ry J . H i l t z , Secretary to the Librarian.

237

AD M IN ISTR A TIO N
P a u lin e M a rs h a ll, B.S., Simmons College; Shirley F . K i r b y , B.A., Washing­
ton University, M a rjo rie D . S m ith , B.A., University of Connecticut;

Assistants, Serials Section.
D o ris B e ik , B.A. and B.S. in L.S., State University of New York at Albany,

Head, Cataloging Department.
M a r y L . F r o r e r , B.A. and M.A., Swarthmore College; B a rb a ra H .
Schleyer, B.S., Simmons College; A n n e M . S w a n n , B.A. Swarthmore
College, Assistant Catalogers.
R os e m a ry Fe rg u s o n , B.S., Ed., Mansfield State College; D o ris P itm a n
M o is t; D o ris R e d fie ld ; Eliza b e th T o lie s , A.B., Radcliffe College;
C h a rlo tte W eiss, Assistants.
Ja n e H. A a r o n , B.A., Birmingham-Southern College; M.S. in L.S., Drexel

University, Head, Order Department.
M a r y C. K e rb a u g h , B.A., University of Pennsylvania; M.S. in L.S., Drexel
University, Assistant Order Librarian.
M o n iq u e C o n s ta n tin o , Assistant.
H o w a r d H . W illia m s , B.A., Lake Forest College; M.A. and B.S. in L.S.,

Columbia University, Head, Reference Department.
L o is G . Pe terson , B.A., Oberlin College; E liza b e th H . P h illip s , B.A.,
Swarthmore College, Assistants.
Jam es A. H i n z , B.A., Concordia Senior College; B.D., M.Div., Concordia

Seminary; M.A., Stanford University, Humanities Librarian.
C a th e rin e J . S m ith , B.A., Swarthmore College; B.S. in L.S., Drexel Univer­

sity, Head, Circulation Department.
N a n c y C . B e c h ; Pa u lin e E . H a llm a n ; F e lic ia H e y m a n ; A n n e J . Pe rkin s ;
Je a n P fe iffe r; M a r th a S c o tt, Assistants.
E le a n o r A. M a a ss , B.A., M.S., University of Illinois; Ph.D., University of

Wisconsin, Science Librarian.
E m i K . H o r ik a w a , B.E., University of Nevada, M.A., University of
Utah; N a n c y W y llie , B.A., Oberlin College, Assistants.
G e o rg e K . H u b e r , B.A., University of Pennsylvania; M.S. in L.S., Drexel

University, Music Librarian.
Friends Historical Library
J. W illia m F r o s t , B.A., DePauw University; M.A. and Ph.D., University of
Wisconsin, Director.
Jan e A . R ittenh ouse, B.A., Swarthmore College; M.A., Middlebury College;
M.S. in L.S., Drexel University, Assistant Director.
C la ire B. Shetter, Philadelphia Musical Academy, Cataloging Assistant;
E le a n o r B . M a y e r , B.A., Ohio Wesleyan University; P a tric ia L . N e ile y ,
Columbia University; N a n c y P . Speers, Middlebury College; Ja n e M .
T h o rs o n , B.A., Goddard College, Assistants.
K a z u e O y e , M a rg a re t A. H e id e n g re n , B.A., Valparaiso University, Conser­

vation Assistants.

238

A D M INISTRATIO N

Swarthmore College Peace Collection:
Bernice B e rry N ic h o ls , B . A ., University of Missouri, Curator.
N in a W a lls , B.A., Swarthmore College; M.S. in L.S., Drexel University;
M a u d W . M a rs h a ll, Assistants.

Honorary Curators of the Friends Historical Library
Fra nc es W illia m s B r o w in , H e n r y J . C a d b u r y , L a V e rn e F o r b u s h , Jam es
R . F r o r e r , Hadassah M . L . H o lc o m b e , W illia m H u b b e n , C a ro lin e B iddle
M a lin , E d it h W illiam s W a y .

Advisory Council of the Swarthmore College Peace Collection
H e le n M . C a rr o ll, E . C h arle s C h a tfie ld , Ju lie n C o rn e ll, H ila r y C o n r o y ,
A lfr e d A . F ra s e r, H I , L a r r y G a r a , R o b e rt W allace G ilm o r e , Ph e be R .
Jacobsen, K e n d a ll La n d is .

COMPUTER CENTER
E d g a r R . M u llin s , B.A., Grinnell College; M.A. and Ph.D., University of Illinois,

Director of Computer Education and Activities.
R o n a ld A n t o n , B.S., Drexel University, Director of the Center.
S au ndra K . G ra b a n ia ; A g n e s K e n n e d y .

BUSINESS O F F IC E
G . C a ro lin e S h e ro , B.A., Swarthmore College; M.B.A., University of Pennsyl­

vania, Associate Controller, Accounting and Finance.
H a r o ld L . F re d e ric k , J r ., B.S., Juniata College, Accountant.
F re d a T h o m a s , M a rg a re t A . T h o m p s o n , E lle n R . Au gsbe rg e r, L a u r a M c L a u g h ­
lin , Assistants.
Le w is T . C o o k , J r ., B.A., St. Lawrence University; M.S., Pennsylvania State

College, Associate Controller, Business Affairs.
R u t h B . W a lk e r, Secretary; D o ris M o rris o n , Purchasing Clerk.
N o r m u n d L. B andrevics, B.B.A., University of Latvia, Manager of Bookstore.
C la ire H o d n e tt, D a is y S. Je ffre y , Assistants.
M arg u e rite C liffo rd , E d it h C o h e n , E d it h W o o d la n d , A d e la ide Y o u n g , Steno­

graphic Staff.
J u d y G ra c e F e iy , H e le n B u rg o y n e , D o r o th y H . O ls o n , Switchboard Operators.
A rle n e D e lo z ie r , Postmistress.

BU ILDIN G S AND GRO U ND S D EPA R TM EN T
W illia m M . S ta n to n , J r ., B.A., University of Wisconsin, Director of Physical

Plant.
Joseph E . S p a ffo rd , B.S., University of Missouri, Planning Engineer.

239

A D M IN ISTR A TIO N
F ra n k lin H . B rigg s, B.A., Earlham College; R ich ardso n F ie ld s ; D a v id M e lro se ;
H a r o ld H o fm a n ; H e n r y P e irso l, Assistants to the Director of Physical Plant.
Ju n e C a rn a il, Dormitory & Housing Coordinator.
M a rg a re t R . S h a w , Sarah H a stin g s , R osalie F . M a ile r , Jacqueline B a tk e r,
E s th e r K e lle y , Secretaries.
A b b ie Jo n e s , L e ila D e n n is M c D u f f y , V irg in ia E . M y e rs , R ac h e l W illia m s,
P h yllis W o o d c o c k , Dormitory Assistants.
Jo h n C . W is te r, B.A., Harvard University; D.Sc., Swarthmore College, Director

Emeritus of the A rthur H oyt Scott Horticultural Foundation.
Joseph W . O p p e , B.S., Marietta College; M.S., University of Idaho, Director of

the A rthur Hoyt Scott Horticultural Foundation and Swarthmore College
Horticulturist.
L o re tta H o d y s s , B.S., Iowa State University; M.S., University of Delaware,

Horticulturist.
D a v id M e lro se , Assistant Director.
Josephine H o p k in s , Secretary.

A L U M N I A F F A I R S AND
I N F O R M A T I O N S ER VI CES
M a r a ly n O rb is o n G ille sp ie , B.A., Swarthmore College, Director.
R h e a B . S eagull, B.A., Douglass College, Assistant Director.
B a rb a ra H illm a n , B.S., Temple University, Assistant for Publications.
M ild re d D . S tra in , Secretary.

DEVELOPMENT
B e tty N . E is le r, B.A., Swarthmore College, M.S., Drexel University, Assistant

Director of Development.
Sarita S m ith B e rr y , B.A., Swarthmore College, Research Associate.
C la re V ic to riu s , Secretary.

A L U M N I A N D F U N D O FF I C E S
K a th r y n Bassett, Director.
L a r k H a rg ra ve s M a r c h , B.A., Swarthmore College, Annual Funds Secretary.
M a r y C . K a s p e r, Alumni Recorder.
E liza b e th C a m p b e ll, E lin o r B . Ele n ie w s k i, In g e r M a n sfie ld , Secretaries.

C A R E E R C O U N S E L I N G AND P L A C E M E N T
Ju d ith K a p u s tin K a t z , B.A., Temple University; M.A., University of Michigan,

Director.
Josephine B o o th , Secretary.

240

ADM INISTRATIO N

H E A L T H S CI EN CE A D V I S I N G P R O G R A M
Douglas C. Thompson, B.S., Swarthmore College, Advisor.
Bonnie H a r v e y , Secretary.

HEALTH SERVICE
Jaimes E. C la r k , B.A., West Virginia University; M.D., Jefferson Medical Col­

lege, Director of Medical Services.
Je ffre y M. B e ll, B.A., University of Rochester; M.D., Hahnemann Medical

College, Associate Director.
P a u l T. Cass, B.A., Juniata College; M.D., Hahnemann Medical College,

College Physician.
R u th A n n F itz p a tr ic k , B.A., Holy Family College; M.D., Medical College of

Pennsylvania, College Physician.
M a r y L . P r a tt, B.A., Rosemont College; M.D., Hahnemann Medical College,

Consulting Gynecologist.
E r w i n R , S c h m id t, J r ., B.S., Yale University; M.D., University of Wisconsin,

Consulting Orthopedic Surgeon.
Consulting Psychiatrists:
J . W . L y o n s , B.A., University of Scranton; M.D., University of Pennsylvania.
Silas L . W a rn e r, B.A., Princeton University; M.D., Northwestern University.
S y lvia S. Y e d in s k y , B.A., University of Pennsylvania College for Women;

M.D., Women’s Medical College of Pennsylvania.
Consulting Psychologist:
Fre d e ric J . L e v in e , B.A. and M.A., Brooklyn College; Ph.D., University of
Michigan.
Nurses:
E . E liza b e th M c G e a r y , R.N., Head Nurse, E le a n o r B a ttin , R.N., Eliza b e th
C o zin e , R.N., H e le n R . M a r tin , R.N., Jo a n M o r to n , R . N .
Ja n e t B . H a z z a r d , R.N., Secretary.

DEPARTMENTAL SECRETARIES,
ASSISTANTS AND T E C H N I C I A N S
Art: Teresa K lin g le r.
Astronomy: M a r y M a c D . Jack son , B.A., Swarthmore College; E liza b e th H .
K u h lm a n , B.A., Mount Holyoke College; Lo u is e H . M itc h e ll, B.S., West
Chester State College; M a rc e lla S h a n le y, Hunter College; M ic h a e l D . W o r th ,
A.A., Keystone Junior College.
Jan e t M a r tin , Secretary.

Biology: L lo y d M e rritts ; O t to H e b e i.
Chemistry: Jacqueline B r a y ; E d w a r d C . K e h l.

241

A D M IN ISTRA TIO N
Economics: Eleanor Greitzer; M ary E. Renneisen.
Education: Ruth Boyle.
Electronics Technician: John J. Dougherty.
Engineering: Frances Shero, B.A., Swarthmore College; Josephine Booth;
F. S. Hockman.
English Literature and Division of the Humanities: Thelma M. Miller.
History: Eleanor W. Bennett.
Mathematics and Division of the Social Sciences: Dorothy D. Blythe.
Modern Languages: M artha Dieffenbach.
Music: Mary G. Gatens.
Philosophy: Alta K. Schmidt.
Physical Education for Men: Elizabeth Bassett; Octavius Holland; David
Lester.
Physical Education for Women: Esther R. Gosser.
Physics: John R. Andrews.
Political Science: Eleanor Greitzer; Mary E. Renneisen.
Center for Social and Policy Studies: Louise Collozzi.
Psychology: Virginia S. Greer; Otto Hebei; Sue Santa Maria; Wmmfred
Vaules.
Religion: Alta K. Schmidt.
Sociology and Anthropology: Pauline B. Federman.

242

VII
VISITING

EXAM INERS

DEGREES

CONFERRED

AWARDS

AND

ENROLLMENT

DISTINCTIONS
STATISTICS

P L A N OF C O LLEG E G R O U N D S

Commencement Procession

VISITING EX AMI NE RS 1974
ART: Professor Dorothy W. Gillerman, Brown University; Professor Robert
A. Koch, Princeton University; Professor A rthur S. Marks, Bryn Mawr Col­
lege.
ASTRONOMY: Dr. Dermott Mullan, Bartol Research Foundation.
BIOLOGY: Professor H arry O. Corwin, University o f Pittsburgh; Dr. Patricia
J. DeCoursey, Belle W. Baruch Coastal Research Institute, University of South
Carolina; Professor Philip B. Dunham, Syracuse University; Professor Dietrich
Kessler, Haverford College; Professor Lawrence H. Pike, George Mason
University.
CHEMISTRY: Professor Colin McKay, Haverford College; Professor Jay
Young, Bryn Mawr College.
ECONOMICS: Professor Earl Adams, Allegheny College; Professor Benjamin
I. Cohen, Yale University; Professor Arnold Collery, Am herst College; Profes­
sor Larry Darby, Temple University; Professor Holland Hunter, Haverford
College; Professor Robert Summers, University of Pennsylvania.
ENGINEERING: Professor John Eric Edinger, University o f Pennsylvania;
Professor Clark P. Mangelsdorf, University of Pittsburgh.
ENGLISH LITERATURE: Professor Leo Braudy, Columbia University; Pro­
fessor Joan Ferrante, Columbia University; Professor Daniel Hoffman, Uni­
versity of Pennsylvania; Professor Bishop Hunt, Princeton University; Professor
Barbara Smith, University of Pennsylvania.
HISTORY: Professor Richard D. Challener, Princeton University; Professor
David M. Chalmers, University of Florida; Professor Paul A. Cohen, Wellesley
College; Professor Jean Herskovits, State University o f New York at Purchase;
Professor Edward M. Peters, University of Pennsylvania; Professor Philip
Pomper, Wesleyan University; Professor Donald G. Rohr, Brown University.
LINGUISTICS: Dr. Lynette Hirschman, University o f Pennsylvania; Dr.
Jacqueline S. Sachs, University of Connecticut.
MATHEMATICS: Professor Edward Hook, Fordham University; Professor
Frank Spitzer, Cornell University; Professor Thann Ward, University of
Virginia.
MODERN LANGUAGES
FRENCH: Professor Marcel Gutwirth, Haverford College; Professor
Albert Sonnenfeld, Princeton University.
PHILOSOPHY: Professor John E. Atwell, Temple University; Professor Fred
Feldman, University of Massachusetts at Amherst; Professor Allan Gotthelf,
Trenton State College; Professor Theodore Mischel, State University o f New
York at Binghamton; Professor Thomas Nagel, Princeton University; Professor
Thann Ward, University of Virginia.
PHYSICS: Dr. Henry Abarbanel, National Accelerator Laboratory; Professor
David Park, Williams College; Professor Michael Reed, Princeton University.
POLITICAL SCIENCE: Professor Joel D. Aberbach, University o f Michigan;
Professor Robert J. Art, Brandeis University; Dr. Lucy C. Behrman, Fels
Center of Government; Professor Roy F. Grow, Brandeis University; Professor
Charles A. Miller, Princeton University; Professor Sheldon Wolin, Princeton
University.

244

V IS IT IN G

E X A M IN E R S

PSYCHOLOGY: Professor Douglas Davis, Haverford College; Dr. Deborah
Kemler, University of Pennsylvania; Professor Dennis Krebs, Harvard Uni­
versity; Dr. David Ogilvie, Rutgers University at New Brunswick; Professor
David Ricks, Psychological Center, New York; Dr. Jacqueline S. Sachs, Uni­
versity of Connecticut; Professor Jill Wannemacher, Bryn Mawr College; Pro­
fessor Jay Weiss, Rockefeller University; Professor Carl Zuckerman, Brooklyn
College.
RELIGION: Professor Robert F. Evans, University of Pennsylvania; Professor
Frank Reynolds, The Divinity School, University o f Chicago; Dr. Gerhard
Spiegler, Temple University.
SOCIOLOGY AND ANTHROPOLOGY: Professor Raymond Fogeslon, Uni­
versity of Chicago; Professor Robert F. Lyke, Princeton University; Professor
Stanford Lyman, New School for Social Research; Professor Gilbert Rozman,
Princeton University.

DEGREES CONFERRED
June 3, 1974
B A C H ELO R

O F ARTS

Thomas Alexander Aleinikoff,
Political Science
Sandra Jeane Alexander*,
Political Science
W arren Morse Allen, Biology
Jonathan Leigh Altman, Physics
David Jonathan Apfel, Philosophy
Jeffrey Lawrence Apfelbaum,
Biology
Heather Ann Argyle, Biology
Adam Steven Asch, Biology
Emily Louise Atkinson, A rt History
Robin Goodhue Barber, Biology
Lisa Helene Barsky, Psychology
David Stuart Baskin, Psychology
James Michael Becker, Economics
Shelley Robin Bedell, French
Herbert Maitland Bedolfe, III,
Psychology
Sherry Franchesca Bellamy!,
Political Science
Caryn L. Bern, Chemistry
Lynn Ellen Bernstein§, Psychology
Mitchell Kent Black§, Psychology

Edwin Olen Blew§, Psychology
Alice Lane Bodley, Political Science
Joann Norma Bodurtha, Biology
Barbara Ellen Boehm*,
English Literature
Rosanne Boldman, Biology
Gino Clement Bottino, Biology
Steven Alexander Bowers*,
Psychology
Daniel Walter Brenner, Biology
Elizabeth Rose Sanders Bressoud,
Biology
Henry Joseph Brodnicki,
Political Science
Byron Frank Brown,
English Literature
Jean Louise Brown, Religion
Joan Ellen Brown, Psychology
Susan Rebecca Brown, A rt History
Katherine Forrest Bryant,
English Literature
Armond David Budish,
Political Science
Darryl C. Burket§, Psychology
Babette Addona Burns, A rt History

* As of the Class of 1973.

t With concentration in Black Studies.

§ Secondary School Teaching Certificate.

245

DEGREES

CONFERRED

Rebecca Weld Bushnell,
English Literature
Katherine Buttolph, Russian
Michael Chusid, Russian
Nancy Elizabeth Cinnater,
English Literature
Jean-Marie Clarke, A rt History
Kenneth A rthur Cohen, Economics
Michael Jon Cohen, Biology
William Claude Collins,
Political Science
Jennifer Cook, A rt History
Donald Edward Cooper, Chemistry
Jordan Lynne Comog, Religion
Christina Crosby, English Literature
Andrew Loeb Dannenberg, Biology
Margaret Chiquita Davidson,
Religion
David Hammeken Davis, Biology
Lynn Caywood Detwiler, Physics
Joanne Elizabeth Devlin, History
Mark Hamilton DeWitte**,
Psychology
Carol Elizabeth Diggs, A rt History
Michael Ellis Dudnick, Psychology
Charles Gerard Durand, Biology
Robert Eric Early, Physics
Deborah Rosen Edelman, Biology
Jacqueline Ladine Edmonds§,
Mathematics
Catherine Anne Egli, Psychology
Kandace EinbeckSS, German
Marion Kristine Emanuelson,
Sociology & Anthropology
Shawn Sheldon Emory, Economics
Steven Allen Epstein, History
Jonathan Howard Erb, History
Lana Marie Everett, Biology
Stephen Reidar Fast, Mathematics
Anne Henderson Finucane,
Sociology & Anthropology
Eileen Claire Finucane, Philosophy
Anna Rachelle Fisher,
English Literature
Laurel Ruth Fisher, Greek

** As of the Class of 1972.

* As of the Class of 1973.
§ Secondary School Teaching Certificate.

246

Henry Burch Floyd, Biology
William Cameron Forbes, Economics
Jeffrey Alexander Frankel, Economics
Christine Alice Frasch, Psychology
Eric Donald Gaver**,
Sociology & Anthropology
Karen Lee Genkins,
Sociology & Anthropology
Jeffrey Lee Gertler, History
Daniel Joyce Gibbon, History
Sam Peter Gidas,
Economics and Mathematics
Alan M artin Glaseroff, History
Marc Ellis Goldberg, Psychology
Edmund Tayloe Gordon,
Sociology & Anthropology
Wayne Frederick Gregg, Psychology
Randall Grometstein, History
Tiziano Guerra, Spanish
Maggie Habib* Philosophy
Marc Robert Halley, Biology
Theodore Bruce Hannon, History
Helen Victoria Haring§,
English Literature
Mark Matthew Harmeling, History
William Wallace Harrington, Jr.,
Biology
Janet Carol Hart,
Sociology & Anthropology
Elizabeth Ames Hastedt,
English Literature
Louis David Heavenrich, Psychology
Patricia Marie Heidtmann, Biology
Klaus Heinrich Hein, German
Andrew A. Henderson, III, Biology
Neil Stuart Heskel, Philosophy
Samuel Huntington Hobbs, IV,
Spanish
Carol Leslie Hogben, Mathematics
Roger C. Holstein, English Literature
David S. Hough*, Mathematics
M ark Charles Hoyer, Biology
David Peter Hoyt, Economics
John F. Humphrie, Jr.§,
Sociology & Anthropology

DEGREES

Lynette Diane H unkinst,
Sociology & Anthropology
Deborah Gregg Hunt, Psychology
Frank Charles Huntington, History
Joanna Starr Hynes, History
Keiko Itoh, History
M ark David Jackson,
Mathematics and Psychology
Peter Barnes Jaquette, Economics
Cynthia Ann Jettert§,
Sociology & Anthropology
Deborah Lorraine Johnson,
Political Science
Charles Pownall Jones, History
Jacqueline Denise Jonest, Psychology
George Demetrios Karis, Psychology
Claudia Helen Kawas, Psychology
Richard Alan Keiter§, Economics
Richard Andrew King,
Political Science
William Astor K irkt,
Political Science
Donna May Kirshbaum, Greek
Deborah Jane Kogan,
Sociology & Anthropology
Karen Kohlberg,
Russian and Psychology
Susan Koran, History
Nina Julia Kraus, Psychology
Robert Neil Kravitz, History
Sherman Lewis Kreiner§, Sociology <6
Anthropology and Political Science
Jean Lorraine Kristeller, Psychology
Uma Kuchibhotla, Spanish
Nell Brockenbrough Lancaster,
Philosophy
Katherine Penney Lane, Biology
Anne Talcott Lawrence,
Sociology & Anthropology
Stephen G irard Lax, Jr., Psychology
Keith Baylor Layton, Political
Science-International Relations
Michael Joseph Leja, A rt History
Debra Rachel Levin, History

CONFERRED

Donata Celeste Lewandowski,
Chemistry
Veechwin Li, Economics
Laura Crowell Lieberman§,
English Literature
Margaret Ann Linton, Psychology
Jennifer Anne Lippincott, Psychology
Robert Mather Lippincott,
English Literature
Irina Livezeanu, Greek
Christopher Wickliffe Lowery,
Psychology
Thomas Fenton Luce, Jr., Economics
Catherine Anne Lutz,
Sociology & Anthropology
Susan Carol Maerki, Biology
Donna Magda§ Mathematics
David Bruce Mallott, Biology
Michael Brooks Martin, Biology
Jeffrey H al Massien*, Economics
Frances Masterson, A rt History
Rachel Mausner, Biology
Gerald McKenzie, Economics
Peter Brett McKinney,
Political Science
Robert Eastburn McVaugh,
Special Major,
Rodney Morris Mebane,
Political Science
Christiaan Philip Melson, Psychology
Josephine Anne-Marie Merena,
Russian
M argaret Buist Merrill, Russian
Crispin Mount Miller, Biology
Jean Madeleine Millican, Chemistry
Carolyn Cecelia MitchelltS,
Sociology & Anthropology
Sandra Lynn Moon,
Economics and Psychology
Alberto Jose Mora, English Literature
John Robert Morken, Mathematics
William Gustav Mueller, History and
Political Science-International
Relations
Ronda Lou Muir* Psychology

*As of the Class of 1973.

§ Secondary School Teaching Certificate,

t With concentration in Black Studies.

247

DEGREES

CONFERRED

Susheela Moreshwar Nadkami,
French
Thomas William Nash, Biology
Deborah Neale, French
Christopher Martin Niemczewski,
A rt History and Economics
Donatus Chukwubueze Ohanehi,
Mathematics
William Edward Olen**, Psychology
Cady Stanton Olney,
English Literature
Richard Matthew Osterweil,
Political Science
Robert Frank Owen, Economics
Jane M artia Packard, Psychology
Janis Hoyt Palmer,
Sociology & Anthropology
Michelle Margaret Palmer, Biology
Patricia Jean Peters, Biology
Pamela Irene Pittenger,
Sociology & Anthropology
Lois Ann Polatnick, Biology
Edward Louis Polochick, Music
Glenn Edwin Porter*, Psychology
Samuel James Powellt, Psychology
Cornelia Punj*, A rt History
Kevin Francis Quigley,
English Literature
Helen Edwards Rayner, French
Michael F. Redfield, A rt History
Drew Dee Reynolds, Political Science
Katharina Elizabeth Robeck, Biology
Donald Roberson, Political Science
Paul Davis Roose, History
Leonard David Roseman, Physics
Richard Allen Rudnick,
Political Science
Barbara Janet Rudolph*, Psychology
Shalom Saar§, Economics and
Psychology
Shelley Ann Sackettl, Psychology
Cheryl Jeanne Sanderst, Mathematics
M argaret Luise Sanner§, History
David Hendry Sawyer, History
William Jay Schmiedel, Religion
*** As of the Class of 1971.
§ Secondary School Teaching Certificate,
t With concentration in Black Studies.
* As of the Class of 1973.

248

Johanna Marie Schmitt, Biology
Jonathan Bernard Schwartz,
Philosophy
Donald Eugene Selby, Jr.,
English Literature
David Marvin Shavin, Philosophy
Stephen Patrick Shea,
English Literature
Bonnie Yochelson Shechtman,
History
David Shechtman, Economics
James Grattan Sheehan,
Economics and English Literature
David Samuel Shucker, Mathematics
Betsy Sue Simson, French
Paula Skallerup, English Literature
Richard Charles Slawsky*,
Psychology
Laura Penney Smith§,
English Literature
Robert Henry Smith, Jr., Mathematics
James Herbert Spigel, Biology
George Isaac Stanleyt,
Sociology & Anthropology
Lawrence Christopher Stedman,
Psychology
Rosemary LaRue Steel***,
English Literature
John Louis Stenger, Special Major
Hugh Scott Stephenson*, Psychology
George William Stevens, Physics
Lydia Florence Stoiadin,
English Literature
Catherine Cake Stone, Psychology
Kristine Brigitte Strateff*, Psychology
Jeffrey Fetterhoof Swigart,
Political Science
Joseph Shigehiro Takahashi, Biology
Kin On Tam, Mathematics
Alan Tawil, Economics
Samuel Osgood Taylor, Chemistry
Davia Beth Temin, A rt History
Vaneese Yseult ThomastS, French
Marjorie Jean Thompson,
Special Major

DEGREES

CONFERRED

John Whyte, Biology
David Newton Thurber**,
Psychology
Earle Rolfe Williams, Physics
Harold Wayne Trammel, Religion
Ernest Wallace Williams, Jr., History
Elizabeth Nieves Traversi, Spanish
Scheryl Eugenia Williamst, Political
Matthew Ira Ullman, Psychology
Science-International Relations
Marya Christina Ursin**, A rt History
Paul
Guy Winer, Philosophy
Johannes Andreas Valentin,
A rt History
Edward Leslie Winpenny,
English Literature
Donald Jason Venes,
English Literature
Mary Wood, A rt History
Frances Vilella-Velez,
Martin Briner Woods, History
Biology and Spanish
Jon
Morrison Young,
Margaret Ann Vogt, Religion
English Literature
David Allen Vorhis, Philosophy
Catherine Yuen, Physics
Diane Patrice Washington!!, French
M artha Alice Ziebur, Biology
Laura Stewart Welch, Biology
Karellynne Wertheimer,
George M artin Zinkhan,
English Literature
English Literature
B A C H E L O R O F S C IE N C E
Peter George Colin, Engineering
Azim Alibhai Velji Dosani,
Engineering
John Hrihory Dydiw, Engineering
William Cameron Forbes,
Engineering
Tiziano Guerra, Engineering
Klaus Heinrich Hein, Engineering
Chong Kuan Koh, Engineering
Chikwado Sunday Nwosu,
Engineering

Donatus Chukwubueze Ohanehi,
Engineering
Donald Roberson, Engineering
Stephen Patrick Shea, Engineering
Ray Luther Steinmetz, Engineering
Spyros Nicou Stephanou,
Engineering
Harold Wayne Trammel, Engineering
Stacey Harrison Widdicombe,
Engineering
Stephen Robert Zimmerman,
Engineering

HONORARY DEGREES
Eleanor Flexner
Richard Wall Lyman
Andrew J, Young, Jr.

DOCTOR OF HUM ANE LETTERS
DOCTOR OF LAWS

** As of the Class of 1972.
§ Secondary School Teaching Certificate.
T With concentration in Black Studies.

249

AW ARDS A N D D ISTIN C TIO N S
HONORS AWARDED BY TH E VISITING EXAMINERS
HIGHEST HONORS:
T. Alexander Aleinikoff, C. Leslie Hogben, Karellynne Wertheimer.
H IG H HONORS:
David Baskin, Christina Crosby, Lynn Detwiler, Steven Epstein, W. Cameron
Forbes, Jeffrey Frankel, Patricia Heidtmann, Frank Huntington, Charles
Jones, Richard Osterweil, Jonathan Schwartz, David Shechtman, David
Shucker, Earle Williams.
HONORS:
James Becker, Katherine Bryant, Armond Budish, Nancy Cinnater, Donald
Cooper, Marion Emanuelson, David Hoyt, Deborah Hunt, Peter Jaquette,
Deborah Johnson, Claudia Kawas, Robert Kravitz, Jennifer Lippincott, M.
Brooks Martin, Alberto Mora, John Morken, Cady Olney, Robert Owen,
Janis Palmer, Kevin Quigley, Drew Reynolds, Paul Roose, Leonard Roseman, Bonnie Shechtman, Paula Skallerup, Lydia Stoiadin, Jeffrey Swigart,
Kin On Tam, Davia Beth Temin, David Vorhis, Catherine Yuen.
DISTINCTION IN COURSE AWARDED BY FACULTY
Heather Ann Argyle, Robin Goodhue Barber, Lisa Helene Barsky, Daniel
Walter Brenner, Rebecca Weld Bushnell, Michael Chusid, Andrew Loeb
Dannenberg, Azim Alibhai Velji Dosani, Michael Ellis Dudnick, Charles
Gerard Durand, Catherine Anne Egli, Sam Peter Gidas, Tiziano Guerra,
Klaus Heinrich Hein, Neil Stuart Heskel, Roger C. Holstein, M ark David
Jackson, Deborah Jane Kogan, Nina Julia Kraus, Sherman Lewis Kreiner,
Jean Lorraine Kristeller, Anne Talcott Lawrence, Michael Joseph Leja,
Irina Livezeanu, Thomas Fenton Luce, Jr., Catherine Anne Lutz, Rachel
Mausner, Robert Eastbum McVaugh, Margaret Buist Merrill, Ronda Lou
Muir, Thomas William Nash, Jane M artia Packard, Lois Ann Polatnick,
Johanna Marie Schmitt, Donald Eugene Selby, Jr., James G rattan Sheehan,
Laura Penney Smith, Robert Henry Smith, Jr., Lawrence Christopher Stedman, Ray Luther Steinmetz, Marjorie Jean Thompson, Matthew Ira Ullman,
Frances Vilella-Velez, Margaret Ann Vogt, Jon Morrison Young, Martha
Alice Ziebur.
ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA:
Thomas Alexander Aleinikoff, Lisa Helene Barsky, David Stuart Baskin,
Daniel Walter Brenner, Rebecca Weld Bushnell, Michael Chusid, Donald
Edward Cooper, Christina Crosby, Andrew Loeb Dannenberg, Lynn Caywood Detwiler, Azim Alibhai Velji Dosani, Michael Ellis Dudnick, Charles
Gerard Durand, Steven Allen Epstein, Jeffrey Alexander Frankel, Sam
Peter Gidas, Patricia Marie Heidtmann, Klaus Heinrich Hein, Neil Stuart
Heskel, Carol Leslie Hogben, Frank Charles Huntington, Mark David
Jackson, Charles Pownall Jones, Deborah Jane Kogan, Anne Talcott Law­
rence, Irina Livezeanu, Catherine Anne Lutz, Rachel Mausner, Margaret
Buist Merrill, Thomas William Nash, Richard Matthew Osterweil, Jonathan

250

AWARDS

AND

D IST IN C TIO N S

Bernard Schwartz, David Samuel Shucker, Laura Penney Smith, Robert
Henry Smith, Jr., Kin On Tam, Marjorie Jean Thompson, Margaret Ann
Vogt, Karellynne Wertheimer, John Whyte, Earle Rolfe Williams.
SIGMA XI:
Jeffrey L. Apfelbaum, Adam S. Asch, David S. Baskin, Caryn L. Bern,
Donald E. Cooper, David H. Davis, Lynn C. Detwiler, Azim A. Dosani,
Patricia M. Heidtmann, Klaus H. Hein, Carol L. Hogben, Mark D. Jackson,
Katherine P. Lane, Michael B. Martin, Thomas W. Nash, Leonard D. Roseman, David S. Shucker, Robert H. Smith, Jr., Lawrence C. Stedman, Ray
L. Steinmetz, Spyros N. Stephanou, Kin O. Tam, Earle R. Williams,
Catherine Yuen.
TAU BETA PI:
Azim A. Dosani, William C. Forbes, Klaus H. Hein, Ray L. Steinmetz,
Stephen R. Zimmermann.
SWARTHMORE COLLEGE FELLOWSHIP AWARDS
The Phi Beta Kappa Fellowship to Daniel Walter Brenner.
The Hannah A . Leedom Fellowship to Michael Chusid, Patricia Marie Heidt­
mann, Ann D. Lindsay, James G rattan Sheehan.
The Joshua Lippincott Fellowship to Deborah Rosen Edelman, Andrew A.
Henderson, III.
The John Lockwood Memorial Fellowship to Christopher Leinberger.
The Lucretia M ott Fellowship to Joann Norm a Bodurtha.
The Martha E. Tyson Fellowship to Lynn Ellen Bernstein.
SPECIAL AWARDS
The Ivy Award to Thomas Alexander Aleinikoff.
The Oak Leaf Award to Joann Norm a Bodurtha.
The McCabe Engineering Award to Klaus H. Hein.
The Sarah Kaighn Cooper Scholarship to James Snipes.
The Brand Blanshard Prize to Jonathan Schwartz.
The A . Edward Newton Library Prize to Deborah Kogan and Wallace H ar­
rington, Jr.
The Lois Morrell Poetry Prize to Daniel W. Brenner.
The John Russell Hayes Poetry Prize to Kevin Quigley.
The Academy of American Poets Award to Daniel W. Brenner.
The May E. Parry Memorial Award to Jean Brown and Jordan L. Cornog.
The Scott Award to Saul Rubinstein.
The Arthur H oyt Scott Garden and Horticultural Award to Dr. George S.
Avery.

251

ENROLLMENT OF STUDENTS BY CLASSES 1973-74
MEN WOMEN TOTAL
Seniors
Juniors
Sophomores
Freshmen

156
138
179
178
651

123
97
154
164
538

279
235
333
342
1189

Graduate Students
Special Students
TOTALS

2
5
658

1
11
550

3
16
1208

GEOGRAPHICAL DISTRIBUTION of students 1973-74
237
Pennsylvania
203
New York
125
New Jersey
73
Maryland
54
Massachusetts
48
California
45
Connecticut
39
Virginia
32
Delaware
31
Ohio
28
Illinois
19
Florida
15
District of Columbia15
Michigan
14
N orth Carolina
12
Kentucky
12
Texas
10
Georgia
10
Minnesota
10
Missouri
10
New Hampshire
8
Indiana
8
Vermont
7
Colorado
6
Iowa
5
South Carolina
5
Tennessee
5
West Virginia
4
Alabama
4
Nebraska
4
Puerto Rico
4
Rhode Island
4
Washington
4
Wisconsin
3
Hawaii
3
Louisiana
3
Maine
3
Oregon
3
Wyoming

252

Alaska
Kansas
New Mexico
Arizona
Canal Zone
Mississippi
Total USA
Canada
Hong Kong
Japan
Malaysia
Mexico
Turkey
West Germany
Switzerland
Bermuda
Cyprus
England
France
Iran
Nigeria
Afghanistan
Austria
Brazil
El Salvador
India
Israel
Italy
Ivory Coast
Kenya
Netherlands
Panama
Philippines
Taiwan
Tanzania
Trinidad

2
2
2
1
1
1
1134
11
8
6
6
5
4
4
3
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

Total from abroad 74
1208
G rand Total

IN D E X
Absence from examinations, 78
Academic honesty, 79
Addams, Jane, Peace Collection, 14
Administration and staff, 236-242
A dmission P rocedure , 21-25
Application dates, 23
Scholastic Aptitude and
Achievement Tests, 23-24
School subjects recommended, 22
Advanced Degrees, 81-82
Advanced Placement, 24
Advanced Standing, 24, 25
Advisors, 48, 59, 62
Alumni Association Officers, 220
Alumni Council, 220-221
Alumni Office, 49
Ancient History and Civilization,
Courses in, 109-112
A rthur Hoyt Scott Horticultural
Foundation, 17
A rt History, Courses in, 89-92
Art, Studio, Courses in, 92-93
Arts Center, 12
Asian Studies, 69-70
Astronomy, Courses in, 93-95
Athletic fields, see map, 254-255
Athletics, 53
Attachments to Courses, 66
Attendance at classes, 76
Automobiles, regulations, 50
Awards and Prizes, 83, 250-251
Bachelor of Arts Degree, 81
Bachelor of Science Degree, 81
Barnard Music Fund, 18
Bartol Research Foundation, 13, 73
Benjamin West House, 18
Benjamin West Lecture, 18
Biology, Courses in, 95-101
Black Cultural Center, 46
Black Studies, 101
Board of Managers, 217
Committees of, 219
Botany, see Biology
Calendar, College, 5
Career Counseling, 48
Center for Social and Policy Studies, 13
Chemistry, Courses in, 103-106
Churches, 46
Classics, Courses in, 107-112
College Entrance Examinations, 23-24
College jobs, 41
Comprehensive Examinations, 59, 81
Computer Center, 12

Cooper (William J.) Foundation, 15-17
Cooperation with neighboring
institutions, 73
Corporation, officers of, 217
Course advisors, 48, 59, 62
Courses of Instruction, 88-216
Creative Arts, 72
Curriculum, 59-75
Cutting (Bronson M .) Collection, 15
Dance, 53, 182
Degrees offered, 81-82
Degrees conferred, 245
Dining Hall, 46
Directed Reading, 66
Directions for Correspondence, 2
Directions for reaching the College, 6
Distinction in Course, 62
Distribution requirements, 59, 60
Divisions and Departments, 235
Dormitories, 45
Drama, 53, 134-135
DuPont (PierreS.) Science Building, 12
Economics, Courses in, 112-117
Education, Courses in, 117-119
Educational Program, 57-75
Emeritus Professors, 222-224
Engineering, Courses in, 119-128
Engineering, degrees in, 81-82
English Literature, Courses in, 129-137
Enrollment statistics, 9, 252
Entrance requirements, 21-24
Examination regulations, 78
Exclusion from College, 51, 80
Expenses, 26
Extra-curricular activities, 52
Faculty, committees of, 233
Faculty members, 222-233
Faculty Regulations, 76
Fees (tuition, residence, etc.) 26, 82
Fellowships, 85
Financial Aid, 28
Fine Arts, see Art
Foreign students, 252
Foreign study, 73-75
Formats of instruction, 66
Fraternities, 54
French, Courses in, 160-163
Friends Historical Library, 14
Friends Meeting, 47
Geographical distribution of Students,
252
(Continued on page 256)

253

■ +,
ii - ■
■ T V

Key to the Map
.

.
.
.
.
.
.
.
.
.
,
,
.
,
,
,

Parrish Hall and Annex
Admissions Office
Scott Foundation Building
(Relief Map of Campus)
Hall Gymnasium
Sharpies Swimming Pool
Lang Music Building
Martin Biological Laboratory and
Animal Laboratory
Du Pont Science Building
Beardsley Hall
Hicks Hall
Trotter Hall
Arts Center
Pearson Theatre
Wilcox Gallery
Bartol Research Center of the Franklin
Institute
Friends Meeting House
Whittier House
Scott Horticultural Foundation Office
a. Lilac collection
b. Peony collection
c. Magnolias
d. Crabapples

e.
f.
g.
h.

,
.
,
.
.
.
.
,
,
,
,
,
.
,
.
,
.
,

Pinetum
Rhododendrons and azaleas
Dean Bond Rose Garden
Scott Foundation Nursery and
test plots
McCabe Library
Tarble Social Center
Worth Health Center
Benjamin West House
Bond Memorial and Lodges
Robinson House—Black Cultural Center
Tennis Courts
Cunningham Field
Clothier Fields
Bam
Lamb-Miller Field House
Squash Courts
Service Building
Heating Plant
Fraternity Lodges
Sharpies Dining Hall
Clothier Memorial
Sproul Observatory
Scott Outdoor Auditorium
Crum Creek

Dormitories and Residences
A. Dana Dormitory
B. Hallowell Dormitory
C. Wharton Hall
D. Willetts Dormitory
E. Worth Dormitory
F. Palmer Hall
G. Pittenger Hall
H. Roberts Hall
). Mary Lyon Buildings
K. Ashton House
L. Woolman House
M. Professors’ Houses
N. Employees' Houses
O. Cunningham House
P. President's House

INDEX
German, Courses in, 163-166
Grades, 77
Graduate study, 81-82
Graduation requirements, 81
(see also Distribution requirements)
Greek, Courses in, 108
Grenoble Program, 74
Health care, 47
Health Science Advising Program, 71
Hebrew, 209
History, Courses in, 138-144
Honors Program, 62-65
Honors Examiners, 63, 244
Housing, 45
Information Services Office, 49
Insurance, 27, 46
Interdisciplinary work, 68
International Relations, Courses in, 145,
189
Italian, Courses in, 166
Judicial Bodies, 51
Lang Music Building, 12
Language Laboratory, 13
Latin, Courses in, 109
Leaves of Absence, 65, 78
Libraries, 13-14
Linguistics, Courses in, 146-147
Literature Program, 148
Loans to students, 40
Majors, 61-62
Map of College grounds, 254-255
M artin Biological Laboratory, 12
Mathematics, Courses in, 149-154
McCabe Library, 13
Mediaeval Studies, 155
Modem Languages and Literatures,
Courses in, 156-170
Music, Courses in, 171-175
Music, performance, 52
Observatory, 12, 94
Overstreet Fund, 18
Peaslee (Amos) Scholarships, 75
Philosophy, Courses in, 175-180
Physical Education for Men, 181-182
Physical Education for Women, 182-183
Physical Education requirements, 79,
181-183
Physics, Courses in, 184-188

256

Plan of College grounds, 254-255
Political Science, Courses in, 189-196
Potter Collection of Recorded
Literature, 15
Practical work, 68
Pre-Medical Program, 71
Prizes, 83, 250-251
P rogram o f S tu d y , 59-65
Freshmen and Sophomores, 59-61
Juniors and Seniors, 61-62
Honors Program, 62-65
Psychology, Courses in, 197-202
Public Policy Analysis, 71
Religion, Courses in, 202-209
Religious life, 10, 46
Requirements for Admission, 21-24
Requirements for Graduation, 81
(see also Distribution requirements)
Residence, regulations, 45-46, 81
Russian, Courses in, 166-168
Scholarships, 29-40
Scholastic Aptitude Test, 23-24
Scott Horticultural Foundation, 17
Sharpies Dining Hall, 46
Social Committee, 51
Sociology and Anthropology, Courses
in, 210-216
Spanish, Courses in, 168-170
Special Major, 61
Spock Memorial Fund, 15
Sproul Observatory, 12, 94
Student-run courses, 67
Student Council, 51
Student employment, 41
Student Exchange Programs, 73
Study Abroad, 73-75
Summer school work, 79
Swarthmore College Peace Collection,
14
Tarble Social Center, 46
Theatre, Courses in, 134-135
Transfer, application for, 25
Tuition and other fees, 26, 82
Tutorials, 66
Upward. Bound, 54
Visiting Examiners, 244
Vocational Advising, 48
Women’s Center, 46
Worth Health Center, 47