Swarthmore College Catalogue, 1979-1980

SWARTHMORE
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1979 1980

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PLEASE USE IN THE LIBRARY:
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SWARTHMORE COLLEGE
BULLETIN

CATALOGUE ISSUE
I.

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1979-1980

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Volume LXXVII

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Number 1

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September 1979

D IRECTIO N S FO R C O R R ESPO N D EN C E
SWARTHMORE COLLEGE, SWARTHMORE, PA 19081
Theodore Friend, President
ACADEMIC POLICY
Harrison M. Wright, Provost
ADMISSIONS, SCHOLARSHIPS, AND
Robert A. Barr, Jr.,
CATALOGUES
Dean o f Admissions
RECORDS AND TRANSCRIPTS
Jane H. Mullins, Registrar
FINANCIAL INFORMATION
Lawrence L. Landry,
Vice President
Lewis T. Cook, Jr.,
Associate Vice President — Business Affairs
Caroline Shero, Controller
CAREER PLANNING AND PLACEMENT
Judith Kapustin Katz,
Director
ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS
Kendall Landis,
Vice President
EQUAL OPPORTUNITY INFORMATION
Phyllis M. Teitelbaum,
Equal Opportunity Officer
GENERAL INFORMATION
Maralyn Orbison Gillespie,
Associate Vice President and
Director o f Information Services
GENERAL COLLEGE POLICY

Swarthmore College does not discriminate in education or employment
on the basis of sex, race, color, age, religion, national origin, or
handicap. This policy is consistent with relevant governmental statutes
and regulations, including those pursuant to Title IX of the federal
Education Amendments of 1972 and Section 504 of the federal
Rehabilitation Act of 1973.
The S w a r t h m o r e C o l l e g e B u l l e t in (USPS 530-620), of which this is
Volume LXXVII, number 1, is published twice in November and once
in September, December, January, May, and July by Swarthmore
College, Swarthmore, PA 19081. Second-class postage paid at Swarth­
more, PA 19081 and additional mailing offices. Postmaster: send
address changes to S w a r t h m o r e C o l l e g e B u l l e t in , Swarthmore, PA
19081.
COVER: View of Campus from Sharpies Dining Hall.
Photographs by Elizabeth Burchard ’81, Walter Holt, Martin Natvig, and Bob Wood.

(Printed in U.S.A.)

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TABLE OF CONTENTS
CALENDAR 5
INTRODUCTION 9
EDUCATIONAL RESOURCES 11
ADMISSION 21
EXPENSES 26
FINANCIAL AID 29
COLLEGE LIFE 47
STUDENT COMMUNITY 52
EDUCATIONAL PROGRAM 59
FACULTY REGULATIONS 76
DEGREE REQUIREMENTS 81
AWARDS AND PRIZES 83
FELLOWSHIPS 86
COURSES OF INSTRUCTION 88
Art 90
Asian Studies 97
Astronomy 99
Biology 101
Black Studies 107
Chemistry 108
Classics 112
Economics 118
Education 124
Engineering 127
English Literature 136
History 146
International Relations 154
Linguistics 155

Literature 157
Mathematics 158
Medieval Studies 165
Modern Languages and Literatures 167
Music 180
Philosophy 186
Physical Education and Athletics 191
Physics 193
Political Science 198
Psychology 204
Public Policy 210
Religion 212
Sociology and Anthropology 218

THE CORPORATION and BOARD OF MANAGERS 228
ALUMNI OFFICERS and COUNCIL 231
FACULTY 232
ADMINISTRATION 247
VISITING EXAMINERS 253
DEGREES CONFERRED 254
AWARDS AND DISTINCTIONS 258
ENROLLMENT STATISTICS 260
INDEX 261
PLAN OF COLLEGE GROUNDS 262
DIRECTIONS FOR REACHING THE COLLEGE Inside back cover

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College Calendar
1979
September 5-9
September 7
September 8
September 10
September 28-29
November 16
November 26
Nov. 30 — Dec. 1
December 7
December 10-14
December 14
December 15
December 17
December 21
December 22

1980
January 14
February 22-23
February 29
March 10
April 21-25
April 25
April 25-26
April 28
May 3
May 3
May 10
May 13-14
May 14
May 15-17
May 23-24
May 25
May 26
May 31

Fall Semester
Freshman placement days
Meeting of Honors candidates
Registration
Classes and Seminars begin
Meeting of the Board of Managers
Thanksgiving vacation begins, 6:00 p.m.
Thanksgiving vacation ends, 8:30 a.m.
Annual meeting of the Board of Managers
Enrollment for spring semester
Reading period (at option of instructor)
Classes end
Meeting of Honors candidates
Midyear examinations begin
Seminars end
Midyear examinations end

Spring Semester
Classes and Seminars begin
Meeting of the Board of Managers
Spring vacation begins, 6:00 p.m.
Spring vacation ends, 8:30 a.m.
Reading period (at option of instructor)
Classes and Seminars end
Meeting of the Board of Managers
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Course examinations end
Senior comprehensive examinations
Written Honors examinations end
Oral Honors examinations
' Meeting of the Board of Managers
Baccalaureate Day
Commencement Day
Alumni Day
5 —

Va V.

I
INTRODUCTION TO
SWARTHMORE COLLEGE
EDUCATIONAL RESOURCES

President Friend, and Students

INTRODUCTION TO
SWARTHMORE COLLEGE
Swarthmore College, founded in 1864 by members of the Religious
Society of Friends as a co-educational institution, occupies a campus
of more than 300 acres of rolling wooded land in and adjacent to the
borough of Swarthmore in Delaware County, Pennsylvania. It is a
small college by deliberate policy. Its present enrollment is about 1270
men and women students. The borough of Swarthmore is a residential
suburb within half an hour’s commuting distance of Philadelphia.
College students are able to enjoy both the advantages of a semi-rural
setting and the opportunities offered by Philadelphia. The College’s
location also makes possible cooperation with three nearby institutions,
Bryn Mawr and Haverford Colleges and the University of Pennsylvania.
OBJECTIVES AND PURPOSES
In accordance with the College’s Quaker tradition, Swarthmore
students are expected to prepare themselves for full, balanced lives as
individuals and as responsible citizens through exacting intellectual
study supplemented by a varied program of sports and other extra­
curricular activities.
The purpose of Swarthmore College is to make its students more
valuable human beings and more useful members of society. While it
shares this purpose with other educational institutions, each school,
college, and university seeks to realize that purpose in its own way.
Each must select those tasks it can do best. By such selection it
contributes to the diversity and richness of educational opportunity
which is part of the American heritage.
VARIETIES OF EDUCATIONAL
EXPERIENCE
Education is largely an individual matter, for no two students are
exactly alike. Some need detailed help, while others profit from
considerable freedom. The Course and External Examination (Honors)
Programs are designed to give recognition to this fact. They provide
alternative systems of instruction for students during their last two
years. Both seek to evoke the maximum effort and development from

IN TRO D U C TIO N

each student, the choice of method being determined by individual
need and capacity. The Honors Program in which Swarthmore pio­
neered, provides an enriching and exciting intellectual experience. It
has as its main ingredients close association with faculty members,
often in small seminars, concentrated work in various fields of study,
and maximum latitude for the development of individual responsibility.
Within the Course Program, options for independent study and
interdisciplinary work offer opportunities for exploration and develop­
ment over a wide range of individual goals. These opportunities
typically include considerable flexibility of program choices from
semester to semester, so that academic planning may be responsive to
the emerging needs of students.
THE RELIGIOUS TRADITION
Swarthmore College was founded by members of the Religious
Society of Friends, and it seeks to illuminate the life of its students with
the spiritual principles of that Society. Although it has been non­
sectarian in control since the beginning of the present century, and
although the children of Friends compose a minority of the student
body, the College seeks to preserve the religious traditions out of which
it grew.
The essence of Quakerism is the individual’s responsibility for
seeking truth and for applying whatever truth he believes he has found.
As a way of life, it emphasizes hard work, simple living, and generous
giving; personal integrity, social justice, and the peaceful settlement of
disputes. The College does not seek to impose on its students this
Quaker view of life, or any other specific set of convictions about the
nature of things and the duty of man. It does, however, encourage
ethical and religious concern about such questions, and continuing
examination of any view which may be held regarding them.
TRADITION AND CHANGE
A college draws strength from tradition, and energy from the
necessity of change. Its purposes and policies must respond to new
conditions and new demands. By being open to change, Swarthmore
tries to provide for its students, by means appropriate to the times, the
standard of excellence it has sought to maintain from its founding.

- 10 -

|

EDUCATIONAL RESOURCES
The primary educational resources of any college are the quality of
its faculty and the spirit of the institution. Financial as well as physical
resources play an important supportive role.
THE ENDOWMENT
The educational resources at Swarthmore College have been provided
by gifts and bequests from many alumni, foundations, corporations,
parents and friends. In addition to unrestricted gifts for the operating
budget, these donors have contributed funds for buildings, equipment,
collections of art and literature, and permanently endowed professor­
ships, scholarships, awards, book funds and lectureships. Their gifts to
Swarthmore have not only provided the physical plant, but also have
created an endowment fund of more than $68,000,000 at market value
on February 1979. Income from these funds during the academic year
1977-78 contributed approximately $2,182 to meet the total expense of
educating each student, and thus accounted for 27% of the College’s
educational and general income.
The College’s ability to continue to offer a high quality of education
at a reasonable level of tuition depends on continuing voluntary
support. Swarthmore seeks additional gifts and bequests for its current
operations, it permanent endowment, and its capital development
programs to maintain and strengthen its resources. The Vice President
in charge of development will be pleased to provide information about
various forms of gifts: bequests, outright gifts of cash or securities, real
estate or other property, and deferred gifts through charitable remain­
der trusts and life income contracts in which the donor reserves the
right to the annual income during his or her lifetime.
PHYSICAL FACILITIES
Laboratories, well equipped for undergraduate instruction and in
some cases for research, exist in physics, chemistry, zoology, botany,
psychology, astronomy, and in civil, mechanical and electrical engin­
eering. The Sproul Observatory, with its 24-inch visual refracting
telescope, is the center of much fundamental research in multiple star
systems. The Edward Martin Biological Laboratory provides facilities
11

EDUCATIONAL RESOURCES

for work in zoology, botany, and pre-medical studies. The Pierre S.
duPont Science Building provides accommodations for chemistry,
mathematics, and physics. Beardsley and Hicks Halls contain the
engineering laboratories, including a computer laboratory equipped
with a DEC PDP 11/40 system with disc storage and laboratory
peripherals. Papazian Hall provides facilities for work in psychology,
and for the engineering shops.
The Arts Center contains the Paul M. Pearson Experimental
Theatre and studios for various arts and crafts.
The Florence Wilcox Gallery for art exhibitions is located in
Commons on the second floor of Parrish Hall.
The Eugene M. and Theresa Lang Music Building, opened in 1973,
contains an auditorium seating approximately 500, the Daniel Under­
hill Music Library, classrooms, practice and rehearsal rooms, and an
exhibition area. It is the central facility for the program of the Music
Department and for musical activities at the College.
The Computer Center, located in Beardsley Hall, is equipped with
an IBM 1130 computer, several IBM 5100 portable computers with
APL, and appropriate supporting equipment as well as terminals for
either remote job entry or interactive computing in APL with an IBM
370/168 facility. All systems are available to students and faculty for
instruction and research.
The Center fo r Social and Policy Studies in Beardsley Hall is closely
related to the Computer Center. It is intended to encourage interacion
and a common focus among departments, especially the social and
natural sciences, engineering, and mathematics, in empirical work on
social and policy issues. It facilitates student and faculty work and
supports the concentration in Public Policy through its physical
facilities, data archives, program of events and by making available
statistical consulting to students and faculty.
The Language Laboratory in Beardsley Hall, made possible by a
contribution from the James Foundation of New York, provides
stations for 24 students and has the equipment for effective use in
language teaching.
The Thomas B. annd Jeannette E. L. McCabe Library contains
reading rooms, offices and the major portion of the College library
collection. Total College library holdings amount to 530,000 volumes.
Some 20,000 volumes are added annually. About 2,300 periodicals are
received regularly. The general collection is housed in the library
it- 12 —

EDUCATIONAL RESOURCES

building, situated on the front campus. The Science Libraries (DuPont,
Martin and Observatory) house some 46,000 books and journals in
chemistry, engineering, mathematics and physics. The Daniel Under­
hill Music Library contains about 11,500 books and scores, 6,800
recordings, and listening equipment. A small collection of relevant
material is housed in the Black Cultural Center. The library is
definitely a collection of books and journals for undergraduate use.
The demands of reading for Honors, however, make necessary the
provision of large quantities of source material not usually found in
collections maintained for undergraduates. It is a point of library
policy to try to supply, either by purchase or through inter-library
loan, the books needed by students or members of the faculty for their
individual research.
SPECIAL COLLECTIONS
The library contains certain special collections — the British Ameri­
cana collection, the Wells Wordsworth and Thomson collections, the
Auden collection, the Bathe collection of the history of technology and
a collection of the publications of 650 private presses.
A number of special features enrich the academic background of the
College. Among these are the following:
The Friends Historical Library, founded in 1871 by Anson Lapham,
is one of the outstanding collections in the United States of manuscripts,
books, pamphlets, and pictures relating to the history of the Society of
Friends. The library is a depository for records of Friends Meetings
belonging to Baltimore, Philadelphia, and other Yearly Meetings.
More than 3,200 record books, dating from the 1680’s until the
present, have been deposited. Additional records are available on
microfilm. The William Wade Hinshaw Index to Quaker Meeting
Records lists material of genealogical interest. Special collections
include materials on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and the history of women’s
rights. Notable among the other holdings are the Whittier Collection
(first editions and manuscripts of John Greenleaf Whittier, the Quaker
poet), the Mott manuscripts (over 400 autographed letters of Lucretia
Mott, antislavery and women’s rights leader), and the Hicks manuscripts
(more than 300 letters of Elias Hicks, a prominent Quaker minister).
The library’s collection of books and pamphlets by and about Friends
numbers approximately 30,000 volumes. About 100 Quaker periodicals
are currently received. There is also an extensive collection of photo-

13 —

EDUCATIONAL RESOURCES

graphs of meetinghouses and pictures of representative Friends, as well
as a number of oil paintings, including two versions of “The Peaceable
Kingdom” by Edward Hicks. It is hoped that Friends and others will
consider the advantages of giving to this library any books and family
papers which may throw light on the history of the Society of Friends.
The Swarthmore College Peace Collection is of special interest to
research students seeking the records of the peace movement. The
personal papers of Jane Addams of Hull-House, Chicago, (approxi­
mately 10,000 items) formed the original nucleus of the Collection
(1930). Over the years other major collections have been added
including the papers of Devere Allen, Emily Greene Balch, Julien
Cornell, Homer Jack, Lucy Biddle Lewis, A. J. Muste, Lawrence
Scott, William Sollmann, E. Raymond Wilson, and others, as well as
the records of the American Peace Society, A Quaker Action Group,
Another Mother for Peace, Fellowship of Reconciliation, Friends
Committee on National Legislation, Lake Mohonk Conferences on
International Arbitration, National Interreligious Service Board for
Conscientious Objectors, National Council for Prevention of War,
National Council to Repeal the Draft, SANE, War Resisters League,
Women’s International League for Peace and Freedom, World Confer­
ence of Religion for Peace, and many others. The Peace Collection
serves as the official repository for the archives of many of these
organizations, incorporated here in 6,400 document boxes. The Collec­
tion includes a library of 6,100 volumes and files of 1,200 peace
periodicals published in the United States and abroad over the past 150
years; approximately 250 periodicals in eleven language are currently
received from twenty-one countries. A more nearly complete description
of the Collection will be found in the Guide to the Swarthmore College
Peace Collection, published by the College and available on loan.
The Potter Collection o f Recorded Literature, established in 1950
with accumulated income from the William Plumer Potter Public
Speaking Fund, includes a wide variety of recorded poetry, drama and
prose. Among the 880 titles on disc and tape are contemporary writers
reading from and discussing their works; full length versions of
Shakespearean plays and other dramatic repertoire; the literature of
earlier periods read both in modern English and in the pronunciation
of the time; British and American ballads; lyrical verse in musical
settings; and recordings of literary programs held at Swarthmore.
These materials are used as adjuncts to the study of literature. The
collection is housed in the McCabe Library.

14

EDUCATIONAL RESOURCES

The Betty Dougherty Spock Memorial Fund, established through
the generosity of friends of the late member of the Class of 1952,
provides income for the purchase of dramatic recordings. These are
kept with the Potter Collection.
SPECIAL FUNDS AND LECTURESHIPS
The William J. Cooper Foundation provides a varied program of
lectures and concerts which enriches the academic work of the College.
The Foundation was established by William J. Cooper, a devoted
friend of the College, whose wife, Emma Mcllvain Cooper, served as a
member of the Board of Managers from 1882 to 1923. Mr. Cooper
bequeathed to the College the sum of $100,000 and provided that the
income should be used “in bringing to the college from time to time
eminent citizens of this and other countries who are leaders in
statesmanship, education, the arts, sciences, learned professions and
business, in order that the faculty, students and the college community
may be broadened by a closer acquaintance with matters of world
interest.” Admission to all programs is without charge.
The Cooper Foundation Committee works with the departments
and with student organizations in arranging single lectures and concerts,
and also in bringing to the College speakers of note Who remain in
residence for a long enough period to enter into the life of the
community. Some of these speakers have been invited with the
understanding that their lectures should be published under the
auspices of the Foundation. This arrangement has so far produced
eighteen volumes.
The Arthur Hoyt Scott Horticultural Foundation. About three
hundred twenty-five acres are contained in the College property,
including a large tract of woodland and the valley of Crum Creek.
Much of this tract has been developed as a horticultural and botanical
collection of trees, shrubs and herbaceous plants through the provisions
of the Arthur Hoyt Scott Horticultural Foundation, established in
1929 by Mrs. Arthur Hoyt Scott and Owen and Margaret Moon as a
memorial to Arthur Hoyt Scott of the Class of 1895. The plant
collections are designed both to afford examples of the better kinds of
trees and shrubs which are hardy in the climate of Eastern Pennsylvania
and suitable for planting by the average gardener, and to beautify the
campus. All collections are labeled and recorded. There are exception­
ally fine displays of hollies, Japanese cherries, flowering crab apples,

15 9

EDUCATIONAL RESOURCES

magnolias and tree peonies, and a great variety of lilacs, rhododendrons,
azaleas, and daffodils. Many interested donors have contributed
generously to the collections.
The Foundation offers horticultural educational programs to the
general public and an extracurricular course in horticulture to Swarthmore students. These workshops, lectures and classes are designed to
cover many facets of the science/art called gardening. Special programs
have been prepared to acquaint the youth of the area with the
significance of plants with classes from local elementary schools
coming to the campus to receive instruction in plants and their
relationship to people. Tours are conducted throughout the year for
college people and interested public groups.
Aiding the Foundation’s staff, in all of its efforts are the “Associates
of the Scott Horticultural Foundation.” This organization provides
not only financial support but also assistance in carrying out the
myriad operations which make up the Foundation’s total program,
such as public lectures and bus tours to other gardens. The Associates’
newsletter, Hybrid, serves to publicize their activities and provides upto-date information on seasonal gardening topics.
The Boyd and Ruth Barnard Fundfor the Advancement o f Music at
Swarthmore was established in 1964 by two graduates of the College,
Mr. and Mrs. Boyd T. Barnard of Rosemont, Pennsylvania. The fund
has been augmented by the 50-year class gifts from the classes of 1917
and 1919, and other friends. The income from the fund may be used for
any activity that contributes to the advancement of music at the
College. It has been used, for example, for concerts on the campus, for
the purchase of vocal and orchestral scores and other musical literature,
and to provide scholarship for students in the Department of Music
who show unusual promise as instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given by friends in
memory of Gene D. Overstreet (1924-1965), a member of the Political
Science Department, 1957-1964, provides income to bring a visiting
expert to the campus to discuss problems of developing or modernizing
nations and cultures.
The Benjamin West Lecture, made possible by gifts from members
of the class of 1905 and other friends of the College, is given annually
on some phase of art. It is the outgrowth of the Benjamin West Society
which built up a collection of paintings, drawings, and prints, which
are exhibited, as space permits, in the college buildings. The lecture

— 16

EDUCATIONAL RESOURCES

owes its name to the American artist, who was born in a house which
stands on the campus and who became president of the Royal
Academy.
The Swarthmore Chapter o f Sigma Xi lecture series brings eminent
scientists to the campus under its auspices throughout the year. Local
members present colloquia on their own research.

— 17 —

ter-í

II
ADMISSION
EXPENSES
FINANCIAL AID

ADMISSION
Inquiries concerning admission and applications should be addressed
to the Dean of Admissions, Swarthmore College, Swarthmore, Penn­
sylvania 19081.
GENERAL STATEMENT
In the selection of students the College seeks those qualities of
character, social responsibility, and intellectual capacity which it is
primarily concerned to develop. It seeks them, not in isolation, but as
essential elements in the whole personality of candidates for admission.
Selection is important and difficult. No simple formula will be
effective. The task is to choose those who give promise of distinction in
the quality of their personal lives, in service to the community^ or in
leadership in their chosen fields. Swarthmore College must choose its
students on the basis of their individual future worth to society and of
their collective realization of the purpose of the College.
It is the policy of the College to have the student body represent not
only different parts of the United States but many foreign countries,
both public and private secondary schools, and various economic,
social, religious, and racial groups. The college is also concerned to
include in each class sons and daughters of alumni and of members of
the Society of Friends.
Admission to the freshman class is normally based upon the
satisfactory completion of a four-year secondary school program.
Under some circumstances, students who have virtually completed the
normal four-year program in three years will be considered for
admission, provided they meet the competition of other candidates in
general maturity as well as readiness for a rigorous academic program.
All applicants are selected on the following evidence:
1, Record in secondary school.
2. Recommendations from the school principal, headmaster, or
guidance counselor, and from two teachers.

— 21 —

ADMISSION

3. Scores in the Scholastic Aptitude Test and in three Achievement
Tests of the College Entrance Examination Board.
4. A brief essay (subject specified).
5. Reading and experience, both in school and out.
Applicants must have satisfactory standing in school, in aptitude
and achievement tests, and strong intellectual interests. Other factors
of interest to the College include strength of character, promise of
growth, initiative, seriousness of purpose, distinction in personal and
extra-curricular interests, and a sense of social responsibility. The
College values the diversity which varied interests and backgrounds
can bring to the community.
PREPARATION
Swarthmore does not require a set plan of secondary school courses
as preparation for its program. The election of specific subjects is left
to the student and his school advisers. In general, however, preparation
should include:
1. Accurate and effective use of the English language in reading,
writing, and speaking.
2. Comprehension and application of the principles of mathematics.
3. The strongest possible command of one or two foreign languages.
The College encourages students to study at least one language
for four years, if possible.
4. Substantial course work in (a) history and social studies, (b)
literature, art and music, (c) the sciences. Variations of choice
and emphasis are acceptable although some work in each of the
three groups is recommended.
Those planning to major in engineering should present work in
chemistry, physics, and four years of mathematics including algebra,
geometry, and trigonometry.
APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted through one of three
plans: Regular Admission, Fall Early Decision, or Winter Early
Decision. Applicants follow the same procedures, submit the same
supporting materials, and are evaluated by the same criteria under
each plan.
— 22 —

ADMISSION

The Regular Admission plan is designed for those candidates who
wish to keep open several different options for their undergraduate
education throughout the admissions process. Applications under this
plan will be accepted at any time up to the February 1 deadline.
The two Early Decision plans are designed for candidates who have
thoroughly and thoughtfully investigated Swarthmore and other col­
leges and found Swarthmore to be an unequivocal first choice. The
Winter Early Decision plan differs from the Fall Early Decision plan
only in recognizing that some candidates may arrive at a final choice of
college later than others. Early Decision candidates under either plan
may file regular applications at other colleges with the understanding
that these applications will be withdrawn upon admission to Swarth­
more; however, one benefit of the Early Decision plans is the reduction
of cost, effort, and anxiety inherent in multiple application procedures.
Application under any of the three plans must be accompanied by a
non-refundable application fee of $20. Timetables for the three plans
are:
Fall Early Decision
Closing date for applications
Final date for all supporting materials
Notification of candidate

November 15
November 30
on or before December 15

Winter Early Decision
Closing date for applications
Final date for all supporting material
Notification of candidate

January 4
January 15
on or before February 1

Regular Admission
Closing date for applications
Final date for all supporting materials
Notification of candidate
Candidates reply date

February 1
February 20
on or before April 15
May 1

Any Early Decision candidate not accepted through either the Fall
or Winter will be reconsidered without prejudice among the regular
Admission candidates.
All applicants for first-year admission are required to take the
Scholastic Aptitude Test and three Achievement Tests given by the
College Entrance Examination Board. English Composition is required,
— 23 —

ADMISSION

and the other two Achievement Tests should be selected from two
different fields. Applicants for Engineering must take one Achievement
Test in Mathematics.
Application to take these tests should be made directly to the
College Entrance Examination Board, Box 592, Princeton, New Jersey
08540. A bulletin of information may be obtained without charge from
the Board. Students who wish to be examined in any of the following
western states, provinces, and Pacific areas — Alaska, Arizona,
California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico'
Oregon, Utah, Washington, Wyoming, Alberta, British Columbia,'
Manitoba, Saskatchewan, Mexico, Australia, and all Pacific Islands
including Formosa and Japan r&t should address their inquiries and
send their applications to the College Entrance Examination Board,
Box 1025, Berkeley, California 94701. Application should be made to
the Board at least a month before the date on which the test will be
taken.
No additional tests are required of candidates for scholarships. All
applicants who would like to be considered for any of our scholarships
should complete their applications at the earliest possible date. Infor­
mation concerning financial aid will be found on pages 29-44.
THE INTERVIEW
An admissions interview with a representative of the College is a
recommended part of the application process. Applicants should take
the initiative in arranging for this interview. Those who can reach
Swarthmore with no more than a half day’s trip are urged to make an
appointment to visit the College for this purpose.* Other applicants
should request the Office of Admissions to arrange a meeting with an
alumni representative in their own area. Interviews with alumni
representatives take longer to arrange than interviews on campus.
Applicants must make alumni interview arrangements well in advance
of the final dates of receipt of supporting materials.
Arrangements for on-campus or alumni interviews can be made by
writing the Office of Admissions or calling 215-447-7300.

* Directions for reaching the College can be found inside the back cover of this catalogue.

— 24 —

ADMISSION

ADVANCED PLACEMENT
Freshmen may apply for advanced standing or placement in partic­
ular courses if they have taken college level courses and the Advanced
Placement Tests of the College Entrance Examination Board. Decisions
are made by the departments concerned. Every effort is made to place
students in the most advanced courses for which they are qualified.
Those freshmen who wish to have courses taken at another college
considered for either advanced placement or credit must provide an
official transcript from the institution attended as well as written work
(papers, examinations), syllabi, and reading lists in order that the
course work may be evaluated by the department concerned. Such
requests for credit must be made within the freshman year at Swarthmore.
APPLICATIONS FOR TRANSFER
The College welcomes well qualified transfer students. Applicants
for transfer must have had a good academic record in the institution
attended and must present full credentials for both college and
preparatory work, including a statement of honorable dismissal. They
must take the Scholastic Aptitude Test given by the College Entrance
Examination Board if this test has not been taken previously.
As a general practice, transfer students are not admitted to advanced
standing later than the beginning of the sophomore year. Four
semesters of study at Swarthmore College constitute the minimum
requirement for a degree, two of which must be those of the senior
year. Applications for transfer must be filed by April 15 of the year in
which entrance is desired. Decisions on these applications are an­
nounced by June. Application for transfer at mid-year must be
received by November 15. A limited amount of financial assistance is
available for transfer students in their first year at Swarthmore.

25 —

EXPENSES
TUITION AND FEES
For many years actual tuition charges have covered approximately
half the educational costs at Swarthmore. The remainder has been
covered by endowment income and annual giving. During four years
each student currently benefits from a subsidy from these sources of
over $12,000.
Charges for the academic year 1978-79 (two semesters):
General F e e ..........................................
Board and R oom ................................................

’ ^40

2 040

Total Resident Charges . . . . ; ............................... $7 qso
While a general charge for board and room is made, this may be
divided into $1020 for board and $1020 for room. Approximately $76
of the General Fee of $340 has been designated Student Activity Fee.
The balance covers library and laboratory fees, athletic fees, student
health services and other items. An advance deposit of $100 is required
of all new students in order to reserve a place in college for the coming
year. A similar deposit of $100 is required of returning students prior
to registration for each semester. These deposits are credited against
the bill for tuition, board, and room.
Payment of one-half of the total sum is due not later than the first
day of classes each semester. Payments received during the first fifteen
days after the beginning of classes will be subject to a one per cent late
payment fee and any payments received after the fifteen-day period
will be subject to a five per cent late payment fee. Bills are mailed
before the opening of each term. Payments should be made by check or
draft to the order of S w a r t h m o r e C o l l e g e . A student is not a
registered student at Swarthmore College, nor on any class roll, until
his or her bill is paid. Correspondence about financial matters should
be addressed to Miss Caroline Shero, Controller.*

* T“!,'!?"
,StUdunt.S
are undergraduates, but the General Fee is reduced to $50.

- 26 —

EXPENSES

Students are urged to establish a checking account at their home
bank or a bank near the College in order to pay Book Store charges
and other incidental bills. Personal checks on such accounts may be
cashed at the Business Office during stated hours.
Refund Policy for withdrawals for valid reasons as approved by the
Dean: No refund of the $100 advance payment deposit will be made in
event of withdrawal. All other payments will be refunded if the student
does not begin a semester. 80% of tuition and general fee, less the
deposit, will be refunded if the student withdraws during the first week
of a semester, 60% if during the second week, 40% if during the third
week, and 20% during the fourth week, none thereafter. No refund on
room charge can be made unless the room can be reassigned to
someone not presently in College dormitories. In case of absence or
withdrawal from the College, and provided due notice has been given,
there will be a pro rata 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 ($587.50) or half
course ($293.75), although they may within the regular tuition so vary
their programs as to average as many as five courses in the two
semesters of any academic year. College policy does not permit
programs of fewer than three courses for degree students in their first
eight semesters of enrollment.
TUITION PAYMENT PLAN
Many parents or students may wish to pay tuition, fees, and
residence charges on a monthly basis. Details of monthly payment
plans offered by the Insured Tuition Payment Plan administered by
Richard C. Knight Insurance Agency Inc. of Boston, and the Girard
Bank of Philadelphia, Pennsylvania, will be furnished by the College
prior to issuance of the first semester’s bill.

— 27 —

EXPENSES

ACCIDENT AND SICKNESS INSURANCE
The college makes available both accident and accident and sickness
insurance to students through Fred S. James and Co. of Boston,
Massachusetts. Accident coverage alone costs $32.50 per year (12
months). The combined accident and sickness policy is available at an
annual cost of $75.00. 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 with the bill for the first term.

— 28 —

FINANCIAL AID
The College strives to make it possible for all students who are
admitted to attend Swarthmore, regardless of their financial circum­
stances, and to enable them to complete their education when financial
reversals take place. Financial aid awards are assigned without regard
to race, sex, religious preference or handicap. Thirty-six per cent of the
total student body currently receive aid from the College, and aid from
other sources brings to approximately forty per cent the number of
students receiving financial assistance. Financial aid awarded by the
College is based upon financial need and is usually a combination of
grant, loan, and student employment.
A prospective aid student must apply for assistance at the time of
application for admission: admission and financial aid decisions are,
however, made separately, and need is met, assuming sufficient
funding. The Financial Aid Form and supplement of the College
Scholarship Service is the form required of financial aid applicants.
Instructions for obtaining and filing a Financial Aid Form (and
supplement) with the College Scholarship Service are included on the
admissions application. The principles 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 determined by weighing the family’s
income and assets against demands made by such items as taxes,
medical expenses, and other children. It also includes the expectation
of $700 from the student’s summer earnings as well as a portion of his
or her personal savings and assets.
For 1979-80 the College bill, which includes tuition, room and
board, and a comprehensive fee, will be $7,080. This comprehensive fee
covers not only the usual student services — health, library, laboratory
fees, for example — but admission to all social, cultural, and athletic
events on campus. The total budget figure against which aid is
computed is $7,830. This allows $750 for books and personal expenses,
exclusive of travel.

— 29

M

FINANCIAL AID

An admitted student seeking aid must submit to the Finanical Aid
Office a signed photocopy of the parents’ most recent federal income
tax return. When a student receives financial aid from a source other
than the College, the College subtracts the amount of that financial aid
from the Swarthmore award. This equitable distribution of total
available 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 received 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. Mid-year each student
who has aid must submit a new financial aid application and a copy of
the parents’ (or independent student’s) federal income tax return (all
pages and schedules). This information is analyzed by the College
Scholarship Service and reviewed by the Committee on Financial Aid
under the guidance of the Director. A student’s aid is not withdrawn
unless need is no longer demonstrated. Generally, assistance is available
only for the duration of the normal four year undergraduate program.
Students who choose to live off campus may not receive College
grant/loan assistance in excess of their College bill, although the cost
of living off campus will be recognized in the calculation of a student’s
financial need.
Students who have not previously received financial aid may apply if
special circumstances have arisen. Limited funds are available for
transfer students. 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 1978-79 the College awarded approximately
$1,200,000 in grants. About one half of that sum was provided through
the generosity of alumni and friends by special gifts and the endowed
scholarships listed on pp. 31-44. The Federal government also makes
Basic Educational Opportunity Grants and Supplementary Educational Opportunity Grants available. It is not necessary to apply for a
specific college scholarship; the Committee on Financial Aid decides
who is to receive endowed scholarships and others are helped from
general scholarship funds. Although some endowed scholarships are
restricted by locality, sex, religion or physical vigor, the College’s
system of awarding aid makes it possible to meet need without regard
to these restrictions. Financial need is a requirement fo r all scholarships
unless otherwise indicated.

— 30

FINANCIAL AID

LOAN FUNDS
Long term loan funds with generous repayment terms combine with
Swarthmore’s program of scholarships and grants to enable the
College to meet the needs of each student.
Interest on both National Direct Student Loans and Swarthmore
College loans is 3% on the unpaid balance beginning nine months after
the student terminates 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 a student who wishes to avoid
indebtedness may be able to repay loans annually from campus
earnings.
The College also maintains special loan funds which are listed
below.
The
The
The
The
The
The
The
The
The

Class o f 1916 Loan Fund
Class o f 1920 Loan Fund
Class o f 1936 Loan Fund
Class o f 1937 Loan Fund
John A. Miller Loan Fund
Paul M. Pearson Loan Fund
Thatcher Family Loan Fund
Ellis D. Williams Fund
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.
Because the College does not have enough National Direct Student
Loan funds to assist all students in need, some students are asked to
seek loans through the Guaranteed Student Loan Program available
through local banks. The interest on this long-term, low-interest,
educational loan is federally subsidized while the borrower is still in
school. Nine months after the borrower leaves school, interest begins
to accrue at 7% and principle repayment must begin. The Guaranteed
Student Loan (and the interest subsidy) is available to all students,
without regard to family income. The maximum an undergraduate
may borrow through this program is $2,500 annually, although, $7,500
is the aggregate maximum for the full-undergraduate program.

31

FINANCIAL AID

STUDENT EMPLOYMENT
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 $2.47 to $3.15 per hour, and it is
possible for a student to earn $550 or more each year. Students on
financial aid are given hiring priority under the guidance of the
Director of Financial Aid, but there are usually jobs available for
others who wish employment. The Student Employment Office publi­
cizes local off-campus and temporary employment opportunities.
Students are generally able to carry a moderate working schedule
without detriment to their academic performance.
For students who qualify under the federal College Work-Study
Program, off-campus placements in public or private, non-profit
agencies in the local or Philadelphia area can be arranged through the
Financial Aid Office. Among suitable agencies are hospitals, schools,
museums, social service agencies and local, state or federal government
agencies.

Swarthmore College
National and Regional Scholarships
On occasion Swarthmore College awards four-year National and
Regional Scholarships to the outstanding men and women entering the
freshman class.
Midwest Scholarships are awarded to students who reside in Illinois,
Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska,
North and South Dakota, Oklahoma, or Wisconsin.
New England Scholarships are awarded to students who reside in
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island,
or Vermont.
Pacific Scholarships are awarded to students who reside in Alaska,
California, Hawaii, Nevada, Oregon, or Washington.
Rocky Mountain Scholarships are awarded to students who reside
in Arizona, Colorado, Idaho, Montana, New Mexico, Utah, or
Wyoming.

— 32 —

FINANCIAL AID

Southeast Scholarships are awarded to students who reside in
Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Missis­
sippi, North Carolina, South Carolina, Tennessee, or Texas.
The awards are made to those candidates who, in the opinion of
Committees of Award, rank highest in scholarship, leadership, charac­
ter, and personality. The amount of the annual award varies from $300
to $7080 according to the financial need of the winner. In those
instances where there is no financial need, scholarships carry an
honorary award.

Other Scholarships
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 Swarthmore,
and of Marie Osgood Aydelotte, his wife.
The Boyd and Ruth Barnard Fund Grants are awarded by the
Department of Music to students at the College who show unusual
promise as instrumentalists or vocalists and who need help to pay for
private instruction.
The Curtis Bok Scholarship was established in the College’s Centen­
nial 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 qualities 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 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

— 33 —

FINANCIAL AID

leadership and has demonstrated through past performance his eager­
ness to give service to college and community. He should rank high in
scholarship, character and personality.
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
College’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 to serve in those
fields following their graduation and post-graduate work. 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 Susan P. Cobbs Scholarship, established in 1977 through a
bequest by Susan P. Cobbs, Dean Emerita of Swarthmore, is awarded
to a junior or senior student majoring in some branch of the Classics.
The recipient is designated by the Classics Department.
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 is awarded every year to a
deserving student who is in need of financial assistance, in accordance
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 Collisson
of the Class of 1922 is awarded to a freshman man or woman.
Selection will place emphasis on character, personality and ability.
The Marion L. Dannenberg Scholarship is awarded to a freshman
student with financial need who ranks high in personality, character

— 34

FINANCIAL AID

and scholarship. This endowment is in memory of Mrs. Dannenberg
who was mother and grandmother of six students who attended
Swart hmore.
The Delta Gamma Scholarship is to be awarded to a blind student at
Swarthmore College. In any year in which there is no such candidate
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. Selection will
place emphasis on character, personality and ability.
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; second,
to that of other protestant denominations; and third, to those interested
in Engineering or Economics.
The Howard S. and Gertrude P. Evans Scholarship Fund provides
scholarships for worthy students, preference being given to students
with highest scholarship from high schools of Delaware County, PA.
The J. Horace Ervien Scholarships are awarded annually, with
preference given to students who plan to major in engineering.
Consideration will be given to academic qualifications, financial need,
character and qualities of leadership. The scholarship is renewable for
qualified students. These scholarships were named in a bequest by
Mrs. Elsa G. Giele Ervien in honor of her husband, J. Horace Ervien,
B.S. X)3, C.E. TO.
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 Joyce Mertz Gilmore Scholarship is awarded to an entering
freshman, and may be renewed for each of the following three
undergraduate years. The recipient is chosen on the basis of mental
vigor, concern for human welfare, and the potential to contribute to
the College and the Community outside. The award was established in
1976 by Harold Mertz ’26 in memory of Joyce Mertz Gilmore, who
was a member of the class of 1950.

— 35 —

FINANCIAL AID

The Mary Lippincott Griscom Scholarship is given to a woman
student with financial need, who ranks high in character, personality
and scholarship. Preference is given to a member of the Society of
Friends.
The Stella and Charles Guttman Foundation Scholarships were
established in 1964 by a grant from the Foundation to provide
scholarships 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 A. Price Heusner Scholarship, given by his family in memory of
A. Price Heusner, Class of 1932, is awarded to an upperclassman from
the Middle West. Preference is given to a pre-medical student. Consid­
eration is given to the candidate’s character, demonstrated concern for
the welfare of others, and participation in team activities, as well as
academic standing.
The Rachel W. Hillborn Scholarship was founded by Anne Hillborn
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 is
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 Committee,
or similar activities.
The Hadassah M. L. Holcombe Scholarship is awarded to a freshman
with financial need and is renewable for four years at the discretion of
the College. Preference will be given to members of the Society of
Friends.
The Everett L. Hunt Scholarship, endowed by the Class of 1937 in
the name of its beloved emeritus professor and dean, provides an
unrestricted scholarship to be awarded annually by the College.
The Aaron B. Ivins Scholarship is awarded annually to a young man
of the graduating class of Friends Central School, Overbrook, Phila­
delphia. This scholarship is awarded by the faculty of Friends Central
School, and is subject to the approval of Swarthmore College.
The George K. and Sallie K. Johnson Fund provides aid during the
senior year for young women who are fitted to become desirable
teachers.
36 —

FINANCIAL AID

The Howard Cooper Johnson Scholarship, established by Howard
Cooper Johnson V6, is awarded on the basis of all-around achievement
to a male undergraduate who is a member of the Society of Friends.
Kappa Alpha Theta Scholarship, established by Kappa Alpha Theta
Fraternity at Swarthmore, is awarded annually to a woman student.
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.
The Jessie Stevenson Kovalenko Scholarship Fund, the gift of
Michel Kovalenko in memory of his wife, is awarded to a student,
preferably a woman, in her junior or senior year and a major in
astronomy, or to a Swarthmore graduate, preferably a woman, for
graduate work in astronomy at Swarthmore or elsewhere.
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 Lafore Scholarship is awarded in memory of John A. Lafore of
the Class of 1895. The College in granting this scholarship gives
preference to qualified candidates who are descendants of Amand and
Margaret White Lafore.
Eugene M. Lang Opportunity Grants. Awarded each year to as
many as four entering students. Selection by a special committee on
the basis of distinguished academic and extra-curricular achievement
and demonstrable interest in social service. Stipends are based on
financial need and take the form of full grants up to the amount of
total college charges. Each Lang Scholar is also eligible for summer or
academic year research or community service support, while an
undergraduate, up to a maximum of $5,000 and for a $2,000 fellowship
for graduate study. The program is made possible by the gift of Eugene
M. Lang, ’38.
The Ida and Daniel Lang Scholarship established by their son,
Eugene M. Lang 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 scholarship,
character, and personality.

— 37 —

FINANCIAL AID

The Stephen Girard Lax Scholarship, established by family, friends
and business associates of Stephen Lax ’41, is awarded on the basis of
financial need every two years to a student entering the junior year and
showing academic distinction, leadership qualities, and definite interest
in a career in business.
The Scott B. Lilly Scholarship, endowed by Jacob T. Schless of the
Class of 1914 at Swarthmore College, was offered for the first time in
1950. This scholarship is in honor of a former distinguished Professor
of Engineering and, therefore, students who plan to major in engineer­
ing are given preference. An award is made annually.
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 Long Island Quarterly Meeting, N. Y, Scholarship, is awarded
annually by a committee of that Quarterly Meeting.
The Mary T. Longstreth Scholarship was founded by Rebecca C.
Longstreth in memory of her mother and is 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 Dr. Marshall’s grandfathers, Abram
Marshall or Mahlon Phillips.
The Edward Martin Scholarships, established by a bequest of
Edward Martin, friend of Swarthmore College, provides financial aid
to juniors and seniors majoring in Biology, or pre-medical students
taking substantial work in this field. Awards are made in consultation
with the Department of Biology.
The Thomas B. McCabe Achievement Awards, established by
Thomas B. McCabe, ’15, are awarded to entering students from the
Delmarva Peninsula, and Delaware, Montgomery and Chester Coun­
ties, Pennsylvania, who give promise of leadership. In making selections,
the Committee places emphasis on ability, character, personality, and
service to school and community. These awards provide a minimum
annual grant of tuition, or up to $7,080 depending on need. Candidates
for the McCabe Awards must apply by January 15 for admission to
the College.

— 38 —

FINANCIAL AID

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 the undergraduate
years.
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 Township).
The Margaret Moore Scholarship Fund provides scholarships to
foreign students with a preference given to students of South Asian
origin.
National Society o f 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
$1,000, with assistance in excess of that amount based on the scholar’s
need.
The Florence Eising Naumburg Scholarship, named in 1975 in
honor of the mother of an alumna of the Class of 1943, is awarded to a
student whose past performance gives evidence of intellectual attain­
ment, leadership, and character, and who shows potential for future
intellectual growth, creativity, and scholarship, and for being a contri­
butor to the College and ultimately to society.
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
maintain satisfactory grades and who require financial assistance.
The Harriet W. Paiste Fund provides a scholarship for a young
woman who is a member of the Society of Friends (Philadephia Yearly
Meeting).
The Rogers Palmer Scholarship, established in 1973 by Rogers
Palmer, of the Class of 1926, is awarded to a member of the freshman
class who shows promise of leadership and who has need of financial
assistance. The scholarship is renewable for a total of four years at the
discretion of the College.

— 39

FINANCIAL AID

The T. H. Dudley Perkins Memorial Scholarship is awarded annually
to an entering freshman on the basis of qualities of manhood, force of
character and leadership; literary and scholastic ability; physical vigor
as shown by participating in out-of-doors sports or in other ways.
The Cornelia Chapman and Nicholas O. Pittenger Scholarship
established by family and friends is awarded to an incoming freshman
man or woman who ranks high in scholarship, character and personal­
ity and who has need for financial assistance.
The Anthony Beekman Pool Scholarship. This scholarship is award­
ed to an incoming freshman man of promise and intellectual curiosity.
It is given in memory of Tony Pool of the Class of 1959.
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 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
College. Preference is given to a relative of the donor.
The Robert Pyle Scholarship was established by his sisters, Margery
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.
Applicants who show promise of intellectual attainment based upon
sound character and effective personality and who reside in Chester
County are given preference.
The Lily Tily Richards Scholarship, established by Peirce L. Richards,
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 Adele Mills Riley Memorial Scholarship, founded by her
husband, John R. Riley, was awarded for the first time for the
academic year 1964-65. An annual award subject to renewal is made to
a deserving student, man or woman. Selection stresses the candidate’s
capacity for significant development 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 77 Roberts Scholarship, endowed by his family in
memory of Byron T. Roberts, ’12, is awarded annually to an incoming
student and is renewable for his or her years of study at Swarthmore.
— 40 —

FINANCIAL AID

The Louis N. Robinson Scholarship was established during the
College’s Centennial year by the family and friends of Louis N.
Robinson. Mr. Robinson was for many years a member of the
Swarthmore College faculty and founder of the Economics Discussion
Group. A member of the junior or senior class who has demonstrated
interest and ability in the study of Economics is chosen for this award.
The Edith A. Runge Scholarship Fund, established by the will of
Edith A. Runge of the Class of 1938, provides assistance annually to
students who have need of financial aid.
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 talents
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 William G. and Mary N. Serrill Honors Scholarship is a
competitive scholarship for men, awarded to a candidate for admission
to the College, based upon the general plan of the Rhodes Scholarships.
Preference will be given to men who are residents of Abington
Township, including Jenkintown and Glenside, Montgomery County,
Pennsylvania.
The Clinton G. Shafer Scholarship endowed by his family in
memory of Clinton G. Shafer, of the Class of 1951, is awarded to
students interested in engineering and physical science. The committee
in making its selection considers character, personality and leadership.
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 selections,
has regard for candidates who rank highest in scholarship, character,
personality, leadership, and physical vigor. At least one scholarship is
given each year.
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.
— 41

FINANCIAL AID

The Thomas H. and Mary Williams Shoemaker Fund provides
scholarships annually for children of Friends.
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 W. W. Smith Charitable Trust provides scholarships for worthy
Philadelphia County area entering freshmen.
The Babette S. Spiegel Scholarship Award, given in memory of
Babette S. Spiegel, Class of 1933, is awarded to a student showing very
great promise as a creative writer (in any literary form) who has need
of financial assistance. The Department of English determines those
eligible.
The Clarence K. Streit Scholarship is awarded to a student entering
the junior or senior year and majoring in history. Preference is given to
persons in the Honors Program, outstanding in initiative and scholar­
ship, who demonstrate a particular interest in Early American History.
This scholarship honors Clarence K. Streit, author of Union Now: A
Proposal For An Atlantic Federal Union o f the Free, whose seminal
ideas were first made public in three Cooper Foundation lectures at
Swarthmore.
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 is given to graduates of George School;
graduates of other Friends schools or other persons are eligible next.
The Newtown 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.
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. First preference is to descendants of Jonathan K.
Taylor; then to members of the Baltimore Yearly Meeting of Friends;
then to others.
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.
42

FINANCIAL AID

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 Audrey Friedman Troy Scholarship, established by her husband,
Melvin B. Troy ’48, is awarded to a freshman man or woman. 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 education, and
to be a contributor to the College and ultimately to society.
The Daniel Underhill Scholarship was established by a bequest from
Edward Clarkson Wilson ’91, and a gift from Daniel Underhill ’94, in
memory of this member of the first Board of Managers. The award is
made at the discretion of the College.
The William Hilles Ward Scholarships, in memory of William Hilles
Ward of the Class of 1915, are awarded annually, preferably to
students who plan to major in science. The committee in making its
selection has regard for candidates who are most deserving of financial
assistance.
The Barclay and Edith Lewis White Scholarship is awarded annually
by the Music Department to a student of music.
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, ^1, formerly
Principal of the Baltimore Friends School. It is 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 character
and high standing in scholarship.

— 43 —

FINANCIAL AID

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
and have need for financial assistance to complete their education at
Swarthmore College.
The Mary Wood Fund provides a scholarship which may be •
awarded to a young woman who is preparing to become a teacher.
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 o f 1913 Scholarship Fund
The Class o f 1914 Scholarship Fund
The Class o f 1915 Scholarship Fund
The Class o f 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 Minnesota Mining and Manufacturing Company
Scholarship Fund
The Reader’s Digest Foundation Endowed 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 Walter Frederick Sims Scholarship Fund
The Francis Holmes Strozier Memorial Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Deborah F. Wharton Scholarship Fund
The Thomas H. White Scholarship Fund
The Edward Clarkson Wilson and Elizabeth T. Wilson
Scholarship Fund
The Thomas Woodnutt Scholarship Fund

— 44—

Ill
COLLEGE LIFE
STUDENT COMMUNITY

COLLEGE LIFE
HOUSING
Swarthmore is primarily a residential college, conducted on the
assumption that the close association of students and instructors is an
important element in education. Most students live in College dormi­
tories, which include coeducational housing as well as single sex
dormitories and sections. Many members of the faculty live on or near
the campus, and are readily accessible to students.
Residence Halls
Thirteen residence halls, ranging in capacity from 16 to 235 students,
offer a diversity of housing styles. These dormitories include: Ashton
and Woolman Houses; Dana and Hallowell Halls which were opened
in 1967; the upper floors in the wings of Parrish Hall; Wharton Hall,
named in honor of its donor, Joseph Wharton, at one time President of
the Board of Managers; Palmer, Pittenger and Roberts Halls on South
Chester Road; two buildings on the Mary Lyon School property;
Worth Hall, the gift of William P. Worth and J. Sharpies Worth, as a
memorial to their parents; and Willets Hall, made possible largely by a
bequest from Phebe Seaman, and named in honor of her mother and
aunts.
About seventy percent of dormitory areas are designated as coedu­
cational housing either by floor, section, or entire dorm; the remaining
areas are reserved for single sex housing. Dormitory sections may
determine their own visitation hours up to and including twenty-four
hour visitation.
New students are assigned to rooms by the Deans. Efforts are made
to follow the preferences indicated, and to accommodate special needs,
such as physical handicaps. Other students choose their rooms in an
order determined by lot. All students are expected to occupy the rooms
to which they are assigned or which they have selected through the
regular room choosing process unless authorized by the Deans to
move. Permission must also be obtained from the Deans to reside
outside college housing.
Dormitories remain open during Thanksgiving week but are closed
to student occupancy during Christmas and Spring vacations. Students

COLLEGE LIFE

enrolled for the fall semester only are expected to vacate their
dormitory rooms within twenty-four hours after their last scheduled
examination. Freshmen, sophomores, and juniors are expected to
leave immediately after their last examination in the spring so that
their rooms may be prepared for use by Commencement visitors.
The insurance program for the College is designed to provide
protection for College property and does not include the property of
students or others. Students and their parents are strongly urged to
review their insurance program in order to be sure that coverage is
extended to include personal effects while at college.
Sharpies Dining Hall
All students living on campus are required to subscribe to the
College board plan for meals in the Philip T. Sharpies Dining Hall.
The board plan covers 19 meals a week. Although an effort is made to
meet the dietary needs of all students, not all special requirements can
be accommodated; permission to reside off campus will be extended to
any student not able to participate in the board plan. The dining hall is
closed during the Christmas and Spring vacations.
Tarble Social Center
Through the generosity of Newton E. Tarble of the Class of 1913, the
building which formerly housed the College Library was completely
renovated and, since 1967, has served as the College’s Social Center. It
includes 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 facilities for various cultural activities of
special interest to Black students. The Center and its program are
guided by a director and a committee of Black students, faculty, and
administrators. Programs planned by the Center are open to all
members of the College community.
Alice Paul Women’s Center
The Alice Paul 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,
— 48 —

COLLEGE LIFE

pamphlets and periodicals, provides information, and sponsors a
variety of programs, lectures, discussions and symposia for all members
of the College community about issues relating to women.
RELIGIOUS LIFE
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
individual. The Society of Friends is committed to the belief that
religion is best expressed in the quality of everyday living. There are
accordingly no compulsory religious exercises. Students are encouraged
to attend the churches of their choice. Seven churches are located in
the borough of Swarthmore; other churches and synagogues may be
found in the nearby towns of Morton, Media, Chester and Springfield.
The Swarthmore Friends Meeting House is located on the campus.
Students are cordially invited to attend its meeting for worship on
Sunday. Extracurricular groups with faculty cooperation exist for the
study of the Bible and the exploration of common concerns of religion.
STUDENT WELFARE
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,
severe allergies, or psychiatric disturbances will be especially valuable
to the college Health Service in assisting each student. All this
information will be kept confidential.
The Health Center staff cooperates closely with the Department of
Physical Education and Athletics. Recommendations for limited activ­
ity may be made for those students with physical handicaps. In
occasional cases a student may be excused entirely from the require­
ments of the Physical Education Department, 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

m

49

COLLEGE LIFE

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 Center
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
procedures and laboratory tests, and transportation when necessary to
local hospitals.
The medical facilities of the College are available to students injured
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,
required for all students participating in athletics and is recommended
for all others. (For details see page 28.)
A program of psychological counseling services for students with
personal or emotional problems is coordinated by a director, who also
sees students for individual or group consultations. The director and
the staff of psychological counselors hold office hours by appointment
each week, and a consulting psychiatrist is available as necessary. Brief
psychotherapy within the limits of available time will be given to
students without charge. In instances where longer treatment is indica­
ted, the student will be referred to an outside psychiatrist or psycholo­
gist.
Special educational seminars and workshops on issues of concern to
the entire college community are also sponsored by the counselors,
usually with the support of or in conjunction with student organizations
or interest groups and the Deans. The counselors are also available to
consult with faculty members, Resident Assistants, and other members
of the college’s supportive staff.
Student Advising
Each freshman is assigned to a faculty member who acts as course
adviser until this responsibility falls to the chairman of the student’s
major department at the end of the sophomore year.

— 501—

COLLEGE LIFE

The Deans hold overall responsibility for the advising system. They
are themselves available to all students for advice on any academic or
personal matters, and for assistance with special needs, such as those
arising from physical handicaps.
A consultant for testing and guidance is available to assist students
with special problems of academic adjustment, study skills and reading
proficiency. In addition, aptitude and interest tests may be given on
request.
Resident assistants, selected from the junior and senior classes, are
assigned to each of the dormitory sections.
Career Planning and Placement
The Office of Career Planning and Placement provides assistance to
students in considering how a given major may relate to future
employment, choosing an occupation, and locating employment during
the summers and upon graduation. Students may also elect to establish
a file of credentials for use in seeking employment. Periodic conferences
are planned and interviews are arranged with prospective employers.
In addition, an Extern Program is offered through which students may
observe at first hand the business and professional activities of alumni
who are working in fields related to students’ potential career interests.
The 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 the several publica­
tions issued by the College and 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.

— 51

STUDENT COMMUNITY
Student Conduct
The influence of the Society of Friends within the College community
is one of the important factors in making Swarthmore what it is
Students who choose Swarthmore as their college should understand
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 the Student Council and the Dean. 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. Tam­
pering with fire alarms or fire 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 Committee,
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 interference
with the orderly programs, functions, or conduct of College activities
of any kind is a serious offense.

STUDENT COMMUNITY

Penalties for violations of College regulations such as those listed
above are set by judicial committees or the Deans and may involve
suspensions 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 government.
Its efforts are directed toward coordination of student activities 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 appointed
by Council.
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. The College
Judiciary Committee is composed of student, faculty and administra­
tion 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. A more complete description
of the judicial system is available from the office of the Dean.
Social Committee
An extensive program of social activities is managed by the Social
Committee appointed by the Student Coucil. The program is designed
to appeal to a wide variety of interests, and is open to all students.
There is usually no charge for college social functions.

— 53»-^

STUDENT COMMUNITY

EXTRA-CURRICULAR ACTIVITIES
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. The College encourages students to participate in
whatever activities best fit their personal talents and inclinations.
The Studio Arts Program
The Studio Arts Program, administered by the Department of Art,
is an academic program, but the instruction and facilities are open to
students who wish to participate on an extra-curricular basis. Refer to
the Art Department program for a listing of credit and non-credit
courses.
Music
The Department of Music administers and staffs several performing
organizations. The College Chorus, directed by Professor Peter Gram
Swing, rehearses three hours per week. (The College Singers, a select
small chorus drawn from the membership of the Chorus, rehearses an
additional one or two hours per week.) The College Orchestra, directed
by Professor James D. Freeman, rehearses twice a week. (The Chamber
Orchestra, a small, unconducted ensemble consisting of first-stand
players from the Orchestra, also rehearses frequently.) Members of the
Orchestra, other instrumentalists and solo singers can participate in
the chamber music coaching program.
The Chorus and Orchestra give several public concerts each year at
the College and elsewhere. Both organizations require auditions for
membership. Several student chamber music concerts (in which all
interested students have an opportunity to perform) are given each
semester. These concerts also provide an opportunity for student
composers to have their compositions performed publicly.
Practice and performance facilities in the Lang Music Building
include 16 practice rooms (each with at least one piano), two concert
and rehearsal halls (each with its own concert grand), two organs, two
harpsichords, and an electronic studio. The Daniel Underhill Music
Library has excellent collections of scores, books, and records.

54 —

STUDENT COMMUNITY

The William J. Cooper Foundation presents a distinguished group
of concerts each year on the campus. The Music Department adminis­
ters a separate series of public concerts.
Dance
The Swarthmore College Dancers, a modern dance group directed
by Professor Patricia Boyer, performs public concerts with works
choreographed by students, the dance faculty and other professional
choreographers.
For the past few years Swarthmore College has been the recipient of
National Endowment for the Arts grants which have enabled the
College, in conjunction with the William J. Cooper Foundation, to
bring outstanding professional dance companies for short term resi­
dencies.
The Department of Physical Education and Athletics sponsors a
coeducational performance group in Folk Dance.
There is also a Dance Ensemble sponsored by the Black Cultural
Center.
Drama
Professor Lee Devin is Director of The Theatre. He supervises the
drama program, which includes course work, workshops with guest
directors, invited speakers, and a number of student-directed projects
each semester. Interested students should consult the departmental
statement in English Literature.
Athletics
Swarthmore’s athletic policy is based on the premise that any sports
program must be justified by the contributions 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 competing on its
intercollegiate or club teams, or in intramural sports. Faculty members
serve as advisers for several of the varsity athletic teams. They work
closely with the teams, attending practices and many of the scheduled
contests.

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 simultan­
eously a valuable experience for Swarthmore students and a service to
members of surrounding communities. It offers both a six-week
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 administered by
Edwin A. Collins, Project Director.
Fraternities
There are three fraternities at Swarthmore; Delta Upsilon and Phi
Sigma Kappa are affiliated with national organizations, while Phi
Alpha Psi is a local association. Fraternities are adjuncts to the college
social program and maintain separate lodges on the campus. The
lodges do not contain dormitory accommodations or eating facilities.
New members are pledged during the late fall of their first year at the
College. In recent years about ten per cent of the freshman men have
decided to affiliate with one of the fraternities.

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IV
EDUCATIONAL PROGRAM
FACULTY REGULATIONS
DEGREE REQUIREMENTS
AWARDS AND PRIZES
FELLOWSHIPS

EDUCATIONAL PROGRAM
GENERAL STATEMENT
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 Placement
credit, is possible (see page 25).
The selection of a program will depend upon the student’s interests
and vocational plans. The purpose of a liberal education, however, 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. Intellec­
tually it aims to enhance resourcefulness, serious curiosity, openmindedness, perspective, logical coherence, insight, discrimination.
One comprehensive review of Swarthmore’s curriculum (Critique o f
a College, 1967) suggested two principles for a 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 he can compare and contrast different methods of
inquiry ..., and so that he can have the experience of making the
bright spark of connection leap across wide gaps. It is this breadth that
gives point to the two senses of ‘relevance’ that are fundamental in

* For groupings of departments see page 245.

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EDUCATIONAL PROGRAM

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 that the curriculum should aim to
encourage resourcefulness and self-reliance and develop the personal
conditions of intellectual progress by placing substantial responsibility
upon the student for his or her 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 constella­
tions 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
expected 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 or her faculty advisor.
The program for upper class students affords a choice between two
methods of study: the External Examination (Honors) Program and
the Course program. Reading for Honors is characteristically the more
intensive, Course work the more diversified. An Honors candidate
concentrates on two or three fields, the major and one or more minors;
studies are intensive and will occupy three-fourths of the student’s
working time during the last two years. In addition, the student takes
four courses, or the equivalent, which provide opportunities for further
exploration outside the Honors program. At the close of the senior
year, the Honors candidate takes a series of six examinations given by
visiting examiners.
A student in the Course program has wider freedom of election and
normally takes four courses or their equivalent in each of the last four
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semesters. Before the end of the senior year, students are required to
pass a comprehensive examination given by the major department.
Students in the Course program are admitted to seminars when space
is available; but work in 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 127, 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 Dean. 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
education. 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 below,
elect work in at least six departments, and complete at least 20 credits
outside the major before graduation. Three of the four distribution
groups (those dealing with the natural sciences and engineering,
literature and the arts, and the social and policy sciences) correspond
generally to the College’s grouping of academic departments 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 a distribution
requirement (e.g. courses taught jointly by members of different
departments, courses in education, 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 Committee and the Faculty as perspectives of disciplines
and of departments 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.
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EDUCATIONAL PROGRAM

2. Art (courses in art history), Classics (literature courses num­
bered 11 or above ), English Literature (with the exception of
English 1A and IB and workshop and studio courses), Modern
Languages (literature courses numbered 11 or above), Music
(except courses numbered 33-40 and Dance 1, 4, and 30).
3. Classics (courses in ancient history), History, Linguistics,
Philosophy, Psychology, Religion.
4. Economics (except Economics 3 and 4), 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
distribution requirements; and courses cross-listed between depart­
ments 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
requirement, 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 intend­
ing 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
subjects, and sufficient additional electives must be taken to make up a
full program, bearing in mind the requirement that at least 20 credits
must be taken outside the major department.
Early in the sophomore year, the student should identify two or
three subjects as possible majors, paying particular attention to
departmental requirements and recommendations.
While faculty advisors assist students in preparing their academic
programs, it is emphasized that students themselves are individually
responsible for planning and adhering to programs and for the
completion for graduation requirements. Faculty advisors, department

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chairmen, other faculty members, the Deans, the Associate Provost
and the Registrar are available for information and advice.
In the freshman and sophomore years all students not excused for
medical reasons are required to complete a four quarter (two semester)
program in physical education. The requirements are stated in full on
page 80.
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 at least twenty credits be
taken outside the major field. It has been the practice of the Committee
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 or her major subject.
Students must determine a major subject by the end of their
sophomore year, and apply formally through the Registrar to be
accepted by the department or division concerned. Acceptance will be
based upon the student’s record and an estimate of his or her
capabilities in the designated major. Students who fail to secure
approval of a major 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 departmental
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 problems for sustained inquiry
that crosses departmental boundaries and can be treated as a sub-field
within the normal departmental major. Special Majors consist of at
least 10 credits and normally of no more than 12 credits. Occasionally,
where regular departmental requirements unduly constrain the possi­
bilities 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
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EDUCATIONAL PROGRAM

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.
During the junior and senior years, Course students are advised by
the chairman of the major department (or a member of the department
designated by the chairman) whose approval must be secured for the
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.
EXTERNAL EXAMINATION PROGRAM (READING
FOR HONORS) FOR JUNIORS AND SENIORS
The External Examination Program, initiated in 1922 by President
Frank Aydelotte and modified most recently in 1977, is a distinctive
part of Swarthmore’s educational life. While the program is designedly
flexible and responsive to new needs, it has been characterized from
the beginning by three basic elements, which taken together may be
said to be the essence of the system.
(1) Reading for Honors involves a concentration of the student’s
attention during the junior and senior year upon a limited field of
studies. Normally, the student pursues only two subjects each semester,
avoiding fragmentation of interests. Content of studies is correspond­
ingly broader and deeper, permitting a wide range of reading and
investigation and demanding of the student correlations of an inde­
pendent and searching nature.
(2) While Reading for Honors frees students from periodic examina­
tion, it exposes their thinking to continual scrutiny from both class­
mates and instructors. In this program, students are prepared for
examinations in six subjects, given at the close of the senior year. In
these, the student is expected to demonstrate competence in a field of
knowledge rather than mere mastery of those facts and interpretations
which the instructor has presented. These examinations, consisting of a
three-hour paper in each field, are set by examiners from other
institutions who also come to the campus to conduct an oral examina­
tion of each student.

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(3)
Reading for Honors is customarily carried on in seminars, in
independent projects, or in classes which have been approved as
preparations for Honors. 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. While students preparing for
Honors examinations may under unusual circumstances elect to take
as many as eight seminars, an Honors candidate will usually take no
more than six seminars; if over six are taken, those six which constitute
commitment to be considered for Honors must be designated at the
time of entry into the External Examination program. Fewer than six
may be taken, since it is possible to prepare in other ways for Honors
examinations.
In practice three avenues toward an Honors degree are open:
(1) The normal program of reading for Honors consists of six
subjects studied during the last two years in preparation for papers,
i.e., examinations, 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 the major; in those cases where three subjects are offered in each of
two fields, one of them is designated as the 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 certain
subjects which are allowed to stand alone. Thus there is a considerable
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
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 taken elsewhere and since instruction in some
fields of the student’s choice may not be available in the other
institution. 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 incurred by missing both the
stimulus and criticism provided in seminar.

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EDUCATIONAL PROGRAM

(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 subse­
quently shown distinction, may be encouraged to enter the External
Examination program as late as the middle of the senior year. They
shall receive no remission of the number of examinations by reason of
their preparation in the Course program. Such students must petition
the division before the beginning of the second semester of the senior
year for permission to take the Honors examinations and must submit
an acceptable list of examinations which they are prepared to take.
A candidate for admission to the External Examination program
should consult the chairmen of his or her prospective major and minor
departments during the second semester of the 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 the student’s previous
work as indicated by the grades received but mainly upon the student’s
apparent capacity for assuming the responsibility of reading for
Honors. 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 responsible for approval of the
original program and of any later changes in that program.
At the end of the junior year, Honors candidates are required to take
the Honors examinations set at that time for the fields they have
studied. These trial papers are read by Swarthmore 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
the External Examination program. Those students who move to the
Course program under these circumstances or for other reasons will
receive grades for the work accomplished while reading for Honors,
but in no case without taking examinations in the field covered.
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 recommen­
dation, 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, Swarthmore faculty review the student’s examination
papers and determine whether or not to grant a degree in the Course
program.

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EDUCATIONAL PROGRAM

EXCEPTIONS TO THE FOUR YEAR PROGRAM
Although the normal period of uninterruupted work toward the
Bachelor of Arts and Bachelor of Science degrees is four years,
graduation in three years is freely permitted when a student can take
advantage of Advanced Placement credits, perhaps combining them
with extra work by special permission. When personal circumstances
warrant, a student may lengthen the continuous route to graduation to
five years by carrying fewer courses than the norm of four: this may
occasionally be appropriate for students who enter Swarthmore
lacking some elements of the usual preparation for college, who are
physically handicapped, or who wish to free time for activities relating
to their curricular work although not done for academic credit. Such
five-year programs are possible in Music and Studio Arts for students
who are taking 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, which will
look for 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 planning and academic
advising.
NORMAL COURSE 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 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 primarily,
however, the accumulation of 32 credits. College policy does not
permit programs of fewer than three courses within the normal 8
semester enrollment. Programs of more than five courses or fewer than
four courses require special permission (see p. 27 on tuition and p. 78
on registration).
FORMATS OF INSTRUCTION
While classes and seminars are the normal curricular formats at
Swarthmore, faculty regulations encourage other modes as well. These
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EDUCATIONAL PROGRAM

include various forms of individual study, student-run courses, and a
limited amount of “practical” or off-campus work.
The principal forms of individual work are attachments to courses,
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 candidates it is an alternative to seminars as a
preparation for papers. Students who decide before the middle of the
semester to do a half-credit attachment may commonly, with permission,
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
examinations 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 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
normally 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
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EDUCATIONAL PROGRAM

its organizers with the Provost, who has administrative supervision of
such work, and who may waive the foregoing deadlines to recognize
problems in the organization of such courses. The course supervisor
consults his or her department, and in the case of an interdepartmental
course, any other department concerned, whose representatives to­
gether with the Provost will decide whether to approve the course. The
supervisor also reviews the course outline and bibliography and
qualifications and general eligibility of students proposing to participate
in the course. After a student-run course has been found acceptable by
the appropriate department (or departments) and the Provost, 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 occasional 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 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) sponsorship by the instructor’s
department, and in the case of an interdisciplinary project, any other
department concerned, whose representatives together with the Provost
will decide whether to grant permission for the applied or practical
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EDUCATIONAL PROGRAM

work before that work is undertaken; (3) a basis for the project in some
prior course work; and (4) normally, the examination of pertinent
literature and production of a written report as parts of the project.
This option is intended to apply to work in which direct experience of
the off-campus world or responsible applications of academic learning
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 instruction and the regular curriculum, the College limits
academic credit for it while recognizing its special importance for some
students’ programs.
INTERDISCIPLINARY 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. The College offers interdepartmental majors in International
Relations, Medieval Studies, Literature, and Linguistics-Psychology,
and formal interdisciplinary programs short of the major in Asian
Studies, Black Studies, and Public Policy. The programs in Education
and in Linguistics have departmental status as to staff. It should be
recognized that some departments are themselves interdisciplinary in
nature; that a considerable number of courses are cross-listed between
departments; 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 concentrations in addition to or as extensions of their majors,
particularly in Special Majors. Such concentration is formally provided
in Black Studies, Asian Studies, and Public Policy. Many other
opportunities exist informally — e.g., in comparative literature, in
African studies, in American studies, in Religion and SociologyAnthropology, in Engineering and Social Sciences, or in Biology and
Chemistry. Students are encouraged to seek the advice of faculty
members on such possibilities with respect to their particular interests.
In some cases faculty members of several departments have planned
and scheduled their course offerings with some consultation so as to
afford a de facto concentration in addition to the major, and students
may wish to know and take advantage of these cases of overlapping
faculty interests.

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HEALTH SCIENCES ADVISORY PROGRAM
The function of the health sciences advisory program is twofold: to
advise students interested in a career in the health sciences, and to
prepare letters of recommendation for professional schools to which
students apply. The letters are based on faculty evaluations requested
by the student, the student’s academic record and non-academic
activities.
Students intending to enter a career in the health sciences, especially
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, and 28, 29; Physics 1, 2, or 3,4; Math 3,4,
or two higher level courses; and English Literature, two semester
courses. In addition to the minimal requirements, some medical
schools require and many recommend the following courses: Cell
Biology, Developmental Biology, 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. All
required courses should therefore be taken on a graded basis after the
first semester of the freshman year.
Almost all medical schools require applicants to take the New
Medical College Admission Test which is given in April and September
each year. It is recommended that students take the test in the Spring
of the year that they apply for admission to medical schools. The
Student Manual fo r the New M CAT should be reviewed as early as
practical and may be purchased in the College bookstore. Swarthmore
College is a testing center for the New MCAT. Corollary tests, the
Dental Aptitude Test and the Veterinary Aptitude Test, are often
required by dental and veterinary schools.
Specific requirements for each medical and dental school along with
much other useful information are given in two publications which are
available in the College bookstore or the Health Sciences Advisory
Office: Medical School Admission Requirements and Admission Re­
quirements o f American Dental Schools. Catalogs for most medical
and veterinary schools are also on file in the Advisory Office.

EDUCATIONAL PROGRAM

The Health Sciences Advisor meets periodically with students inter­
ested in health careers and is available to assist students in planning
their programs in cooperation with students’ own academic advisors.
Further information on opportunities, requirements and procedures
can be obtained from the Health Sciences Advisor but it is the
student’s responsibility to make his or her intentions known to the
Advisor at the earliest possible date.
CREATIVE ARTS
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 five courses in the
creative arts may be counted toward the degrees of Bachelor of Arts
and Bachelor of Science.
COOPERATION WITH NEIGHBORING INSTITUTIONS
With the approval of their faculty advisor and the Associate
Provost, 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.
STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for interested students,
the College has student exchange arrangements with Middlebury
College, Mills 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 exchanges. 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.
EDUCATION ABROAD
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
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EDUCATIONAL PROGRAM

credit as part of a Swarthmore educational program, and those which
must be regarded as supplementary. To be acceptable for credit,
foreign study must meet Swarthmore academic standards, and must
form a coherent part of the student’s four-year plan of study. The
External Examination (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.
Plans for study abroad must be approved in advance by the
Associate Provost, the Registrar, and the chairmen of departments
concerned, if credit is to be given for courses taken. Students may be
asked to take examinations upon their return to the College. Requests
for credit must be made within the academic year following return to
Swarthmore. Individual departments, such as Art and Modern Lan­
guages and Literatures, publish separate instructions for transfer of
credits from other institutions. These are available from the respective
department offices.
ft 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 Languages and
Literatures, is open to students from any department, but especially
those in the humanities and social sciences. Should there be places
available, students from other institutions will be accepted. The
number of participants in 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 students,
and the preparation of Honors papers is possible in certain fields. The
program is designed primarily for juniors and second semester sopho­
mores, but in special cases a few seniors can be accommodated.
A Swarthmore College faculty member acts as resident Director.
The Director teaches a course or a seminar, supervises the academic
program and the living arrangements of the students, and advises on
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EDUCATIONAL PROGRAM

all educational or personal 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 1.
2. Academic Year in Madrid, Spain. This program is administered
by the Romance Language Department of Hamilton College, in co­
operation with faculty members of Williams, Mount Holyoke and
Swarthmore Colleges. Students many enroll either for the full academic
year or for the fall semester only. The program attempts to take full
advantage of the best facilities and teaching staff of the Spanish
community, while adhering to the code of intellectual performance
characteristic of the most demanding American institutions.
A distinguishing aspect of the program is the careful, individual
guidance of students in non-academic areas. This relates particularly to
(1) the extra efforts that are made to find homes well suited for student
lodging, and (2) the many activities which are planned to insure ample
contact with Spanish students.
The program is based in Madrid, where the cultural, educational
and geographic benefits are optimum. Classrooms and office space are
located at the International Institute (Miguel Angel 8, Madrid). The
program is particularly fortunate to have the use of these facilities,
since the Institute is centrally located, houses a library eminently suited
for study and research and sponsors a series of lectures, concerts and
social activities.
The program is under the general guidance of a committee comprised
of members of the Hamilton College Department of Romance Lan­
guages, who, in rotation with professors from Williams, Mount
Holyoke and Swarthmore Colleges, serve also as directors-in-residence
in Madrid. The director for 1979-80 is Professor Jeremy Medina of
Hamilton College.
Applications and further information are available from the secretary
of the Department of Modern Languages and Literatures.
3. 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 or Hamilton College in
Madrid may apply to one of the programs administered by other
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EDUCATIONAL PROGRAM

American colleges and universities; for example, those of Oberlin
College, with whose Chinese Studies Program at Tunghai University
the College is also affiliated, Smith College, or Sweet Briar College.
These are full-year programs of study at foreign universities, under the
supervision of American college personnel. Interested students should
consult the Associate Provost.
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, the Registrar,
and the appropriate department head. Care must be taken to assure in
advance that courses taken abroad will be acceptable for Swarthmore
credit. Most foreign universities severely limit the number of students
they accept for short periods.
5. Peaslee Scholarships. These scholarships, the gift of Amos Peaslee
(Class of ’07), were instituted in 1953 and are normally awarded each
year on the recommendation of the Department of Modern Languages
and Literatures, preferably to sophomores and juniors, for academic
studies centering on the languages and literatures taught in the
Department. Scholarships are awarded for study in Europe, South
America, and, under special circumstances, in other non-English
speaking countries on the basis of the plan of study submitted by the
applicant and the promise of academic distinction. 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.
Applications are available from the Department of Modern Languages
and Literatures.
6. The Olga Lamkert Memorial Fund. Income from a fund estab­
lished in 1979 by students of Olga Lamkert, Professor of Russian at
Swarthmore College from 1949 to 1956, is available to students with
demonstrated financial need who wish to attend a Russian summer
school program in this country or either the Leningrad or Moscow
semester programs in the USSR. Awards based on merit and financial
need will be made on the recommendation of the Russian section of the
Department of Modern Languages and Literatures.
7. Intercollegiate Center fo r Classical Studies, Rome. See announce­
ment of the Art Department, p. 90, and of the Classics Department, p.
112.

— 75 —

FACULTY REGULATIONS
ATTENDANCE 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 responsible 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 responsibility 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 intent to do so at the time of registration,
having obtained the instructor’s approval in advance.
2) If after such registration the student wishes to resume normal
class attendance, the instructor’s approval must be obtained.
3) The student may be required to perform such work, in addition to
the final examination, as the instructor deems necessary for adequate
evaluation of his or her performance.
4) The final grade will be recorded by the Registrar exactly as if the
student had attended classes normally.
GRADES
Instructors report to the Dean’s and Registrar’s offices at intervals
during the year upon the work of students in courses. Informal reports
during the semester take the form of comments on unsatisfactory
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FACULTY REGULATIONS

work. At the end of each semester formal grades are given in each
course under the letter system, by which A means excellent work, B
good work, C satisfactory work, D passing but below the average
required for graduation, and NC (no credit) for uncompleted 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 Requirements. X designates a
condition; this means that a student has done unsatisfactory work in
the first half of a year course, but by creditable work during the second
half may earn a passing grade for the full course and thereby remove
the condition. R is used to designate an auditor or to indicate cases in
which the work of a foreign student cannot be evaluated because of
deficiencies in English.
Inc. means that a student’s work is incomplete with respect to
specific assignments or examinations. The Faculty has voted that a
student’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 the 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 Require­
ments) 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, students may
select up to four courses for Credit/No Credit by informing the
Registrar’s Office within the first two weeks of the term in which the
course is taken. For freshmen and sophomores CR will be recorded for
work that would earn a grade of D or higher; for juniors and seniors
the minimum equivalent letter grade for CR will be C. Instructors are
asked to provide the student and the faculty adviser with evaluation of
the student’s Credit/No Credit work. The evaluation for first-semester
freshmen includes a letter-grade equivalent; for other students the
evaluation may be either a letter-grade equivalent, or a comment. Such
evaluations are not a part of the student’s grade record. Letter grade
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FACULTY REGULATIONS

equivalents only, for first semester freshmen courses only, may be
provided to other institutions if requested by the student and absolutely
required by the other institution.
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 when students request it.
A C (2.0) average is required in the courses counted for graduation.
REGISTRATION
All students are required to register and enroll at the time specified
in official announcements and to file programs of courses or seminars
approved by their faculty advisors. Fines are imposed for late or
incomplete registration or enrollment.
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, the faculty advisor should be consulted and a petition
filed with the Committee on Academic Requirements.
Applications involving 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, or the mid-point of the course if it meets for only one-half
a semester.
A deposit of $100 is required of all returning students prior to their
registration in both the spring and fall semesters. This deposit is
applied to charges for the semester, and is not refundable.
EXAMINATIONS
Any student who is absent from an examination, announcement of
which was made in advance, shall be given an examination at another
hour only be 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.
ACADEMIC HONESTY
Members of an academic community have an unequivocal responsi­
bility to present as the result of their own work only that which is truly
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FACULTY REGULATIONS

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 reponsibility of the Faculty in this area is three-fold: to explain
the nature of the problem to those they teach, to minimize temptation
and to report any case of cheating to the Dean 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
magnitude of the penalty should reflect the seriousness of the trans­
gression. It is the opinion of the Faculty that for the first offense failure
in the course and, as appropriate, suspension for a semester or
deprivation of the degree in that year is not unsuitable; for a second
offense the penalty should normally be expulsion. A full description of
College judicial procedure may be obtained from the office of the
Dean.
STUDENT LEAVES OF ABSENCE
Student leaves of absence are freely permitted provided the request
for leave is received by the date of enrollment and the student is in
good standing. If a student has not enrolled 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 Dean for re­
admission in order to return to College after an interval. The purpose
of this policy is to assist the College in planning its enrollments.
SUMMER SCHOOL WORK
Students desiring to receive Swarthmore College credit for work at a
summer school are required to obtain the approval of the chairman 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 evaluation 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. Requests for credit must be made

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FACULTY REGULATIONS

within the academic year following the term in which the course is
taken. One course credit at Swarthmore is regarded as equivalent to 4
semester hours.
PHYSICAL EDUCATION
In the freshman and sophomore years all non-veteran students not
excused for medical reasons are required to complete a four quarter
(two semester) program in physical education. All students must pass a
survival swimming test or take up to one quarter of swimming
instruction. (See the departmental statement of the Department of
Physical Education and Athletics.) Students who have not fulfilled
their Physical Education requirement will not be allowed to enter their
junior year.
EXCLUSION FROM COLLEGE
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&S

DEGREE REQUIREMENTS
BACHELOR OF ARTS AND BACHELOR OF SCIENCE
The degree of Bachelor of Arts or Bachelor of Science is conferred
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 in the courses counted for graduation.*
3. Complied with the distribution requirements and have completed
at least twenty credits outside the major. (See pages 61-62.)
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
80 and in statements of the Department of Physical Education and
Athletics.
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 conferred
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.
* “An average of C" is interpreted for this purpose as being a numerical average of at least 2.0 (A+,
A = 4.0, A- = 3.67, B+ “ 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, C- = 1.67, D+ = 1.33, D = 1.0,
D - = 0.67). Grades of Credit/No Credit and grades on the record for work not taken at
Swarthmore College are not included in computing this average.

-aw- 81 —

D EG R EE R EQ U IR EM EN TS

The candidate’s record and a detailed program setting forth the aim
of the work to be pursued shall be submitted, with a recommendation
from the department or departments concerned, to the Curriculum
Committee. If accepted by the Committee, the candidate’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 work.
The requirements for the Master’s degree shall include the equivalent
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 the
work was done. The candidate shall be examined by outside examiners,
provided that where this procedure is not practicable, exceptions may
be made by the Curriculum Committee. The department or departments
concerned, on the basis of the reports of the outside examiners,
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 before
admission to candidacy a competence in those languages deemed by
his or her department or departments most essential for the field of
research. Detailed language requirements will be indicated in the
announcements of departments which admit candidates for the degree.
The tuition fee for graduate students who are candidates for the
Master’s degree is $4,700 per year, and the general fee for these
students is $25 per semester.

82 —

AWARDS AND PRIZES
The Ivy Award is made by the Faculty each year to the man of the
graduating class who is outstanding in leadership, scholarship, and
contributions to the College community.
The Oak Leaf Award is made by the Faculty each year to the woman
of the graduating class who is outstanding in leadership, scholarship,
and contributions to the College community.
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 Flack Achievement Award, presented by the Flack Foundation,
one of whose founders is Hertha Eisenmenger Flack of the Class of
1938, is 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 who are dedicated to the basic principles of American
democracy and of academic freedom. The awards are not related to
need.
The Sarah Kaighn Cooper Scholarship, founded by Sallie K.
Johnson in memory of her grandparents, Sarah Kaighn and Sarah
Cooper, is awarded to the member of the Junior Class who is judged
by the faculty to have had, since entering College, the best record for
scholarship, character, and influence.
The McCabe Engineering Award, founded by Thomas B. McCabe,
1915, is presented each year to the outstanding engineering student in
the Senior Class. The recipient is chosen by a committee of the faculty
of the department of Engineering.

-O'- 83 —

AWARDS AND PRIZES

The Stanley Adamson Prize in Chemistry is endowed in memory of
Stanley D. Adamson ’65 by his parents, June and George Adamson. It
is awarded each spring to a well-rounded Junior majoring in Chemistry
who, in the opinion of the Department, gives promise of excellence and
dedication in the field.
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 presented
annually to the student who, in the opinion of the Department,
submits the best essay on any philosophical topic.
The Heinrich W. Brinkmann Mathematics Prize, honoring Hienrich
Brinkmann, Professor of Mathematics, 1933-1969, was established by
his students in 1978 in honor of his 80th birthday. Two awards of $100
each are to be presented annually to a Course student and Honors
candidate who, in the opinion of the Mathematics Department, have
demonstrated excellence in Mathematics.
The Dorothy Ditter Gondos Award, bequeathed by Victor Gondos,
Jr., in honor of his wife, Class of 1930, is given every other year to a
student of Swarthmore College who, in the opinion of a faculty
committee, submits the best paper on the subject dealing with a
literature of a foreign language. The prize of about $100 is awarded in
the spring semester. Awarding of the prize will be under the direction
of the Literature Committee.
The Philip M. Hicks Prizes of $100 and $50, endowed by friends of
Philip M. Hicks, former Professor of English and Chairman of the
Department of English Literature, are awarded to the students who, in
the opinion of the Department of English Literature, submit the best
critical essays on any topic in the field of literature.
The Jesse H. Holmes Prize in Religion of $100, 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 Swarthmore 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.
The William Plumer Potter Public Speaking Fund, established in
1927, in addition to providing funds for the collection of recorded
literature described on page 14, sponsors awards for the best student
short stories, and is a major source of funds for campus appearances
by poets and writers.
84 —

AWARDS AND PRIZES

The Lois Morrell Poetry Award, given by her parents in memory of
Lois Morrel of the Class of 1946, goes to that student who, in the
opinion of the faculty, submits the best original poem in the annual
competition for the award. The award of $100 is made in the spring of
the year.
The John Russell Hayes Poetry Prizes are offered for the best
original poem or for a translation from any language.
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 Academy o f American Poets awards $100 each year for the
prize poem (or group of poems) submitted in a competition under the
direction of the Department of English Literature.
The A. Edward Newton Library Prize o f $50, endowed by A.
Edward 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 not merely upon the size of the collection but also
upon the skill with which the books are selected and upon the owner’s
knowledge of their subject-matter.
The Alice L. Crossley Prize in Asian Studies of $100 is awarded to
the student who, in the opinion of the Asian Studies Committee,
submits the best essay on any topic in Asian Studies.
The Flack Faculty Award is given for excellence in teaching and
promise in scholarly activity to a member of the Swarthmore Faculty,
to help meet the expenses of a full year of leave devoted to research and
self-improvement. This award acknowledges the particularly strong
link that exists at Swarthmore between teaching and original scholarly
work. The award itself is to be made by the President upon the
recommendation of the Provost and the candidate’s academic depart­
ment. This award is made possible by an endowment established by
James M. Flack and Hertha Eisenmenger Flack ’38.

— 85 —

FELLOWSHIPS
Three fellowships (the Leedom, Lippincott, and Lockwood Fellow­
ships — see below) are awarded annually by the Faculty, and two
fellowships (the Mott and Tyson Fellowships —' see below) are
awarded by the Somerville Literary Society, to seniors or graduates of
the College for the pursuit of advanced work. These awards are made
on recommendation of the Committee on Fellowships and Prizes for a
proposed program of study which has the approval of the Faculty.
Applications must be in the hands of the Committee by March 31. The
Committee considers applicants for all of these fellowships for which
they are eligible and makes recommendations which overall do not
discriminate on the basis of sex. These fellowships are:
The Hannah A. Leedom Fellowship founded by the bequest of
Hannah A. Leedom.
The Joshua Lippincott Fellowship founded by Howard W. Lippin­
cott, of the Class of 1875, in memory of his father.
The John Lockwood Memorial Fellowship, 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 fellowship be awarded
to a member of the Society of Friends.
The Lucretia Mott Fellowship, founded by the Somerville Literary
Society and sustained by the contributions of Swarthmore alumnae. It
is awarded each year to a woman senior who is to pursue advanced
study in an institution approved by the Committee.
The Martha E. Tyson Fellowship, founded by the Somerville
Literary Society in 1913 and sustained by the contributions of
Swarthmore alumnae. It is awarded each year to a woman senior or
graduate 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.
Four other fellowships are awarded under the conditions described
below:

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FELL O W SH IPS

The Thomas B. Me Cabe, Jr. and Yvonne Motley Me Cabe Memorial
Fellowship. This Fellowship, awarded annually to a graduate of the
College, provides a grant toward the first year of study at the Harvard
Business School. Yvonne and Thomas B. McCabe, Jr., were for a time
residents of Cambridge, Massachusetts, and Mr. McCabe received the
M.B.A. from Harvard and was a Visiting Lecturer there. In selecting
the recipient, the Committee on Fellowships and Prizes follows the
standards that determine the McCabe Achievement Awards, giving
special consideration to applicants who have demonstrated superior
qualities of leadership. Young alumni and graduating seniors are
eligible to apply.
The J. Roland Pennock Undergraduate Fellowship in Public Affairs.
The Fellowship, endowed by friends of Professor J. Roland Pennock
at his retirement in 1976 and in recognition of his many years of
distinguished teaching of Political Science at Swarthmore, provides a
grant for as much as $2,500 to support a substantial research project
(which could include inquiry through responsible participation) in
public affairs. The Fellowship, for Swarthmore undergraduates, would
normally be held off-campus during the summer. Preference is given to
applicants from the Junior Class.
Susan P. Cobbs Prize Fellowship, established to honor the memory
of Dean Emerita Susan P. Cobbs, is awarded at the discretion of the
Classics Department to a student majoring in Classics for study in
Greece or Italy.
Phi Beta Kappa Fellowship. The Swarthmore Chapter of Phi Beta
Kappa (Epsilon of Pennsylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi Beta Kappa and has been
admitted to a program of advanced study in some branch of the liberal
arts.

— 87 -

COURSES OF INSTRUCTION
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 r r introductory courses
11 to 99 — other courses (Some of these courses are not
open to freshmen and sophomores.)
100 to 199 — seminars for Honors candidates 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, nor is credit given for the first semester if the
student fails the second semester.
The course listings in this catalogue may be offered at the times
indicated, and are intended to facilitate planning by representing
probable offerings over a two year period. Those courses actually
offered each semester are listed in the schedule of classes available
before enrollment for that semester.

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COURSES OF INSTRUCTION

ART
T. K A O R I K ITAO, Professor and Chairperson
K IT -Y IN T IE N G S N Y D E R , Associate Professor (part-time)
M IC H A E L C O T H R E N , A ssistant Professor
C O N S T A N C E C A IN H U N G E R F O R D , Assistant Professor
A L IS O N M. K E T T E R IN G , Assistant Professor
M IC H A E L K N U T S O N , Assistant Professor
B R IA N A. M E U N IE R , Instructor
The D epartm ent o f A rt offers historical,critical, and practical instruction in the
visual arts. Courses in a rt history consider questions having to do with the forms,
traditions, meaning, and historical context o f w orks of art and architecture; studio
arts courses explore problems o f methods, processes, and personal resources which
arise in the actual creation o f objects in various media.

Wilcox Gallery: The Florence W ilcox A rt Gallery in Com m ons, Parrish Hall,
provides seven to nine exhibitions a year, which are an integral p art of the Studio
A rts Program . The works of nationally known artists as well as those o f younger
artists, in various media, are exhibited in group and one-person shows. Michael
K nutson is in charge o f the Gallery.
Heilman Artist: Each year the D epartm ent of A rt, in cooperation with the majors in
a ft .’ selects an a rtist to be invited to spend a few days at the College to serve as a
visiting artist and critic under the M arjorie Heilman Visiting A rtist Program . The
work of the invited artist is exhibited in the Wilcox A rt Gallery in Comm ons; he or
she gives critiques in the studios and also meets and talks with students, both majors
and non-m ajors, on an inform al basis.
Benjamin West Lecture: See p. 16.
Study Abroad: Sw arthm ore is one of the institutions sponsoring the Intercollegiate
C enter fo r Classical Studies in Rome, which provides facilities also for the study of
A rt History. A rt m ajors, recommended by the D epartm ent, are eligible to study at
the Center during their ju n io r year, for one semester o r two.
R equirements

and

R ecommendations

Prerequisites: A rt H istory I or 2 is the prerequisite for all other a rt history courses in
the D epartm ent, unless otherwise noted. Studio A rt 1 is the usual prerequisite for
studio arts courses; it may be waived by presenting a portfolio. All m ajors and minors
must take A rt History 1 and 2; in addition, m ajors in the H onors and Course
Program s alike m ust take one studio course. It is strongly recommended th a t these
requirem ents be fulfilled before the ju n io r year. Students are also advised that
graduate work in art history requires a reading knowledge of at least G erm an and
French.

Course Majors in Art History: The program consists o f at least eight courses in Art
History (including A R TH I and 2), plus one Studio A rts course and Senior Sem inar
(A R TH 97, required fo r graduation). C ontingent on departm ental approval, a twocredit thesis in the fall semester o f the senior year may be substituted for Senior
Sem inar.The Course m ajor in Art H istory is required to ta k e a t least one course from
each of the three core groups; (a) Ancient and Medieval Art ® courses 12,13,16, and
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ART
17; (b) Renaissance and Baroque A rt ^ courses 20, 25, 26, 28, and 29; and (c)
M odern A rt — courses 30 (only if preceded by A RTH 1 o r 2), 32, and 35. Course
majors may take Seminars with the consent of the instructor.

Course Majors in Art: The combined program of the Course M ajor in A rt consists of
a minim um o f five semester courses in Art History, including A R TH 1 and 2, and at
least one course in a period before 1800; and a minim um o f five semester courses in
Studio Arts which must include at least one course in D rawing and one in any threedim ensional medium. There is no Senior Sem inar for the M ajor in Art; but the
Comprehensive is a requirem ent for graduation.
Majors and Minors in The External Examination Program: In addition to A RTH 1
and 2 (and one studio course for majors), majors in the H onors Program should take
four sem inars in the D epartm ent; minors should take two. A corresponding course
with an attachm ent may be substituted for a sem inar if th a t sem inar will not be
offered during the period o f the student’s H onors preparation.

Art History
1. Introduction o f Art History, I. A critical and historical study o f architecture,
sculpture and painting from Ancient Egypt up to the Renaissance and Michelangelo.
Two lectures and one h o u r conference section per week.
Fall semester. C othren and Kettering.
2. Introduction to Art History, II. A survey of art and architecture in the West from
the Renaissance to the present. A rt H istory I is not required for 2 but is strongly
recommended. Two lectures and one hour conference section per week.
Spring Semester. Kettering, K itao, and H ungerford.
6. Picasso. An introduction to problem s and m ethods in art history through exam in­
ation of Picasso and his place in m odern art. Symbolism, Cubism , and Surrealism
will be emphasized. No prerequisite.
Fall semester. Not offered 1980-81. Hungerford.
12. Greek Art and Archaeology. The art, architecture and archaeology of ancient
Greece from the M inoan period through the Hellenistic age, with emphasis on the
Classical period. M ajor stylistic movements, the oeuvres o f individual artists, im por­
tan t iconographical themes of the art and literature, and principle m onum ents are all
set w ithin their historical and cultural context.
Fall semester. Not offered 1979-80. Kettering.
13. Roman Art. A survey o f the art of the Italian peninsula before the ascendancy of
the R om an imperium and the subsequent spread of R om an a rt throughout the
empire to the establishm ent of tetrarchic rule at the end of the third century. Topics to
be considered will include the significance of the Greek and Etruscan heritage, art as
a manifestation of power, the art of the middle class preserved a t Pompeii, portraiture,
architecture as theatre, provincialism, and the celebration of trium ph. Special atten­
tion will be given to the relationship between the social order and artistic production.
Spring semester. Cothren.
15. Early Christian and Byzantine Art. An exam ination of the emergence of a
Christian form of artistic expression from the heritage of late antique art, followed by
a survey of its international development through the sixth century and its progression
in the Byzantine empire centered in C onstantinople until the fall of th at empire to the
O ttom an Turks in 1453. A ttention will be given to architecture, its monum ental
mosaic and fresco decoration, manuscript illum ination, iconic devotional images,
and the m inor arts of ivory carving, m etalwork and enamels.
Fall semester. Cothren.

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ART
16. Early Medieval Art in the West. A survey of the a rt and architecture of Western
Europe from the m igration of the barbarian tribes through the establishment of a
m ature Rom anesque style in the twelfth century. The political implications of the
Carolingian revival o f the classical heritage, monasticism and art, the Book of Kells
and Celtic tradition, apocalyptic anxiety around the year 1000, and Romanesque
sculpture as ecclesiastical propaganda.
Fall semester. Offered 1980-81. Cothren.
17. Gothic Art. The form ation o f G othic art in the Ile-de-France around the year
1140, its development and codification in France during the thirteenth and fourteenth
centuries, and its expansion throughout western Europe. The role o f Suger’s N eopla­
tonism in the establishment of a Gothic aesthetic; Saint Louis’ “court style” as a
statement of political ideology; microarchitecture; the Gothic figurai style in sculpture,
m anuscript illustration, stained glass and the m inor arts; Gothic hum anism around
the year 1200, and influences from Italy in fourteenth century Parisian painting.
Spring semester. Cothren.
20. Northern Renaissance A rt. A rt in the N etherlands and Germany in the 15th and
16th centuries with special attention to Jan van Eyck, Rogier van der Weyden, Hugo
van der Goes, Bosch, Bruegel and Durer. Such issues as the development of realism,
the influence of patronage, and the im pact of Italian a rt on the N orth will be
considered.
Fall semester. Kettering.
25. Italian Renaissance A rt. Study of the emergence of a new style in Italy circa 1390
and its afterm ath, with special emphasis on Leonardo da Vinci and the young
Michelangelo. Topics discussed include humanism in art, historicism, scientific meth­
od, secularization, and the artist’s role in society. Offered alternately with A RTH 26.
Fall semester. Not offered 1979-80. Kitao.
26. Michelangelo and His Times. Michelangelo’s art, architecture, poetry, and artistic
theory in relation to his Q uattrocento predecessors and High Renaissance contem ­
poraries. Topics include classicism, art as problem-solving, definition of genius, the
idea of the canon in art, the rise of art criticism, and Mannerism. Offered alternately
with A RTH 25.
Fall semester. Kitao.
28. Baroque Painting. European art o f the 17th century. Special problems considered
include: the im pact of the C atholic Reform ation on art and artists, the question of
reality and illusion, and the spread o f the Baroque style through France, the Low
Countries, and Spain. A rtists considered include Caravaggio, Bernini, Velazquez,
Poussin R ubens and Rembrandt.
Spring semester. Kettering.
29. Dutch and Flemish Painting. D utch and Flemish painting of the 17th century in
its cultural and historical context, with special attention to Rem brandt, Rubens,
Hals, Vermeer and van Dyck. Discussion of the im pact of the C ounter R eform ation
on art in the Southern N etherlands, of Protestantism in the D utch Republic, the
developm ent o f the genres, and the problem o f realism.
Spring semester. Not offered 1979-80. Kettering.
30. Modern Architecture. A rchitecture in Europe and the United States from 1750 to
the present. The prerequisite is waived for students in Engineering.
Fall semester. Offered 1980-81. Kitao.
32. Nineteenth Century Art. Developments in European painting, sculpture, and
architecture from the late 18th century through the Post-Im pressionist generation of
Cézanne, van Gogh, and Gauguin. Relevant social, political, economic, and cultural
contexts are considered.
Fall semester. Hungerford.

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ART
35. Twentieth Century Art. Painting and sculpture from the Post-Im pressionists to
the present, considered in the context o f relevant social, political, economic, and
cultural factors. The course focuses on a rt in W estern Europe through the outbreak
of World War II and then turns to developments in the United States beginning c.
1940.
Spring semester. Hungerford.
41. American Art. Painting and sculpture in the United States from the Colonial
Period to the present, with special attention to the relationship between developments
in American a rt and those in Western E uropean art.
Fall semester. Not offered 1979-80. Hungerford.
43. Master Print-Makers. The development of expression in w oodcut, engraving,
etching, aquatint, and lithography through the works of Schongauer, D ürer, Rem­
brandt, Goya, Daumier, Toulouse-Lautrec, Picasso; extensive work with originals in
the Print Room of the Philadelphia Museum and the Lessing J. Rosenwald Collection
in Jenkintow n.
Fall semester. Kettering.
46. Asian Art. An introduction to the art of Asia through the study o f selected
periods in the artistic development of China, India, and Japan. The course will begin
with early archaeological material from China, will consider art in relationship to
religious thought, and will conclude with Japanese pictorial arts in the eighteenth
and nineteenth centuries. Painting, ceramics, metalwork, prints, architecture, gardens,
and sculpture will be examined.
Spring semester. Offered 1980-81. Cothren.
48. Islamic Art. An introduction to the art and architecture of the Islamic world.
Emphasis will be on the development o f a characteristic Islamic form of expression
and its m ajor regional and dynastic manifestations.
Spring semester. Cothren.
54. The City. Analytical study o f visual and physical aspects o f the man-made
environment: buildings as signs and the spaces between them. Topics include the
anatom y of space, urban iconography, dwelling and social behavior, cities and
streets in history, theories of design and planning, and preservation, with special
emphasis on Rome, London, Paris, and Philadelphia.
Fall semester. Kitao.
65. Classical Heritage in Architecture. Renaissance and Baroque architetcure, mostly
churches and palaces, considering primarily the syntactics o f the Classical Order;
topics include the serial and central systems, Michelangelesque subversion, M anner­
ist ambiguity, rhetoric of the facade, Baroque geometry, cosmology and liturgy, and
regional transform ations.
Spring semester. Kitao.
69. Special Topic in Renaissance and Baroque. A selected topic from Western A rt of
the period 1400-1750, which varies according to student demands.
Not offered 1979-80. Kettering or Kitao.
73. Special Topic in Modern Art. Realism and Impressionism. Emphasis on French
painting, sculpture, and graphics from D aum ier and Courbet through Cézanne,
viewed in literary, political, and philosophical contexts. A ttention also to A dolf von
Menzel and the G erm an realists and impressionists, to the English Pre-Raphaelites,
and to Americans such as Thom as Eakins and Winslow Homer.
Spring semester. Offered 1980-81. Hungerford.

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ART
74. History o f Photography. Origins and development o f photography as a form of
artistic expression and cultural com m unication, with emphasis on the 19th and early
20th centuries.
Fall semester. Hungerford.
75. The Cinema. Cinem a as visual and narrative art; history, techniques, styles and
theories directed tow ard understanding o f critical m ethods, emphasis varying from
year to year. Screening, discussion, papers and filming exercises. The prerequisite of
A R TH 1 o r 2 may be waived with the instructor’s consent; class limited to twenty.
Spring semester. Kitao.
77. Special Topic in The Cinema. The topic treated is alternately Hollywood in the
Thirties, and critical theories in the cinema.
Not Offered 1979-80. Kitao.
91.

Special Topics. Staff.

93. Directed Reading. Staff.
97. Senior Seminar. F or Course majors in Art History only. As part of this course the
students will write a Senior Paper, which will serve as the Comprehensive Exam ina­
tion. The topic of the paper, which may vary periodically, will be defined by the
Departm ent.
Spring semester. Kettering.
99. Senior Thesis. C ontingent on departm ental approval, a two-credit thesis in the
fall semester of the senior year may be substituted for Senior Reading. F or Course
majors in Art History only.
Staff.
S eminars

Seminars are open to all m ajors with the consent o f the instructor; for H onors
candidates an appropriate course with an attachm ent may be substituted for a
sem inar in the event th a t sem inar is not offered during the two years in which the
student in eligible to take seminars.
112.

Greek Art.

Not offered 1979-80. Kettering.
117.

Gothic Art.

Not offered 1979-80. C othren.
120. Northern Renaissance Art.

Fall semester. N ot offered 1979-80. Kettering.
121. Master Print Makers.

Fall semester. Kettering.
125. Italian Renaissance Art.
Offered 1980-81. Kitao.
128. Baroque Art.
Fall semester. N ot offered 1979-80. Kitao.
132. Nineteenth Century Art.

Spring semester. Hungerford.
135. Twentieth Century Art.

Fall semester. Offered 1980-81. H ungerford.

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ART
148. Islamic Painting.
O ffered 1980-81. Cothren.

191. Special Topics. Staff.
195. Thesis. Staff.

Studio Arts
Studio Arts courses meet six hours weekly in two three-hour sessions; all courses
are for full course credit.
1. Introduction to Studio Arts. Explorations in the visual description and construc­
tion of objects and ideas; problems in drawing, color, and three-dimensional form.
A ttention will be given both to the theoretical aspects of the w ork and to the
developm ent of studio techniques.
Each sem ester. M eunier and Knutson.
2. Pottery. An introduction to the techniques o f pottery. No credit.
F all sem ester. Snyder.
3. Drawing. Studio w ork in draw ing from perception, mem ory and im agination,
employing formal, spatial, narrative and symbolic structures. Outside work and final
project.
Each sem ester. Knutson.
4. Sculpture. Introduction and approach to the discovery, exploration, and creation
of three-dimensional form. A course which will allow the students to w ork directly
with some of the basic concepts, forms, and m aterials used in producing sculpture.
Each sem ester. Meunier.
5. Ceramics. Techniques o f form ing (wheel and hand-built), glazing and firing (raku,
low-fire, porcelain, stoneware and salt); understanding, mastery, and use of these
techniques tow ards a personal understanding and expression in the medium. Admis­
sion at the discretion o f the instructor and with the approval o f the D epartm ent.
F all sem ester. Snyder.
6. Photography. Introduction to the technical processes and visual and theoretical
concepts o f photography, both as a unique medium and as it relates to other forms of
non-photographic composition.
S p rin g sem ester. Meunier.
7. Ceramics Sculpture. Three-dimensional problem s dealing with concepts, forms,
relationships of forms and space will be investigated through the use o f ceramic
m aterials and various ceramic processes. Emphasis will be on a conceptual approach.
N o t o ffe re d 1979-80. Snyder.
8. Painting. First Semester: watercolor and w ater based media. Second semester: oils
and encaustic. Studio w ork investigating the special and symbolic nature of color in
perceptual and non-objective painting.
F all sem ester. Knutson.
9. Printmaking. Techniques of intaglio, serigraph, w oodcut, and the aesthetic possi­
bilities of these techniques singly and in com bination.
O ffered 1980-81. Meunier.

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ART
10. Art/Science/Technology. Explorations into scientific and technological aspects
of art; applications of m athematical, scientific and technological methods in artistic
creations; uses of Euclidian geometry, serial systems physical transform ations, struc­
tural analysis, moiré and other optical phenom ena, com puter (optional) and cyber­
netics, and machines. Open to all students w ithout prerequisite.
Fall sem ester. Snyder.
13. Advanced Drawing.
Each sem ester. Knutson.

14. Advanced Sculpture.
Each sem ester. Meunier.

15. Advanced Ceramics.
F all sem ester. Snyder

18. Advanced Painting.
F all sem ester. Knutson.

19. Advanced Graphics.
F all sem ester. Meunier.

20. Special Studies. Staff.

— 96 m

ASIAN STUDIES
C o o rd in a to r: A L F R E D B LO O M

The Asian Studies Program provides an opportunity for students to become
fam iliar with the traditions and cultures of East, South, and Southeast Asia. By
fulfilling the requirements indicated below students may graduate with a Concentra­
tion in Asian Studies in addition to a regular major. A concentration may focus on
East, South, or Southeast Asia. Alternatively, it may apply the approaches of one o r
two disciplines to more than one o f these areas. The concentration is open to m ajors
in all departm ents.
A student intending to concentrate in Asian Studies should subm it a program
proposal for approval by a subcommittee of the Asian Studies faculty by the end of
the Sophom ore year. The proposal should be the result of discussion with a mem ber
of the Asian Studies faculty draw n, whenever possible, from the student’s m ajor
departm ent. It will explain w hat the student intends to undertake and how the Asian
Studies C oncentration will relate to his or her departm ental major. Insofar as
possible the courses or seminars required for the m ajor and those fo rth e C oncentra­
tion should be chosen in a way th at will comprise a well integrated and focussed
program.
Each concentration must include at least five Asian Studies credits. At least three
of them must be outside the m ajor departm ent and must be chosen from at least two
other departm ents. In order to provide students with a com m on experience, a shared
basis for identification and discussion, and a basic preparation for continuing study
in the Asian area, each candidate in addition will norm ally be required to include in
his or her program two of the following courses: H istory 9 (Chinese Civilization),
H istory 72 (Japanese Civilization), Religion 10 (The H indu Tradition), Religion 11
(The Buddhist Tradition). Finally, in the senior year each student must either write a
m ajor research paper on a topic approved by the Asian Studies C om m ittee followed
by an oral exam ination adm inistered by the Committee, or take a comprehensive
exam ination administered by the Com m ittee on the program he or she has set out. A
thesis or m ajor paper written for ano th er departm ent may, with the approval o f the
Comm ittee, and with an oral exam ination adm inistered by the Comm ittee, be
substituted for this requirement.
Courses and seminars presently offered th at count tow ard fulfillment of the Asian
Studies Concentration:
Department of Art
46. Asian Art
Department o f History
9. Chinese Civilization
72. Japanese Civilization
74. M odern China
75. M odern Japan
77. China: the Politics of History
144. M odern East Asia

m

97

ASIAN STU D IES
Department o f Political Science
19. Com parative Com m unist Politics
20. Politics of China
107. Com parative Com m unist Politics
Department o f Religion
2. Patterns o f Asian Religions
10. The Hindu Tradition
11. The Buddhist Tradition
31. Indian Religious Literature
32. Religions in East Asia
104. Religion in S outheast Asia
A n y course in an A sia n Language a b ove th e se c o n d y e a r level (o n e credit o f fi r s t o r
se c o n d y e a r language m a y be c o u n te d to w a rd th e concentration).

O ther courses and sem inars which include Asian materials (see departm ental
listings for year offered):
Department o f Economics
11. Economic Development
31. Com parative Economic Systems
70. The Political Econom y o f Com m unist Systems
(Cross-listed as Political Science 70)
106. Com parative Economic Systems
109. Economic Development
Department o f Modern Languages
1B-2B Introduction to M andarin Chinese
Department o f Political Science
70. The Political Econom y o f Com m unist Sytstems
(Cross-listed as Economics 70)
Department of Religion
13. Com parative Religious Mysticism
101. Religious Perspectives East and West
Department o f Sociology and Anthropology
30. Religion as a C ultural Institution
107. Religion as a Cultural Institution
In planning their program s, students may wish to consult one of the following
Asian Studies faculty members: Alfred Bloom (Linguistics), Michael C othren (Art),
T. Kaori Kitao (Art), Cecilia Lee (M odern Languages), Lillian M. Li (History),
Kenneth Lieberthal (Political Science), Linda Lim (Economics), Steven Piker (Soci­
ology-Anthropology), or D onald K. Sw earer (Religion).
Students concentrating in Asian Studies should be aware o f the opportunities
which exist outside o f Sw arthm ore for Asian language and Asian area studies: cross­
registration at Bryn M awr, H averford, and the University o f Pennsylvania during
the regular academic year; study at institutes such as the M iddlebury College
Sum m er Language School during the sum mer; and overseas program s in India,
Jap an , H ongkong, and the Republic o f C hina (Taiwan). Overseas program s will
norm ally be undertaken during the ju n io r year and presuppose w ork in Asian
Studies. Students w ho are interested in participating should plan well in advance so
th at they can take the necessary prior w ork as well as fulfill their other academic
obligations while at Sw arthm ore.

98

ASTRONOMY
W U L F F D. H E IN T Z , P ro fe sso r a n d C h a irm a n
S A R A H LEE L IP P IN C O T T , P ro fe s so r a n d D ire c to r
o f S p r o u l O b se rv a to ry

J O H N L. H E R S H E Y , A s s o c ia te P ro fe sso r
A stronom y deals with the nature o f the universe about us and the methods
employed to derive the laws underlying the observed phenom ena. The introductory
courses present the problems in broad outlines, and trace the grow th of knowledge of
facts and developm ent of theories. The advanced courses and seminars consider
some of these areas in detail, with some emphasis on the departm ental research
programs.
The principal telescope of the Sproul Observatory, the 61 cm refractor with a focal
length of 11 meters, 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
astrom etric plate collection steadily grows, and is already the largest o f its kind to
have come from a single instrum ent. A two-screw m easuring machine installed in
1971 provides precise and fast measurem ents o f the photographs. The Sproul Obser­
vatory is open to visitors on the second Tuesday night each m onth during the college
year (September through May, see m onthly College calendar for open hours). A 15
cm refractor and a 20 cm reflector are available fo r student practical work. The
library possesses a large collection of research publications acquired through inter­
national exchange.
R equirements

and

R ecommendations

Prerequisites for an A stronom y m ajor are A stronom y 5, 6, advanced courses o r
seminars, com bined with w ork in mathem atics and physics, and a reading knowledge
of one foreign language.
G raduate W ork

In conform ity with the general regulations for work leading to the M aster s degree
(page 81) this D epartm ent offers the possibility for graduate work. C andidates will
norm ally’take three or four Seminars, selected from mathem atics, physics, and
astronom y, and present a thesis. A reading knowledge of tw o foreign languages is
required.
1 2 Introductory Astronomy. The courses survey the probing of the universe by
theory and observation, and include basic notions o f physics as needed in astronom ­
ical applications. Three class periods each week; practical w ork to be arranged.
Recommended as a full-year course.
.
,
. .
t
Fall: Constellations and stars. Instrum ents. R adiation. Structure and evolution of
stars. The Galaxy.
, ,
, - ,
Spring: The celestial sphere. O rbital motions. The sun and the planetary system.
Extragalactic systems, radio results, and large-distance studies.
No prerequisites.
Heintz.

— 99

ASTRO NO M Y
5 ,6 . General Astronomy. The courses introduce the methods and results of astronomy
and astrophysics, emphasizing some topical and m athematical aspects. (C ontents
similar to 1, 2.)
Prerequisite: M athematics 5, or equivalent. Physics 3, 4 may be taken concurrently.
A stronom y 1 or 5 is prerequisite for 6.
Hershey.
52. Concepts o f the Cosmos. Historical survey o f astronom ical thought. Includes
oriental astrology, hellenistic cosmology, and the development o f observation and
astrophysics in the 200 years from Halley to Einstein.
Prerequisite: A stronom y 2 o r 6.
F all term . Heintz.
59. Positional Astronomy. Fundamental and apparent positions. Relative astrometry;
proper-m otion and binary-star analysis.
Prerequisite: A stronom y 6.
S p rin g term . Heintz.

100

—

BIOLOGY
R O B E R T E. SAVAGE, P ro fe s so r a n d C h a irm a n *
JO H N B. JE N K IN S , A s s o c ia te P ro fesso r, A c tin g
C h a irm a n F a ll S e m e s te r f
P A U L C. M O N T G O M E R Y , V isitin g A s s o c ia te P ro fesso r* *
B E N JA M IN W. S N Y D E R , A s s o c ia te P ro fe sso r
T IM O T H Y C. W IL L IA M S , A s s o c ia te Professor%
G R E G O R Y L. F L O R A N T , A s s is ta n t P ro fe s so r {
U. W IL L IA M H U C K , A s s is ta n t P ro fe sso r
M A R K JA C O B S , A s s is ta n t P ro fe s so r |
M A R G A R E T L. M IO V IC , A s s is ta n t P ro fe sso r
M A R Y B E T H S A F F O , A s s is ta n t P ro fe s so r
JA C O B W E IN E R , A s s is ta n t P ro fe sso r
B A R B A R A Y. S T E W A R T , L e c tu r e r
G L O R IA U. R O S E N , A s s is ta n t
JE A N L. T O M E Z S K O , A s s is ta n t
The student may be introduced to the study o f biology by taking Biology 1 and
Biology 2. Either course may be taken first. A diversity of advanced courses, some
offered in alternate years, affords the student the opportunity o f building a broad
biological background while concentrating, if he o r she chooses, in some specialized
area such as botany, zoology, cellular and developm ental biology, physiology,
genetics and evolution, ecology, or ethology.
R equirements

and

R ecommendations

Students electing a Course m ajor in Biology should include the following support­
ing subjects in addition to the minimum o f eight courses com posing 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 is strongly recommended, and is prerequisite to some depart­
mental offerings. Further, it should be noted that medical schools and graduate
schools in biology require introductory physics for admission.
Certain limitations may be made in the student’s freedom of choice in selection of
biology courses due to heavy enrollm ent and space limitations. Seniors will have
priority of enrollm ent over juniors, and juniors over sophom ores. However, upon
com pletion of eight courses in the D epartm ent the student assumes lowest priority
irrespective of class standing. Some space in advanced courses will be reserved for
non-majors.

*
**
t
j

Absent on leave, fall semester 1979.
Fall semester.
Absent on leave, spring semester 1980.
Absent on leave, 1979-80.

101

BIOLOGY
E xternal E xamination P rogram

Qualified students may prepare fo r External Exam inations in anim al behavior,
cytology, developm ental biology, ecology, evolution, genetics, microbiology, plant
or anim al physiology via seminars or com binations o f courses. Admission to the
H onors Program is based on academic record and com pletion o f prerequisites for the
courses or seminars used in preparation for external exam ination. D epartm ental
requirem ents in chemistry and mathem atics must also be fulfilled. Students m ajoring
in Biology include Thesis, Biology 180, as part of their program.
1. Cellular and Molecular Biology. An introductory study of phenom ena fundam en­
tal to living systems illustrated by examples draw n from the fields of microbiology,
cell biology, genetics, and developm ental biology. Emphasis is upon the means by
which biologists have attem pted to elucidate these phenom ena rath er than upon a
survey of them.
O ne laboratory period per week.
Enrollm ent limited to 144.
F all sem ester. Staff.
2. Organismal and Population Biology. An introduction to the study of whole
organisms, chiefly the higher plants and animals. Stress will be placed on adaptive
aspects of the morphology and physiology of organisms, their development, behavior,
ecology, and evolution.
One laboratory period per week.
Enrollm ent limited to 144.
S p rin g sem ester. Staff.
17. Systematic Botany. Classification and identification o f vascular plants, with
greatest emphasis on the family level. Stress is upon the flora of the northeastern
United States. The course is open to biology majors and interested non-majors.
Two lecture-laboratory periods o r field trips per week.
Prerequisites: Biology 2 o r consent of instructor.
Enrollm ent limited to 16 students.
S p rin g sem ester. Weiner.
20. Genetics. An exam ination of the transmission, structure, and function of the
genetic material. The course content includes the establishm ent of Mendelism; the
chrom osom e theory of inheritance; the expansion of Mendelism; the identification,
structure, and replication of the genetic material; gene function; bacterial and viral
genetics and the regulation of gene activity during development.
One laboratory period per week.
Prerequisite: Biology r.
S p rin g sem ester, N o t o ffe re d 1979-80. Jenkins.
21. Cell Biology. A study of the ultrastructure and function o f cell components,
including cell division and development, biosynthesis o f macromolecules, and inter­
mediary metabolism. L aboratory exercises are designed to illustrate the variety of
approaches to findings in cell biology.
One laboratory period per week.
Prerequisites: Biology 1, and concurrent enrollm ent in Organic Chemistry.
Enrollm ent limited to 40.
S p rin g sem ester. Savage.
25. Field Studies in Animal Behavior. Ethological studies of anim al behavior under
natural conditions. Subjects of study include primarily vertebrates and the social
insects. Class work involves both lectures and sem inar format. Laboratories consist
of field trips and small group projects in the local area.

102 —

BIOLOGY
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Enrollm ent limited to 24.
A ltern a te years, Fall sem ester. N o t o ffe re d 1979-80. Williams.

27. Plant Development. A study of those processes responsible for the development
of multicellular plants. Morphogenesis, cytodifferentiation, growth control and cur­
rent theories for the generation of pattern will be discussed.
One laboratory period per week.
Prerequisites: Biology 1,2.
A ltern a te years, Spring sem ester. N o t o ffe re d 1979-80. Jacobs.
31. Endocrinology. A survey of the various vertebrate endocrine glands and the
horm ones which they produce. Hormones will be studied with respect to their (1)
integration o f body functions, and (2) biochemical mechanism of action. Areas
covered will include reproductive, adrenal, thyroid, general metabolic and neuro­
endocrinology.
L aboratory periods on alternate weeks.
Prerequisities: Biology 1, 2, and concurrent enrollm ent in Organic Chemistry.
Enrollment limited to 12.
Fall sem ester. Snyder.
32. Topics in Molecular Biology. This course will deal with selected topics in molecu­
lar biology including mem brane structure and function, mechanisms for the control
and regulation of cellular activitiy, molecular evolution, and current theories of
molecular genetics and development. Students will be required to present a m ajor
report on a selected area of contem porary research.
Prerequisites: Biology 1 and concurrent enrollm ent in Organic Chemistry.
N o t o ffe re d 1979-80. Stewart.
36. Invertebrate Zoology. The evolution and adaptive biology o f invertebrate animals.
Consideration will be given to adaptive morphology, phylogeny, ecology, physiology,
and com parative biochemistry of invertebrates.
One laboratory period per week. Occasional field trips.
Prerequisites: Biology 1 and 2.
Fall sem ester. Saffo.
37. Plant Physiology. The principal functions of higher plants, including photosyn­
thesis, gas exchange, water and nutrient transport, mineral metabolism, plant h or­
mone action, and environmental responses.
One laboratory period per week.
Prerequisites: Biology 1, 2, and concurrent enrollm ent in Organic Chemistry.
Enrollm ent limited to 20.
F all sem ester, n o t o ffe re d 1979-80. Jacobs.
38. Microbiology. A study of microorganisms with an emphasis on prokaryotes.
Mechanisms of energy generation, grow th and m etabolic regulation, and genetic
exchange will be studied and will stress those aspects particularly unique to prokary­
otes Ecological diversity will be considered with an emphasis on the indispensable
role of microorganisms to life on earth. L aboratory exercises are designed to teach
the basic techniques of cultivating and identifying bacteria as well as to dem onstrate
the variety of ways in which prokaryotes can be used to study applied and theoretical
questions.

One laboratory period every week.

. ^

Prerequisites: Biology 1, and concurrent registration in Organic Chemistry.
Enrollment limited to 24.
Fall sem ester. Miovic.

103 —

BIOLOGY
40. Evolution. An introduction to the history and principles of evolutionary biology.
The course content includes a brief history o f evolutionary theory; population:
structure and concept; the principle of the equilibrium population; microevolutionary
changes; the process o f speciation; and macroevolutionary changes that include
selected evolutionary pathways.
One laboratory/discussion period per week.
Prerequisites: Biology 1 and 2.
Fall sem ester. Jenkins.
50. Marine Biology. Ecology of oceans and estuaries, including discussions of phys­
iological and structural adaptations of marine animals, plants, and micro-organisms.
One laboratory period per week; several all-day field trips.
Prerequisites: Biology 1 and 2.
Fall sem ester. Saffo.
51. Cells in Culture. The course examines the biology of plant and anim al cells as it is
revealed by their activitites in vitro. The lectures focus on patterns of cell growth, the
findings derived from som atic cell hybridization studies, and cellular aspects of
cancer. In the laboratory, techniques of anim al and plant cell culture, som atic cell
fusion, and the new chrom osom e banding techniques are introduced. Students then
undertake investigative projects o f their own.
C ontinuing laboratory work.
Prerequisite: Biology 21 or consent of instructor.
Enrollment limited to 16.
F all sem ester, n o t o ffe re d 1979-80. Savage.
52. Developmental Biology. A study of anim al morphogenesis, with emphasis on
vertebrae development. Lectures will consider the relationship of the embryo to its
environment, the storage, partitioning, and expression of inform ation during early
development, the process o f specializations and interactions o f cells to form organs
and tissues, and selected topics o f postembryonic development. The laboratory will
devoted to the developmental anatom y of selected vertebrates, and the observation
of living vertebrate and invertebrate material under norm al and experimental condi­
tions.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Enrollm ent limited to 12.
S p rin g sem ester. Snyder.
53. Virology. A study of the m olecular biology of viruses, their modes of gaining
entrance to specific cells, their regulation of viral m acrom olecular synthesis and
assembly and their modes of exit from an d / or damage to host cells. Viruses as agents
of genetic exchange and the difficult problem of defining what is virus and what is cell
will also be considered. L aboratory exercises will dem onstrate basic techniques of
working with bacteriophage and m am m alian viruses.
One laboratory period every week.
Prerequisites: Biology 38 or 2L
Enrollm ent limited to 12.
Spring semester. Miovic.
54. Biology o f Symbiosis. Intim ate associations between taxonom ically dissimilar
organisms. Investigation of relationships between anim als, plants, and m icroorgan­
isms at biochemical, physiological, structural, and ecological levels.
Lectures, sem inar discussions, and laboratory.
Perequisites: Biology 1 and 2, and one other biology course.
S p rin g sem ester. Saffo.

104

BIOLOGY
56. Human Genetics. A sem inar th at will examine hum an inheritance patterns by
focusing on the varied schemes of genetic analysis th at are applied to humans.
Research into the structure, function, organization and regulation of the hum an
genome will be discussed, along with applications o f current research.
L aboratory project.
Prerequisites: Biology 1 and 2.
Enrollm ent limited.
S p rin g sem ester. N o t o ffe re d 1979-80. Jenkins.
68. Advanced Microbiology. Physiological and biochemical diversity am ong micro­
organisms will be covered with the particular examples studied in depth, relying
heavily on readings in current research journals. The course will be conducted as a
sem inar. L aboratory exercises will illustrate current techniques o f molecular biology
and will include use of radioactive isotopes.
One laboratory period per week.
Prerequisite: Biology 38.
Enrollm ent limited to 12.
S p rin g sem ester. Miovic.
69. Ecology. The scientific study o f the relationships th at determ ine the distribution
and abundance of organisms. Topics covered include interactions between organisms
and their environm ent, population dynamics, com m unity ecology and the study of
whole ecosystems.
One laboratory period o r field trip per week.
Prerequisites: Biology 1 and 2.
Enrollm ent limited to 25.
Fall sem ester. Weiner.
70. Plant Ecology. An advanced course which considers the factors which determine
the distribution and abundance o f plants. Areas developed include climatology, soil
science, plant population biology, species interactions, plant comm unities and eco­
system anaylsis.
One laboratory period o r field trip per week.
All Saturdays during the first half of the semester m ust be reserved for field work.
Prerequisites: Biology 1, 2, concurrent enrollm ent in Biology 69 and consent of
instructor.
Enrollm ent limited to 12.
Fall sem ester. Weiner.
77. Advanced Topics in Plant Physiology and Development. An in-depth considera­
tion of currently im portant aspects of plant physiology and developm ent, with
particular emphasis on a critical study of original sources. The topic will vary from
year to year.
One sem inar meeting each week and continuing laboratory projects.
Prerequisites: Biology 37 or 27, and Chemistry 28.
Enrollm ent limited to 10.
Fall sem ester, n o t o ffe re d 1979-80. Jacobs.
78. Physiological Mechanisms of Animal Behavior. A consideration of the mechan­
isms underlying anim al behavior. Areas of prim ary interest are neurophysiology,
horm onal regulation of behavior, sensory physiology, orientation, and biorhythm s.
M aterial is presented in both lecture and sem inar form at. L aboratory work consists
of sm all group research projects.
One laboratory period per week.
Prerequisites: Biology 1, 2, at least one other Biology course, and Physics 2 o r 4.
S p rin g sem ester, n o t o ffe re d 1979-80. Williams.

105 -

BIOLOGY
93. Directed Reading. W ith the permission of a staff mem ber who is willing to
supervise it, a qualified student may undertake a program of directed reading in an
area o f biology not included in the curriculum , or as an extension of one o f h is/h er
courses.
F all o r spring sem ester. Staff.
94. Research Project. W ith the perm ission of the D epartm ent, qualified students may
elect to pursue a research program not included in the regular Course program .
Staff.
95. Senior Paper. A senior paper is required of all senior Course m ajors in Biology in
satisfaction of the requirem ent o f a comprehensive exam ination for graduation!
However, students are not required to enroll in 95 while writing the paper. Does n o t
count as a course for the major.
One credit.
S eminars

102. Cytology. An advanced study of biological structure and function at a cellular
level. Students will carry out independent investigative laboratory projects.
Prerequisite: Biology 21.
Fall sem ester. N o t o ffe re d 1979-80. Savage.
103. Analysis o f Development. Discussions will be devoted to the nature of the
developm ental process and analyses of selected problem s o f differentiation and
morphogenesis. Laboratories will include a survey of vertebrate developm ental
anatom y, an introduction to experim ental analysis o f developing systems, and
individual student projects.
Prerequisites: Biology 1, 2, and either 14 o r 21. Chemistry 28 is recommended.
S p rin g sem ester. Snyder.
180. Thesis. W ith the permission of the D epartm ent, qualified students may elect to
pursue a research problem not included in the regular offerings in the H onors
Program . The thesis will be subm itted for evaluation by an H onors Examiner.
Staff.

106 -

BLACK STUDIES
C o o rd in a to r: C harles Jam es

The purpose of the Black Studies program is (1) to introduce students to the
history, culture, and society o f black people in Africa, the Americas, and elsewhere in
the world; and (2) to foster new approaches — in perspectives, analyses and interdis­
ciplinary techniques — appropriate to the study of the black experience.
Students may graduate with a concentration in Black Studies (in addition to a
departm ental major) by fulfilling the requirem ents stated below. The concentration
is open to students in all departm ents.
Students interested in a concentration in Black Studies should apply in the Spring
Semester of the sophom ore year to the C oordinator o f the Black Studies program .
Program s must be approved by a subcom mittee of the C om m ittee on Black Studies.
New program s, or changes in program s, may be made later with the subcom mittee s
approval.
All concentrators in Black Studies are required to take History 7, as early as
feasible and Black Studies 91, ordinarily in the last semester of the senior year. They
must take a minim um of five courses in Black Studies. These must be chosen so as to
include at least four courses outside the departm ental m ajor (this may include Black
Studies 91) and at least one course from each of three separate departm ents (this may
not include Black Studies 91). There will be a comprehensive exam ination at the end
of the senior year.
The courses of the Black Studies concentration are listed below. Courses of
independent study and special attachm ents on subjects relevant to Black Studies
mav at the discretion of the Black Studies Comm ittee, be included in the Program .
Students who wish to pursue these possibilities should consult with the appropriate
departm ent and with the Black Studies Comm ittee.
Economics 60. African Economic Development.
English Literature 29. The Black American Writer.
English Literature 47. The Contemporary Black Writer o f the United States.
English Literature 49. The American Autobiography.
English Literature 55. The Black African Writer.
History 7. African-American History.
History 8. Africa.
History 55. Traditions in Twentieth Century Black America.
History 56. Ex-Slave Narratives.
History 58. The World o f W.E.B. DuBois.
History 63. South Africa.
History 67. The African in Latin America.
History 140. Modern Africa.
History 141. South Africa.
Political Science 21. Politics o f Black Africa.
Sociology-Anthropology 27. Afro-American Culture and Society.
Sociology-Anthropology 36. Peoples and Cultures o f Africa.
Sociology-Anthropology 42. Caribbean Society.
Black Studies 91. Special Topics in Black Studies.

— 107 B

CHEMISTRY
E D W A R D A . F E H N E L , P ro fe s so r
J A M E S H . H A M M O N S , P ro fe s so r a n d C h a irm a n
P E T E R T. T H O M P S O N , P ro fe sso r
D W IG H T A . S W E IG A R T , A s s o c ia te P r o fe s s o r *
W IL L IA M H. B A T S C H E L E T , A s s is ta n t P ro fe s so r
J U D IT H C. H E M P E L , A s s is ta n t P ro fe s so r
J U D IT H G . VO ET, A s s is ta n t P r o fe s s o r
U R S U L A M . D A V IS , A s s is ta n t
M A R G A R E T M . L E H M A N , A s s is ta n t

The aim of the D epartm ent of Chemistry is to provide sound training in the
fundam ental principles and basic techniques of the science rath er th an to deal with
specialized branches o f the subject.
The minim um requirem ent for a m ajor in chem istry is eight courses in the
D epartm ent including two courses each in organic and physical chemistry. N ote th at
the prerequisites for physical chemistry include a year each o f college-level physics
and mathem atics. Those considering m ajoring in chemistry are strongly urged to
complete the physics prerequisite by the end of the sophom ore year.
Those students planning further professional work in chemistry should include in
their program s Physics 3, 4 o r 17, 18 (rather than Physics 1, 2), a second year of
m athem atics and two additional courses in chemistry. Students who intend to pursue
a career in chemical industry should seek a degree accredited by the American
Chemical Society, and should include both Chemistry 57 and 65 in their program s.
Further, proficiency in reading scientific G erm an, Russian o r French is an asset to
the practicing chemist. Research opportunities with individual staff members are
available through Chemistry 94. M ajors are encouraged to consult the staff about
problem s under investigation.
In collaboration with the D epartm ent of Biology, the D epartm ent o f Chemistry
also offers a Special M ajor in Biochemistry. Interested students should consult the
chairm en of the two departm ents.
The norm al route for entrance to the advanced level program is to take Chemistry
1, 2 followed by 28, 29. Students with especially strong pre-college background in
science may be advised to begin with Chem istry 14 (or with Chemistry 28, 29).
Incom ing students planning to elect Chemistry 14 (or Chemistry 28, 29) will
norm ally be asked to take a placement exam ination. Students seeking advanced
placement credit in chemistry may also be required to take this exam ination. Consult
with the D epartm ent chairm an.

* Absent on leave, fall semester 1979.

108 S

CHEMISTRY
1 ,2 . Introduction to Chemistry. A study of the central concepts and basic principles
of chemistry; the interpretation of chemical properties and reactions through equi­
librium constants, oxidation potentials, free energies, therm ochem istry; the relation
of chemical properties to atom ic and molecular structure and to the Periodic Table,
rates and mechanisms o f chemical reactions.
One laboratory period weekly.
Fall a n d spring sem ester. Staff.
14. General Chemistry. A course intended for students with extensive preparation in
the physical sciences. It will deal with topics of current interest in chemistry at a level
more advanced than Chemistry 1,2. Admission to this course is based on consultation
with the staff and, when appropriate, on a placement exam ination.
O ne laboratory period weekly.
S p rin g sem ester.

28, 29. Organic Chemistry. An introduction to the chemistry of the more im portant
classes of organic com pounds, with emphasis.on nom enclature, structure, reactions,
and methods of synthesis. C urrent theoretical concepts of structure and mechanism
are applied throughout the course to the interpretation of the properties and reactions
of a wide variety of organic com pounds. The laboratory work illustrates some of the
principles and reactions discussed in the classroom and provides practical experience
in the techniques involved in synthesizing, isolating, purifying, and characterizing
organic compounds.
One laboratory period weekly.
Prerequisite: Chemistry 2 or 14, or permission o f the instructor.
F all a n d spring sem esters. Fehnel, H ammons.
5 1 . physical Chemistry. An introduction to some basic concepts of physical chemistry
with a num ber of applications draw n from biochemistry. Topics include elementary
therm odynam ics applied to physical and chemical equilibria; solutions; electrochem­
ical cells; surface phenomena; kinetic theory of gases; and transport properties of
macromolecules.
One laboratory period weekly.
.
Prerequisites: Chemistry 2 or 14 and a year each of college mathematics and physics.
Fall sem ester. Staff.
52. Physical Chemistry. A continuation of the study of physical chemistry begun in
Chemistry 51. Topics include chemical kinetics; symmetry; crystallography; elemen­
tary quantum chemistry; molecular spectroscopy; and elementary statistical mechan­
ics.
One laboratory period weekly.
Prerequisite: Chemistry 51.
S p rin g sem ester.

56. Organic Structure Determination. Classroom and laboratory study of the princi­
ples and techniques involved in the elucidation o f 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
m ethods of identification and structure determ ination.
One four-hour laboratory period weekly.
Prerequisite: Chemistry 28, 29.
F all sem ester. Hammons.
57 Quantitative Chemical and Instrumental Analysis. A study of the principles and
techniques o f m odern analytical chemistry, with emphasis on instrum ental methods.
Elementary electronics and com puter applications to chemical analysis are discussed.
One four-hour laboratory weekly.
.
Prerequisite; Chemistry 101 or 51 (with concurrent enrollm ent in 52).
S p rin g sem ester. Staff.

109 -

CHEMISTRY
58. Biological Chemistry. An introduction to the chemistry o f living systems: protein
conform ation, principles of biochemical preparation techniques, enzyme mechanisms
and kinetics, bioenergetics, interm ediary metabolism, and molecular genetics.
Prerequisite: Chemistry 2 (or 14) and 28, 29.
F all sem ester. Voet.
63. Quantum Chemistry. Q uantum theory is developed and applied throughout to a
variety of topics including: atom ic structure, molecular and atom ic spectroscopy,
theories of chemical bonding, and molecular structure determ ination. Symmetry and
group theoretical argum ents are developed and applied extensively.
Prerequisites: Chemistry 51, 52, or 101 and a second year of mathematics including
some linear algebra. Physics and engineering students may take Chemistry 63 w ithout
51, 52, with permission o f the instructor.
F all sem ester. Staff.
65. Advanced Inorganic Chemistry. The m ajor areas of current interest in inorganic
chemistry are discussed. Considerable emphasis is placed on coordination chemistry,
including the occurrence and function of metal complexes in organic and biological
systems. Topics include: electronic structure of inorganic molecules; elementary
group theory; inorganic reaction mechanisms; organom etallic chemistry; bioinor­
ganic chemistry, including metalloenzymes, m etallotheraphy, and metal ion toxicol­
ogy.
Prerequisite: Chemistry 101, or 51 with concurrent registration in 52.
S p rin g sem ester. Staff.
67. Advanced Organic Chemistry. Selected topics in organic chemistry, including
resonance and molecular orbital concepts, physical properties o f organic compounds,
stereochemistry, mechanisms of ionic reactions, free radicals, pericyclic reactions,
photochem istry, and other topics of current interest. A fam iliarity with physical
chemistry is desirable.
Prerequisite: Chemistry 2 (or 14) and 28, 29.
S p rin g sem ester. S ta ff.

78. Advanced Biological Chemistry. Reading and laboratory projects in a few im por­
tant areas of current biochemistry, such as enzyme structure and function, spectro­
scopic methods, nucleic acid conformation, mechanisms o f transcriptional and trans­
lational control in bacteriophage and in higher organisms, chrom osom al organization
in eucaryotes, im munochem istry, and m em brane-associated phenomena. Biology 20
a n d /o r 21 are recommended.
One discussion period weekly, laboratory to be arranged.
Prerequisite: Chemistry 51 and 58 (or 101), or permission of instructor.
S p rin g sem ester. Voet.
94. Research Project. This course provides the opportunity for qualified upperclass
students to participate in research in collaboration with individual staff members.
Weekly group meetings of all participants will allow interchange of ideas on research
plans, progress, and results. Students who propose to take this course should consult
with the staff during the preceding semester concerning problem areas under study.
This course may be elected m ore than once.
F all a n d spring sem esters. Staff.
S eminars

Before admission to the External E xam ination Program , the chemistry m ajor
should complete Chemistry 1,2 (or 14) and 28,29, two years of m athem atics and two
semesters of physics. In addition to selecting one o f the sem inars below, students may
prepare for External E xam ination papers in Biochemistry (Chemistry 58, 78) and
Advanced Physical Chemistry (Chemistry 63, 65). C onsult with the D epartm ent
Chairman.

— 110 —

CHEMISTRY
101. Physical Chemistry. The gaseous liquid and solid states, solutions, elementary
therm odynam ics, chemical equilibria, electrochemistry, the kinetics of chemical
reactions, elem entary quantum theory and statistical mechanics.
Prerequisites: Chemistry 2 or 14; one year of college level physics, and mathematics
through multi-variable calculus.
One sem inar and laboratory weekly.
Fall sem ester. Staff.
106 Advanced Organic Chemistry. An intensive study of essentially the same
m aterial covered in Chemistry 67. A fam iliarity with physical chemistry is desirable.
Prerequisites: Chemistry 2 (or 14) and 28, 29.
S p rin g sem ester. Staff.
180. Thesis. H onors candidates may write a thesis as preparation for one of their
papers. The thesis topic must be chosen in consultation with som e mem ber ot the
staff and approved early in the semester preceding the one in which the w ork is to be
done.

— Ill —

CLASSICS
H E L E N F. N O R T H , P ro fe sso r a n d C h a ir m a n t
M A R T IN O ST W A L D , P rofessor, A c tin g C h a irm a n S e c o n d S e m e ste r
G IL B E R T P. R O S E , A s s o c ia te P ro fe sso r
R IC H A R D P. S A L L E R , A s s is ta n t P ro fe sso r
The D epartm ent o f Classics offers instruction in the various fields which constitute
the study of Greek and R om an culture. Courses numbered from 1 to 20 are devoted
to the Greek and Latin languages and literatures. Courses numbered from 31
onw ards presuppose no knowledge of the Greek o r Latin languages and are open
(except for 42 and 44) w ithout 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.
Sw arthm ore College contributes to the American Academy in Rome and the
American School o f Classical Studies in A thens, and its students have the privileges
accorded to undergraduates from contributing institutions (use of the library at both
schools and consultation with the staff). Sw arthm ore 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
m ajors, recommended by the D epartm ent, are eligible to study at the Center, usually
during their ju n io r year, either for one sem ester o r for two. Students of the classics
are eligible for the Susan P. Cobbs Scholarship and the Susan P. Cobbs Prize
Fellowship (see pp. 34 and 87).
R equirements

and

R ecommendations

Greek, Latin, or Ancient History may be offered as a m ajor subject either in the
Course Program or in the E xternal Exam ination Program , and as a m inor subject in
the latter Program .
A m ajor in G reek o r Latin in the External Exam ination (H onors) Program or in
the Course Program should complete during the first two years either Interm ediate
Greek or Interm ediate Latin.
In the H onors Program , a m ajor in Greek is also expected to study Latin through
the interm ediate level and a m ajor in Latin is expected to study Greek through the
interm ediate level before graduation.
M inors in G reek or Latin in the H onors Program should complete during the first
tw o years either Interm ediate Greek o r Interm ediate Latin.
A m ajor in Greek or Latin in the Course Program will consist of at least 8 courses
in the appropriate language above the introductory level.
M ajors in both the H onors Program and the Course P ro g ram are required to take
for at least one semester a course in prose com position (Greek 9, 10, o r Latin 9, 10).

f Absent on leave, spring semester 1979-80.

CLASSICS
In the H onors program , three o r 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 sem inar is not given (course 93), a thesis, o r a course
supplemented by additional independent work (i.e., an “attachm ent ’) may be used to
prepare for the remaining paper. A minimum of tw o papers constitutes a m inor in
Greek or in Latin, at least one of which m ust be prepared for by a seminar.
A m ajor in Ancient History will consist of (1) Classics 42, with attachm ents, (2)
Classics 44, with attachm ents, and (3) either or both of the following: Greek 113,
Latin 102. The prerequisites for Classics 42 and 44 are Classics 31 and 32. F or Greek
113 the prerequisite is one year o f Interm ediate Greek, for Latin 102, one year of
Interm ediate Latin.
A m inor in Ancient History will consist of (1) and (2) above, with the specified
prerequisites.

Greek
1-2. Intensive First-year Greek. Greek 1 (fall) im parts a basic knowledge o f Ancient
Greek gram m ar sufficient to equip the student to begin reading after one semester. It
meets four days per week and carries 1'A credits. Greek 2 (spring) is an introduction
to Greek literature. A m ajor w ork o f the Classical period is read, usually a dialogue of
Plato. It meets four days per week and carries 1'A credits.
Year course. Ostwald.
9 , 10. Greek Prose Composition. Course meets one ho u r a week. A requirem ent for
m ajors, this course is recommended in conjunction with courses at the interm ediate
level or above, to provide the student with gram m atical and stylistic exercise.
H a lf course, o n e sem ester each year. Sailer.
11. Intermediate Greek Reading. A tragedy and some Attic prose are read.
F all sem ester. Rose.
12. Homer. Selections from either the Ilia d or the O dyssey are read in Greek; the
rem ainder of the poem is read in translation.
S p rin g sem ester. Staff.
19. Comparative Grammar of Greek and Latin. A study of the phonology, m orphol­
ogy, and inflection of Greek and Latin w ords derivable from their comm on source,
Proto-Indo-European. Students should have some knowledge of both Classical
languages, but no prior experience in linguistics is assumed.
Given in alternate years.
S p rin g sem ester. Rose.
91. Special Topics. Readings selected to fit the needs of individual seniors in prepara­
tion for their comprehensive examinations.
S p rin g sem ester. Staff.
93. Directed Reading. A program of independent work under the supervision of the
instructor. It is open only to advanced students and may be taken only with the
consent of the D epartm ent chairm an.
Staff.
95. Attachment. Additional, independent w ork attached to an advanced course,
norm ally used to prepare for an external exam ination, b u t available also to Course
students for the purposes described on page 68 (Form ats o f Instruction).
Staff.

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Latin
1-2. Intensive First-year Latin. An intensive course in the essentials of Latin gram m ar
aiming to provide sufficient knowledge o f the language to make possible the study
and appreciation o f Latin literature.
Study of the language is combined with additional meetings in which students are
introduced to a wide range of topics related to the study of Latin. These include such
subjects as R om an art, archaeology, palaeography, religion, and (in tra n sla tio n )'
masterpieces of Latin literature. These meetings will norm ally be conducted by
specialists from the Sw arthm ore faculty and from neighboring colleges.
The course will have four one-hour meetings each week, for the study of the
language, and occasional tw o-hour meetings for lecture and discussion. It carries one
and one-half course credits each semester.
Year course. Rose.
9,10. Latin Prose Composition. The developm ent of Latin prose style is studied, with
an analysis o f Latin texts and extensive translation of English into Latin. A require­
ment for m ajors, it is recommmended in conjunction with Latin 11 and Latin 12. The
course meets one hour a week.
H a lf course, one sem ester each year. Sailer.
11. Intermediate Latin: Catullus. A study of the lyric, elegiac, and hexam eter poetry
of Catullus. This course follows Latin 2 and is open to those with two or three years of
high school Latin.
Fall sem ester. Rose.
12. Intermediate Latin: Cicero. An oration and selected letters. This course is designed
to introduce students to a great historical and literary figure o f the R om an Republic.
It combines a study o f his m ajor political and literary achievements with a careful
analysis of his prose style.
S p rin g sem ester. Staff.
13. Literature o f the Augustan Age. Virgil, E clogues and Georgies.
Fall sem ester. Sailer.
14. Mediaeval Latin. 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.
S p rin g sem ester. Staff.
91. Special Topics. Readings selected to fit the needs of individual seniors in prepara­
tion for their comprehensive exam inations.
S p rin g sem ester. Staff.
93. Directed Reading. A program of independent w ork under the supervision of the
instructor. It is open only to advanced students and may be taken only with the
consent of the D epartm ent chairman.
Staff.
95. Attachment. A dditional, independent w ork attached to an advanced course,
normally used to prepare for an external exam ination, but available also to Course
students for the purposes described on page 72 (Form ats of Instruction).
Staff.

Ancient History and Civilization
31. History o f Greece. The course is devoted to the study of the political and social
history of the Greek states to the tim e o f the Hellenistic kingdoms. Special attention
is given to the 6th and 5th centuries B.C. Considerable reading is done in the prim ary

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CLASSICS
sources in translation. Classic 31 meets the distribution requirem ent for G roup 3; it
counts tow ards a m ajor in History.
F all sem ester. Sailer.
32. The Roman Republic and Early Empire. A study o f the R om an 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) R om e’s wars o f expansion and acquisi­
tion of empire, (3) The R om an Revolution, (4) The A ugustan Principate, (5) The
Julio-C laudian Dynasty, (6) A rt, 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 requirem ent for G roup 3, and counts tow ards a m ajor in History.
S p rin g sem ester. Sailer.
33. Greek Literature in Translation. The works studied in this course range in time
from H om er to Plato and Aristotle and include selected masterpieces o f epic, lyric
and elegiac, and dram atic poetry, history and philosophy. Lectures on the historical
and cultural context supplement class discussion.
N o t given in 1979-80.

35. Latin Literature in Translation — Classical and Mediaeval. The works studied in
this course range in time from the age of the R om an Republic to the twelfth century
after Christ. They include the m ajor authors of the classical period, St. Jerom e and
St. Augustine from the Latin Fathers, and from the Middle Ages, Boethius, Prudentius,
the chief figures of the Carolingian Renaissance, and the writers o f Mediaeval Latin
hymns and secular poetry. The course is given in alternate years.
N o t given in 1979-80.

36. Classical Mythology in Literature and Art. This course emphasizes selected
myths of enduring influence, as reflected in literature and art, and archaeological
sites connected with the myths of Apollo, A thena, Zeus, Theseus, and Heracles, and
the Argive and Theban dynasties. M yth and cult are studied through prim ary sources
(e.g. the O dyssey, the H om eric H ym ns, Hesiod’s Thegony, the O des of Pindar,
selected tragedies) and secondary material, including excavation reports. Some
attention will be given to the relation of cult and ritual to myth, and to the political
m anipulation of myth in Greek and R om an history.
N o t given in 1979-80.

38. Greek and Roman Literary Criticism. A study of ancient literary criticism from
its beginnings in Presocratic philosophy and Old Comedy to its latest stages in the
writings of the Church Fathers, especially St. Augustine. Emphasis will be placed on
such major critics as Plato, Aristotle, Dionysius of Halicarnassus, Demetrius, ‘Lon­
ginus’, Quintilian, Cicero, and Horace. Topics to be considered include the social and
historical context of ancient criticism in its principal stages, and the influence of
ancient theories on certain schools o f Mediaeval and Renaissance criticism.
F all sem ester, N o t given 1979-80. N orth.
42. Greece in the Fifth Century B.C. An intensive study, chiefly on the basis of
primary sources, o f Athens and the Greek world from the reforms of Cleisthenes to
the end o f the Peloponnesian War. Special emphasis is placed on the political, social,
and economic institutions o f the A thenian democracy and on the problems o f the
Delian League, both internal and in its relation to the G reek and non-G reek world.
Classics 42 counts tow ards a major in History.
The course is norm ally given in alternate years.
Prerequisite: Classics 31 or its equivalent.
S p rin g sem ester. Ostwald.
44. The Roman Empire. A detailed study, using prim ary sources, of the political,
economic, social, and cultural history of the R om an world from the death of Nero in

CLASSICS
A.D. 68 to the death of C onstantine in A.D. 337. Classics 44 counts tow ards a m ajor
in History.
Prerequisite: Classics 32 or its equivalent.
F all sem ester. N o t given 1979-80. Sailer.
46. An Introduction to Archaeology. This course im parts a knowledge of techniques
and procedures applicable to archaeological study in any p art o f the world. Specific
examples and problems are draw n in the main from classical archaeology, with
emphasis on a particular period (e.g. Bronze Age, Hellenistic, Etruscan, etc.).
S p rin g sem ester. S ta ff.

81. The Ancient Theatre. A representative selection o f Greek and R om an dram a,
both tragedy and comedy, will be read in translation, together w ith the P oetics of
Aristotle, and there will be a study of anceint dram atic production and the physical
remains of Greek and R om an theatres.
Given in alternate years.
Fall sem ester. N orth.
91. Special Topics. Readings selected to fit the needs of individual seniors in prepara­
tion for their comprehensive exam ination in A ncient History.
S p rin g sem ester. Staff.
93. Directed Reading. A program of independent work under the supervision of the
instructor. It is open only to advanced students and may be taken only with the
consent of the D epartm ent chairm an.
Staff.
95. Attachment. A dditional, independent w ork attached to an advanced course,
norm ally used to prepare fo r an external exam ination, b u t available also to Course
students for the purposes described on page 68 (F orm ats of Instruction).
Staff.
S eminars

102. Roman Historians. This sem inar combines a survey of Latin historical writing
to the end of the Silver Age with intensive study o f selected books of Livy and Tacitus,
both as examples of R om an historiography and as sources for R om an history.
S p rin g sem ester. Sailer.
103. Latin Epic.
S p rin g sem ester. Rose.

104. Satirical Writing in the First Century After Christ. A study of the Satires of
Juvenal, selected epigrams of M artial and the S a tyrico n o f Petronius. Special
attention will be given to the writings of these authors as illustrations of the social
structure and of the literary and intellectual movements o f the early empire.
S p rin g sem ester. Sailer.
105. Cicero. A study of the political and forensic speeches of Cicero and o f his
personal correspondence as sources for the political and constitutional history of the
final years of the R om an Republic. A ttention is also paid to Ciceronian prose style as
exemplified in his letters and orations.
Fall sem ester. Sailer.
107. Horace: Lyric and Hexameter Poetry. The sem inar emphasizes the O des and
E podes and their place in the tradition o f Greek and R om an lyric poetry. A ttention is
also given to the Satires and Epistles, especially the A r s Poetica, and to their
im portance for the history o f satire and literary criticism. An effort is made to grasp
the totality of H orace’s achievement in the context of the A ugustan Age.
Fall sem ester. N orth.

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CLASSICS
111. Greek Philosophers. This sem inar is devoted mainly to the study of Plato, which
is supplemented by study of the pre-Socratic philosophers and of A ristotle and the
Hellenistic schools. The orientation of the sem inar is prim arily philosophical, al­
though the literary merits of the Greek philosophers receive consideration.
Fall sem ester. Ostwald.
112. Greek Epic. This sem inar will study prim arily H om er’s Iliad. Selections from
Hesiod and Apollonius will also be read, with some attention to the development of
Greek epic.
S p rin g sem ester. Rose.
113. Greek Historians. This sem inar is devoted to a study o f H erodotus and Thucydi­
des, both as examples of Greek historiography and as sources for Greek history.
Fall sem ester. Ostwald.
114. Greek Drama. 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 dram atists.
S p rin g sem ester. Rose.
115. Greek Elegiac and Lyric Poetry. 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 dram atic poetry.
Fall sem ester. North.

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ECONOMICS
R O B IN S O N G. H O L L IS T E R , J R ., P r o fe s s o r i
H O W A R D PA CK , P ro fe sso r
F R E D E R IC L. P R Y O R , P ro fe sso r a n d A c tin g C h a irm a n
B E R N A R D S A F F R A N , P ro fe s so r a n d Chairm an%
M A R K K U P E R B E R G , A s s is ta n t P ro fe s so r
L IN D A L IM , A s s is ta n t P ro fe sso r
L A U R E N C E S. S E ID M A N , V isitin g A s s is ta n t P ro fe sso r
R IC H A R D H . SPA D Y , A s s is ta n t P ro fe sso r
C H A R L E S F. S T O N E , III, A s s is ta n t P ro fe sso r
D A V ID F. W E IM A N , A s s is ta n t P ro fe s so r
D A V ID L. M U E T H IN G , In s tr u c to r
D E N N IS A L L A N A H L B U R G , L ectu rer* *
L A W R E N C E L. L A N D R Y , L e c tu r e r
The courses in economics are designed: first, to acquaint the student with the
institutions and processes through which the business o f producing, exchanging, and
distributing goods and services is organized and carried on; second, to train the
student in the methods by which these institutions and processes may be analyzed;
and third, to enable the student to arrive a t inform ed judgm ents concerning relevant
issues of public policy.
Course 1-2 is prerequisite to all other work in the D epartm ent except Economics 3
and Economics 4. All students intending to m ajor in Economics are strongly advised
to take Economics 4 in order to prepare for upper level courses and seminars. While
not essential, college level m athem atics would also be helpful; for students intending
to do graduate w ork in Economics a strong background in m athem atics is virtually
essential, so if at all possible they should take M athem atics 5A, or 5B, 11, and if
feasible, 15 and 22. M ajors in Course are norm ally expected to take Economics 20
and (in their senior year) Economics 59. M ajors in the External Exam ination
(H onors) Program are advised to take sem inars 103 and either 101 o r 102. Students
intending advanced w ork in applied economics and those intending to go to law
school or business school, will find Economics 3 (A ccounting) useful preparation.
1-2. Introduction to Economics. This course 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.
The first semester course describes the organization of the econom ic system and
analyzes the allocation of resources, the distribution of income, and international
economic relations. Students must take Economics 2 to receive credit for Economics
1

.

The second sem ester course deals with the problem s of inflation, unemployment,
m onetary and fiscal policy, and the determ ination of national priorities.

** Fall semester, 1979.
J Absent on leave, 1979-80

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ECONOMICS
3. Accounting. The purpose of this course is to equip the student with the rudiments
of accounting needed for advanced w ork in business finance, banking, taxation, and
public regulation. (This course does not satisfy the distribution requirem ents as
outlined on pages 61-62.)
S p rin g sem ester.
4. Statistics for Economists. All Economics m ajors are strongly advised to take this
course (preferably in their sophom ore or junior year) to prepare them for advanced
w ork in the discipline. The first half o f the course covers basic probability, random
variables, sampling, estim ation and hypothesis testing; the second half, simple and
multiple regression. No mathem atics prerequisite except high school algebra; the
course includes a self-contained introduction to calculus and m atrix algebra. Course
w ork will include some problem solving using the com puter.
Prerequisites: Economics I and 2.
Fall sem ester. Spady.
5. Economic Policy Analysis. This course analyzes m ajor policy issues: (1) The trade­
off between efficiency and equality in a m arket economy; (2) Policies to raise low
incomes (the negative income tax; capital form ation); (3) N ational health insurance;
(4) Environment, energy, and resource conservation; (5) Inflation and unemployment.
Prerequisites: Economics 1 and 2.
Fall sem ester. Seidman.
11. Economic Development. Requisites for the economic development of underdevel­
oped countries. Obstacles to development. Strategy and tactics o f development
policy.
S p rin g sem ester. Lim.
12. Econometrics. A survey o f fundam ental econometric methods emphasizing ap­
plication. Some empirical work will be required.
Prerequisite: Economics 4.
S p rin g sem ester. Spady.
20. Economic Theory. Determ ination of prices in theory and in practice. D istribution
of income. Economic welfare aspects o f various m arket structures. Because of
variations in students’ m athematical backgrounds, two sections are offered: calculus
techniques are utilized in section (a), while no m ath beyond simple algebra and
geometry is required in section (b).
Fall sem ester. 20a. Economic Theory, Calculus Section, M uething.
20b. Economic Theory, Non-Calculus Section, Stone.

21. Industrial Organization and Public Policy. Optim ality and the price system;
theories of the firm; m arket structure; the causes o f market failure and alternative
policy responses; antitrust, regulation and public enterprise.
S p rin g sem ester. Stone.
22. Public Finance. Analysis of the effects o f governm ent expenditure and tax
policies on economic efficiency and the income distribution in theory and practice.
Special topics will include cost-benefit analysis and general equilibrium tax incidence.
Fall sem ester. Kuperberg.
23. Money and Banking. The economics of the m onetary system. The functions of
commercial banks. The role o f the central bank. Money, inflation, and employment.
The monetarist-Keynesian controversy.
N o t o ffe re d 1979-80.

25. Labor Problems and Manpower Policy. The structure and behavior of labor
m arkets, issues in labor relations, the developm ent of manpow er, the role of unions,
employers and government.
Fall sem ester. N o t o ffe re d 1979-80.

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ECONOMICS
26. Social Economics. The extent, consequences, and causes of poverty and economic
inequality; an appraisal of reforms in income support program s, medical care,
education, housing, and rural and ghetto development; the economics o f discrim ina­
tion.
N o t o ffe re d 1979-80.

27. Government Regulation o f Industry. The economics of the “new” regulation:
occupational safety and health, affirmative action, pollution, auto insurance, con­
sumer product safety, pension plans, restrictions on industrial location and mobility,
etc. In each case the economic rationale for current and proposed regulation is
examined in the context of the theory of m arket failure and evaluated in terms o f its
effects upon economic efficiency and social equity. In certain cases, “optim al” schemes
devised by economists which differ greatly from current policy will be considered.
T hroughout, the emphasis is on the theory of governm ent intervention and its
im plem entation as opposed to current institutional failures.
Prerequisites; Economics 1 and 2.
F all sem ester. Spady.
30. The International Economy. The course consists of a brief introduction to the
historical developm ent and institutional structure of the international economy and
an introduction to the theory of trade, commercial policy, and balance o f payments
adjustm ent. These tools are used to analyze contem porary international economic
problems; tariffs and non-tariff barriers, com m on m arkets, m ultinational corpora­
tions, international oil, gold, inflation, and the future of the international m onetary
system.
F all sem ester. Stone.
31. Comparative Economic Systems: Analysis of methods by which economic systems
can be com pared; studies of empirical com parisons according to many criteria of
nations in East and West; case studies of the Soviet Union, China, Yugoslavia and
other nations.
F all sem ester. Pryor.
41. Urban Economics. This course examines the economic structure and development
of American urban economics. Topics covered include housing, transportation,
urban renewal, local governm ent finance, and pollution.
S p rin g sem ester.

47. Marxist Political Economy. A study o f M arxist economics and political theory
with particular attention to general problems of historical materialism. Prim ary
emphasis in the reading is placed on the works of M arx, Engels, and Lenin; however,
some time is also devoted to the background of M arxist thought as well as the
developm ent of M arxist theory in the present era.
Prerequisites include tw o semesters o f either Political Science o r Economics.
S p rin g sem ester. N o t o ffe re d 1979-80.

54. Energy Policy Issues. An exploration of governm ent policy tow ard energy
resource development and implementation of new energy technologies. Topics include
OCS oil, leasing, western coal and oil shale development, energy price regulation,
nuclear safety and safeguards, solar energy development and end-use conservation.
Enrollm ent by permission o f instructor; suggested preparation includes Economics 1
& 2, Political Science 2, and Engineering 3 or a mathem atics course.
S p rin g sem ester.

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ECONOMICS
56. Operations Research. (Also listed as Engineering 56.) The principles of operations
research as applicable to defining optim um solutions of engineering and financial
problems as an aid to managerial decision making. Probability and probability
distributions, reliability, random num ber simulation, queuing theory, linear program ­
ming, dynamic programming, allocation and transportation theory. The working
principles of engineering economy are introduced and combined with operations
research topics.
Normally for junior and senior students.
S p rin g sem ester.

58. Health Policy. (Also listed as Political Science 58.) Analysis o f governm ent policy
tow ard health care and public health, its im pact upon institutions and resource
allocation, and m ajor alternatives for action. C entral topics are the organization of
health care delivery (roles and views o f physicians, nurses, adm inistrators, patients
and insurers); the interplay of federal, state, and local governments, quasi-public
authorities, and interest groups; technical and political 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 w ork in at least two of the following will be
helpful: Economics 1-2, 4, 26; Political Science 2,51; M athem atics 1; Engineering 4,
32.
59. Macroeconomic Theory and Stabilization Policy. The theory of the determination
of the level and composition of aggregate output, employment, prices and interest
rates. Analysis of conflicting views of the relationship between inflation and unem­
ployment and of the proper role of government stabilization policy.
S p rin g sem ester. Kuperberg.
60. African Economic Development. Economic structure and problems in subSaharan African nations. Topics covered include: economic effects of the colonial
experience; land holding, agriculture and mineral development; industrialization
and rural-urban migration; trade policies; education and employment problems;
planning, m arket institutions and ideology. Students are expected to develop indepth knowledge of the economy of at least one African country.
Prerequisite: Economics 1, 2.
N o t o ffe re d 1979-80.

70. The Political Economy of Communist Systems. (Also listed as Political Science
70. ) A single-credit colloquium analyzing the interaction between economics and
politics in Com m unist countries. Case study m aterial will be draw n from several East
European countries, the U SSR, and China. Prerequisite: at least one introductory
course in either economics or politics.
[D ouble-credit option will be available.]
Fall sem ester. N o t o ffe re d 1979-80.

71. Management of Non-Profit Organizations. The course will examine the distinctive
nature of non-profit organizations: social and comm unity agencies and higher edu­
cation will be used as examples. Emphasis will be placed on m anagement approaches
in the general areas of fiscal and personnel adm inistration.
Prerequisite: Accounting.
Fall sem ester. Landry.
72. American Economic History. The course o f American economic growth, from
the colonial era onwards, is examined; further, the sources of that grow th are
explored with an attem pt to weigh the contribution of various causal factors which
historians and economists have identified, including the changing com position of
inputs, methods of production and the changing social and political environment.
The evolving relationship of growth to equity and efficiency will also be considered.
S p rin g sem ester.

121

ECONOMICS
73. History of Economic Thought. A critical evaluation of the thought of m ajor
economic thinkers of m odern times, within the context of the changing economic
systems in which they lived: the classical economists (Sm ith, Malthus, Mill and
Marx); the neoclassical economists (Marshall); the post-neoclassicals (Kalecki, Keynes,
Steindl and Sraffa); the m odern “o rth o d o x ” school (Sam uelson and others) and iti
challengers (the Cambridge School and the radical or neo-M arxian school).
F all sem ester. Lim.
74. Topics in Political Economy. This course will study and contrast “mainstream,”
and “radical” economic analyses, both theoretical and empirical, of various issues
current in contem porary capitalist economies, such as problems of grow th and
stagnation, the labor process, income distribution, education, race and sex issues,
imperialism, and the m ultinational corporation, etc. The U.S. will be the main
economy of interest, but reference will also be made to other advanced capitalist
countries and the Third World.
Prerequisities: Ec. 1 and 2 (micro and macro) — required; History o f Economic
Thought or M arxian Economics — recommended.
N o t o ffe re d 1979-80.
S eminars

101. Public Finance. Analysis o f the effects o f governm ent expenditure and tax
policies on economic efficiency and the income distribution in theory and practice.
Special topics will include cost-benefit analysis and general equilibrium tax incidence
and optim al tax theory.
Fall sem ester. Kuperberg.
102. Economic Stability and Growth. The theory of cyclical fluctuations and secular
grow th. Money and banking. M onetary and fiscal policy. Wage-price pressures and
the control of inflation.
S p rin g sem ester. Kuperberg.
103. Economic Theory. C ontem porary theory: price determ ination, the functional
distribution of income, the level of employment. Evaluation o f theory in the light of
simplifying assum ptions and empirical evidence. The relevance o f theory to socio­
economic problems.
B oth sem esters. Saffran.
105. International Economics. Theory and policy of international economic relations.
The theory of international trade and balance o f payments adjustm ent. Commercial
policy of tariffs and non-tariff barriers. Com m on markets, customs unions, and
regional economic integration. M ultinational enterprise and economic imperialism.
The world m onetary system, international inflation, and the international economics
of oil.
F all sem ester. Stone.
106. Comparative Economic Systems. Analysis of methods by which economic
systems can be com pared; study of resource allocation and grow th in socialist,
capitalist, and mixed economies; case studies of the U .S.S.R., Yugoslavia, China]
France, and other nations; exam ination o f special problems in economic planning.’
F all sem ester. Pryor.
107. Labor and Social Economics. Economic analysis of the organization o f labor
and labor markets; education, medical care, housing, discrim ination. Determ inants
of wages and income inequality, governm ent policies with respect to labor relations,
health, education and welfare.
F all sem ester. N o t o ffe re d 1979-80.

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ECONOMICS
108. Econometrics. Econometric theory and empirical studies. An empirical research
paper is required.
Prerequisites: M athematics 11 and Economics 103.
S p rin g sem ester. Spady.
109. Economic Development. An exam ination of the problems of economic develop­
ment and growth in low-income countries, with attention to both historical experience
and current issues of development policy. Techniques of economic planning and
instrum ents 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.
S p rin g sem ester. Lim.
110. Urban Economics. This sem inar will deal in depth with the structure and
developm ent of American urban economies. Topics covered will include housing,
transportation, urban renewal, local governm ent finance, and pollution. M ethodol­
ogical as well as substantive issues will be discussed.
S p rin g sem ester.

111. Industrial Organization and Public Policy. Applications of theoretical and
empirical analysis to m ajor issues in industrial economics: optimality and the price
system; theories of the firm; m arket structure; the causes of m arket failure and
alternative policy responses.
S p rin g sem ester. Stone.
112. Mathematical Economics. Review of static optim ization theory; theory of
consum ption and production from a dual point of view; elementary approaches to
the existence, stability, and optim ality of general equilibrium; additional topics of
student interest as time permits.
S p rin g sem ester. Spady.
113. Issues in Labor Economics. Economic analyses of labor markets and labor
organization; employment and unemployment; wage determ ination and income
inequality; education; discrim ination; women in the labor force; labor in m ultina­
tional corporations; labor in underdeveloped countries; the labor process and labor
productivity. O ther topics depending on student interest, such as U.S. labor history,
labor m arket institutions and labor practices in other industrialized countries.
Fall sem ester. N o t o ffe re d 1979-80.

114. History of Economic Thought. A critical evaluation o f the thought of m ajor
economic thinkers of m odern times, within the context of the changing economic
systems in which they lived: the classical economists (Sm ith, Malthus, Mill and
Marx); the neoclassical economists (Marshall); the post-neoclassicals (Kalecki, Keynes,
Steindl and Sraffa); the m odern "orth o d o x ” school (Sam uelson and others) and its
challengers (the Cambridge School and the radical o r neo-M arxian school).
Fall sem ester. Lim.

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EDUCATION
E V A F. T R A V E R S , A ssistant Professor and Program Director
R O B E R T J. G R O S S , A ssistant Professor

The Program in Education has three purposes: to expose students to issues in
education from a variety of disciplinary perspectives, to provide a range o f field
experiences for students who wish to explore their aptitude and interest in teaching
couil.
or research >n an educational setting, and to prepare students to be
certified for entry into public school teaching. Substantive courses in the Program in
E ducation are intended to be integral to the College’s academ ic offerings. The
Program s m ost im portant goal is to help students learn to think critically and
creatively about the process o f education and the place of education in society. To
this end, both its introductory and upper level courses necessarily draw on the
distinctive approaches o f Psychology, Sociology, Political Science, Philosophy and
History. Because students m ajor in one o f the traditional disciplines, courses in
E ducation offer both an opportunity to apply the particular skills o f their chosen
i s * to .a new dom ain and to interact with others whose disciplinary approaches mav
differ significantly from their own.
A competency-based program fo r preparing secondary teachers is offered for
students who seek public school certification from th e Com m onwealth of Pennsyl­
vania. Competency is judged by an interdisciplinary com m ittee of the faculty whose
members have established criteria for certification in Biology, Chemistry, English
French, G erm an, M athem atics, Russian and Social Studies. Individual program s
are developed in conjunction with departm ental representatives and members o f the
E ducation staff. There is no m ajor in Education. All students seeking certification
m ust meet Sw arthm ore College’s general requirem ents for course distribution and a
major.
R equirements for T eacher C ertification

Students planning to seek secondary certification should take Introduction to
Education, Educ. 14, by the end of their Sophom ore year and enroll for Practice
Teaching and Seminar, Educ. 16 (a double credit course), no earlier than the Spring
Semester of their Junior year. In addition, they must complete the following sequence
of courses:
M
• Introduction to Psychology, Psychology 3, or Educational Psychology, Educ. 21
(Educational Psychology required in place o f Introduction to Psychology for
students in class o f ’82 and thereafter).
• Child Development,Psychology 39; Adolescence, Educ. 23; or Psychological An­
thropology, Sociology-Anthropology 104 (Psychological A nthropology will not
fulfill this requirem ent for students in the class o f ’82 and thereafter).
• An additional course from the following:
a. Educational Psychology, Educ. 21
b. Adolescence, Educ. 23
c. Counseling: Principles and Practices, Educ. 25

124

EDUCATION
d. Education and Society, Educ. 47
e. Education in America, Educ. 52
f. Political Socialization and Schools, Educ. 61
g. U rban Education, Educ. 81
h. Special Topics, Educ.91
Students preparing for certification must attain a t least a grade point average of C
in courses in their m ajor field o f certification and a grade of C+ or better in
Introduction to Education in order to undertake Practice Teaching. In addition,
students m ust be recommended by their m ajor departm ent and by their cooperating
teacher in Introduction to Education. Placement o f students in schools for Practice
Teaching is contingent on successful interviews with members o f the Education
Program staff and appropriate secondary school personnel.
At present Sw arthm ore College is not authorized by the Com m onwealth o f Penn­
sylvania to certify elementary teachers. However, students taking courses in the
Education Program have an opportunity to concentrate their field w ork in an
elementary setting and may do practice teaching for credit in an elementary school.
Placements for students who do not desire certification are also available in a variety
of special education or counseling settings.
14. Introduction to Education. A survey o f issues in education within an interdisci­
plinary framework. In addition to considering the im pact o f individuals such as
Dewey, Skinner and Bruner, the course will explore some m ajor economic, historical
and sociological questions in American education and discuss alternative policies
and programs. The course will give students an opportunity to determine their own
interest in preparing to teach, as well as furnish them with first-hand experience in
current elementary and secondary school practice. Field work is required.
Each sem ester. Travers and Gross.
16. Practice Teaching. Supervised teaching in either secondary or elementary schools,
with an accom panying sem inar for curriculum and methods. Double credit. (Single
credit practice teaching may be arranged for individuals not seeking certification.)
Each sem ester. Travers and Gross.
21. Educational Psychology (also listed as Psychology 21). This course will focus on
the psychological dimensions of the learning process in the classroom. Specific issues
will include: methods and styles o f learning; student motivation, social and emotional
climate of the classroom, role problems of teachers, and individual diagnosis and
assessment.
Fall sem ester. Gross.
23. Adolescence (also listed as Psychology 23). This course will review recent studies
of adolescent development as a basis for establishing a theoretical framework. These,
in turn, will be brought to bear on adolescent behavior, especially in schools and
other social institutions. There will be an emphasis on the relationship between
adolescence as a stage of development and the curriculum and programs of the
institutions serving adolescents. The course will include a com ponent of field obser­
vation and research.
Spring sem ester. Gross.
25. Counseling: Principles and Practice. An introductory course focusing on theories,
techniques and issues in school and agency counseling. Field work, guest lectures,
role playing and analysis o f case studies will provide practical inform ation and
experience. Recommended for students considering graduate program s in educa­
tional counseling o r those planning to teach or do youth work in an agency setting.
Enrollment limited.
Fall sem ester. Dickerson.

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EDUCATION
47. Education and Society (also listed as Sociology and A nthropology 47). Classical
views o f education and society including Dewey and D urkheim . C om parative study
of the functions of schools from the perspective of sociology and anthropology.
A mong the topics to be discussed are the relation o f educational institutions to other
sectors of society, and the question o f alternatives to schooling in both modernizing
and “post-industrial” societies.
N o t o ffe re d 1979-80. Bramson.
48. Sociology o f Higher Education (also listed as Sociology-Anthropology 48). This
course will explore the theory and practice o f higher education from a sociological
point of view. Students, faculty, curriculum, governance and decision-making, nontraditional approaches, and the college and university as key institutions in modern
industrial sociey will be the focus of study. Field observation and interviewing at one
of the many institutions in the G reater Philadelphia area will represent an im portant
com ponent of the course.
N o t o ffe re d 1979-80. Bramson.
52. Education in America(also listed as History 52). A history of prim ary, secondary
and higher education in America from the European and colonial orgins to the
present. The course will consider both theory and practice within the context of
American society and culture, and in relation to other agencies of socialization.
Prerequisite: Introductory level History course.
N o t o ffe re d 1979-80. Bannister.
64. Political Socialization and Schools (also listed as Political Science 64). The
course will consider the developm ent of political concepts, attitudes and behavior in
students through the period o f form al education. The inter-related but often incon­
sistent influences of family, school, peers, media and critical events in the socio­
political system will be examined; special emphasis will be given to the form al and
inform al messages of schooling. Disillusionment and dissent, as responses to the
events of the past decade, will be explored. The course will include a com ponent of
field research.
S p rin g sem ester. Travers.
81. Urban Education. The course will focus on topics o f particular significance to
urban educators, including desegregation, school finance, com pensatory education,
curricular innovation, comm unity control and teachers’ unions. The current situation
in urban schools will be viewed in historical perspective.
N o t o ffe re d 1979-80. Travers.
91. Special Topics. W ith the permission of the instructor, qualified students may
choose to pursue a topic o f special interest, which for thorough investigation will
usually require field work as well as research.
Each sem ester. Travers and Gross.

126

ENGINEERING
C A R L B A R U S, P ro fe sso r
D A V ID L. B O W L E R , Professor%

H. SEARL DUNN, P ro fe s so r a n d C h a irm a n
M. JOSEPH WILLIS Professorf
EDWARD N. KRESCH, A s s o c ia te P ro fe sso r
NELSON A. MACKEN, A s s o c ia te P ro fe sso r
MAURICE F. ABURDENE, A s s is ta n t P ro fe sso r
ARTHUR E. McGARITY, A s s is ta n t P ro fe sso r
FREDERICK L. ORTHLIEB, A s s is ta n t P ro fe sso r
The professional practice o f engineering requires skill and resourcefulness in
applying scienitific knowledge and methods to the solution of engineering problems
of ever growing technical complexity. In addition, the role of engineers in our society
dem ands that the engineer recognize and take into account the economic and social
factors that bear upon technical problems. O ur to tal program supports these needs
by providing the student with a broad technical knowledge, together with the
foundation of a liberal education. The overall plan leading to a degree of Bachelor of
Science with the m ajor in engineering is accredited by the Engineers’ Council for
Professional Development.
In recent years, an increasing num ber of students have majored in engineering with
the purpose of preparing themselves for careers in different areas, e.g. medicine, law,
architecture, or business. Furtherm ore, since it is possible with careful planning for
an engineering student to carry a dual m ajor, students with strong interests in the
hum anities or social sciences can simultaneously pursue two m ajor fields.
The D epartm ent’s facilities include a wide range o f laboratories devoted to instruc­
tional purposes and student projects in the areas of electronics, system control,
comm unications, instrum entation, strength of materials, solid and structural me­
chanics, fluid mechanics, soil mechanics, and environm ental diagnostics. Supporting
these laboratories with on-line d ata acquisition and graphical display is the D epart­
m ent’s com puter laboratory which is equipped with a P D P 11/40 system as well as
with smaller digital and analog com puters. Engineering students also have access to
the College C om puter Center located in Beardsley Hall.
C ourses A vailable to N o n -M a jo rs

Courses in the D epartm ent are open to all students with the requisite backgrounds.
The D epartm ent offers courses in com puter education for students throughout the
College; courses numbered 21 through 26 serve this purpose. A lthough Engineering 6
is primarily for prospective m ajors, other interested students are encouraged to
enroll. Engineering 3, 4, Introduction to Engineering Concepts, and Problems in
Technology, respectively, are designed chiefly for students n o t contem plating further
work in engineering or the natural sciences. Engineering 32 is a group study project

t Absent on leave, spring semester, 1980.
+ Absent on leave, 1979-80

127 -

ENGINEERING
intended for an interdisciplinary enrollment. Operations Research (56), and Environ­
mental Engineering (68) will also appeal to many students m ajoring in other depart­
ments. Students m ajoring in the physicial sciences or mathematics frequently enroll
in advanced engineering courses.
Students may m inor in the External Exam ination (H onors) Program in the Engi­
neering D epartm ent by taking appropriately related advanced engineering courses as
preparation for external exam inations. Generally the advanced engineering courses
require one or more introductory courses as prerequisites. In particular, advanced
work in com puter science must be preceded by E24, Numerical Methods.
P rogram f o r E ngineering M ajors

Educational plans available to engineering students are as follows:
(1) F our year Course program s with the major in engineering, with elected
concentrations o f study in the professional branches of engineering such as
Civil, Electrical, and Mechanical Engineering, and related engineering areas.
(2) F our year Course program s with the major in engineering, with elected
combinations of study in Biology, Chemistry, Economics, M athematics, Polit­
ical Science, etc.
(3) F our year and five year Course program s leading to a double m ajor and two
degrees; the B.S. degree in engineering and the B.A. degree in a second
academic area. Com pletion o f the double m ajor in four years requires careful
planning and students are strongly encouraged to consult frequently with their
course advisers in the freshm an and sophom ore years.
A candidate for a degree of Bachelor o f Science in Engineering must meet the
requirem ents o f the College as well as the requirem ents o f the D epartm ent of
Engineering. The general departm ental requirem ents fall into three categories: suc­
cessful completion of a t least (i) twelve engineering courses, (ii) four courses in the
sciences including General Physics 3 and 4, to be taken in the freshm an year, and (iii)
four courses in mathematics, including M ath 5 and 11 to be taken in the freshman
year, and M ath 22 in the sophom ore year.
W ithin the D epartm ent, the following core courses are required o f all engineering
students: Physical Systems Analysis, Introduction to Fields and C ontinua, Therm o­
dynamics, Experim entation fo r Engineering Design, and Engineering Design. In
addition, each student must complete an approved program o f a t least four additional
advanced engineering courses,, selected from those numbered 21 or higher.
Preparation for the m ajor in the freshman and sophom ore years normally includes
Engineering 6 to be taken in the second semester of the first year and Engineering 11,
12 in the second year. In special cases, students with preparation com parable to, but
differing from , Engineering 6 and 11 may apply to m ajor in engineering after
consultation with the D epartm ent Chairm an.
Fields o f C oncentration

Each engineering student designs a program with his or her course adviser during
the second year. The following suggested plans of study for the last tw o years are
listed to indicate the flexibility of choice open to the student. O ther plans may also be
arranged. A t least four elected and approved advanced courses in engineering must
be included in the program o f the ju n io r and senior years.

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ENGINEERING
CIVIL ENG IN EERIN G
General Civil Engineering
Structures
Pre-Architecture

Sequences in general civil engineering will
norm ally include Mechanics of Solids, Struc­
tural Theory & Design, and Civil Engineering
Design, with a fourth course chosen from Envi­
ronm ental Engineering, Soil Mechnanics, Wa­
ter Resources, or Fluid Mechanics.

ELECTRICA L EN G IN EER IN G
General Electrical Engineering
Electronics and Inform ation
Processing
Systems and Control
Comm unications
M EC H A N ICA L EN G IN EER IN G
General Mechanical
Engineering
Applied Mechanics
Thermodynamics and
Energy Conversion
Fluid Mechanics and
Heat Transfer
Machine Design

Students w ho plan to do work in electrical
engineering will norm ally include the following
courses in their programs: Circuit Theory, Elec­
tromagnetic Theory, Electronic Circuit Analysis
& Design I. The full program may be chosen to
emphasize an area of study such as those listed
at the left, according to individual interst.
Sequences in general mechanical engineering
will normally include, in addition to the required
engineering core, courses in solid mechanics,
fluid mechanics and heat transfer, and auto­
matic control theory. Courses in thermodynam­
ics, applied mechanics, fluids, and heat transfer,
can be used to develop such specialized se­
quences as those shown at the left.

C O M PU TER EN G IN EER IN G
Logic Devices
M achine Architecture
L aboratory Systems
C om puter Science
H ardware and Software

In addition to the core requirem ents, course
work would normally include Digital Logic and
Com puter O rganization, along with a selection
of courses oriented toward the systems approach,
e.g. Systems Theory, Operations Research, and
Com m unication Systems; or courses oriented
toward com puter software and methodology,
e.g. C om puter Systems and Simulation Theory.
Courses in mathematics can be used to broaden
the theoretical foundation of the program.

ENVIRONM ENTAL ENG IN EERIN G
Engineering principles applied to solution of environm ental and natural resource
problems. Students will normally include, in addition to the required num ber of
science and mathematics courses and the engineering core, advanced courses in
biology, chemistry, fluid mechanics, heat transfer, water resources, and environmen­
tal engineering, as well as appropriate research and policy oriented courses chosen
from economics, and social science courses.
E n g in e e r in g

3. Introduction to Engineering Concepts. Designed primarily for those not planning
to m ajor in science or engineering, this course is intended to provide some depth of
understanding of technlogy and its im pact by examining one or two selected areas.
The scientific basis and engineering design principles o f the technology under study
will be emphasized. The technological problems studied will shift from year to year,
depending on the instructor’s areas of competence and the timeliness of issues in

129 -

ENGINEERING
various technical fields; for example, biomedical engineering, d ata processing, envi­
ronmental engineering, communications, transportation, energy. Includes laboratory.
A strong background in high school mathematics is assumed. This course, along with
the com panion course, Problems in Technology, is designed to satisfy the science
requirement.
Fall sem ester.
4. Problems in Technology. A selective introduction to typical problems that engi­

neers and other decision m akers will be called upon to deal with in the coming
decades. Examples are taken from the fields o f structures, energy, and electrical
systems. An introduction to experimental problem solving is also included. The use
of the com puter is integrated into the course where appropriate.
This course is designed for those not planning to m ajor in Engineering.
Open to all students with a strong high school mathematics background.
S p rin g sem ester.

6. Mechanics. Fundam ental areas of statics and dynamics. Elementary concepts of
deformable bodies including stress-strain relations, beam, torsion, and long column
theory. L aboratory work is related to experiments on deformable bodies and a spring
field engineering project is generally scheduled during laboratory periods.
Prerequisite: Physics 3, o r equivalent.
S p rin g sem ester.

Ur Electrical Science. Behavior of electrical circuits including transient and steady
state harm onic excitation. Modeling of active devices. Introduction to semiconductor
circuit elements and their use in signal processing. Electromagnetic fields and forces;
application to engineering devices such as transform ers and rotating machines.
Prerequisite: To be preceded by Physics 4 or equivalent.
Fall sem ester.

12. Physical Systems Analysis. The study o f physical phenom ena and sytems which
may be represented to a good degree of approxim ation by a linear model or a
lum ped-param eter pictorial model. The form ulation o f the mathem atical model
from basic physical laws and the treatm ent of the ordinary differential equations
resulting therefrom . Emphasis will be placed upon the unity resulting from the
m athem atical representation for many types of physical systems: mechanical, electri­
cal, electromechanical, therm al, etc. Techniques o f analysis will include classical
solution of differential equations including power series solutions, and also solution
by Laplace transform m ethods. Transient and steady state response, frequency
response, pole-zero concepts, notions o f stability, and energy considerations. Analog
and digital com putation will be used extensively. Includes laboratory.
Prerequisite: E l l , or equivalent.
S p rin g sem ester.

21. Digital Logic. An introduction to the theory and design of digital logic circuits.
Following a discussion of num ber systems and Boolean algebra, m inim ization and
realization techniques are studied for com binational systems. The latter part of the
course will be concerned with the treatm ent of sequential systems. Switching devices
will be characterized only as to their term inal behavior and no consideration will be
given to the physical basis for th eir operation. The course is intended for students
with a good background in basic mathem atics through algebra. Includes laboratory.
F ait sem ester.

22. Computer Organization. A study of the ways in which the functional units o f a
typical digital computer may be interconnected. Hardware implementation o f registers,
counters, adders and the functional units themselves. M icro-programm ed control.'
Characteristics of the several types of memory.
Includes laboratory.
Prerequisite: E21.
Sp rin g sem ester.

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ENGINEERING
23. Digital Computers: Programming and Applications. The algorithmic method,
problem solving, and inform ation processing by computers. The languages taught
will be FO RTR A N IV and A PL with a brief introduction to an assembly language;
com ponents of a com puting system; survey o f various fields of com puter science.
Com puter applications in education, industry and government. Extensive use of the
com puter center facilities.
Prerequisite; none; intended for non-Engineering majors.
Fall sem ester

24. Numerical Methods (also listed as M athem atics 34). This course will deal with the
numerical solution of various mathem atical problems, pure and applied. The com­
puter will be used extensively.
Prerequisites: M ath 11 and E23, or equivalent.
S p rin g sem ester.

25. Computer Systems: Organization and Programming. An introduction to the
organization and system design o f a small computer. Machine language, addressing
techniques, assembly language, and m acro instructions. R e-entrant and recursive
programming techniques. In p u t/o u tp u t programming. Operating systems and system
interrupts. Extensive use o f com puter laboratory.
Prerequisite: E23 or E24.
Fall sem ester.

26. Simulation Theory and Methodology. Modeling of continuous and discrete
dynamic systems. Sim ulation of deterministic and stochastic systems: M onte Carlo
methods and error analysis: optimization of simulated systems: the use and com par­
ison of simulation languages to model and simulate physical science, social science,
and behavioral science phenomena. Interactive sim ulation and real time simulation.
Role and use of com puter graphics in simulation.
Extensive use of com puter center facilities and the com puter laboratory.
Prerequisite: E23 or E24.
Spring sem ester.

32. Public Technology Project. An interdisciplinary group project. The class will be
constituted as a study panel charged with assessing various aspects of a particular
public-service technology. The group will jointly prepare a report setting forth its
findings and recommendations. Examples of the type of technology to be investigated
are solar and other new energy systems, transportation systems, autom ated health
care, waste management, applications of com m unication satellites, water manage­
ment in the west, etc. The class will meet weekly in seminar format.
Prerequisite: completion of science requirement.
O ffered in either sem ester w hen sta ffin g p erm its.

51. Introduction to Fields and Continua. Analysis o f field phenomena in a variety of
continuous media. Fluid-flow, elastic, thermal, electromagnetic, and other fields are
treated with emphasis on their comm on properties. The partial differential equations
governing time-invariant fields, diffusion, wave motion, etc., are developed from
basic principles. A pplication is made to realistic engineering situations. Includes
laboratory or conference section.
Prerequisite: E l 2, or equivalent.
Fall sem ester.

52. Thermodynamics. An introduction to the principles of thermodynam ics based on
the macroscopic point of view. Topics to be covered include properties of a pure
substance, first and second laws of thermodynamics, entropy, thermodynam ics o f an
ideal gas, availability. Principles will be applied to examples of engineering interest.
Includes laboratory.
Spring sem ester.

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ENGINEERING
54. Energy Policy Issues. (Also listed as Economics 54.) An exploration, in seminar
form at, o f governm ent policy tow ard energy resource development and implementa­
tion of new energy technologies. Investigation of the interaction am ong federal,
state, and local governments and agencies, energy companies, public utilities, and
consum er and environmental interest groups. Topics include OCS oil, leasing, western
coal and oil shale development, energy price regulation, nuclear safety and safeguards,
solar energy developm ent and end-use conservation. One or two meetings each week.
Enrollment by permission of instructors; suggested preparation includes Economics
1 & 2, Political Science 2, and a m athem atics course.
S p rin g sem ester.

55. Systems Theory. M athem atical analysis of an assemblage of interacting elements
composing a generalized system. Fourier methods and the Laplace transform . State
variables, the system state transition m atrix and canonical forms. Probabilistic
systems analysis and decision theory. Response to random inputs. C orrelation func­
tions and spectral distribution. Some applications in the socio-economic and urban
system domain. Includes conference or laboratory.
Prequisite: E l2, or equivalent.
F all sem ester.

56. Operations Research. (Also listed as Economics 56). The principles of operations
research as applicable to defining optim um solutions o f engineering and financial
problems as an aid to managerial decision making. Probability and probability
distributions, reliability, random num ber simulation, queuing theory, linear pro­
gramming, dynamic program m ing, allocation and transportation theory. The w ork­
ing principles of engineering economy are introduced and combined with operations
research topics.
Normally for junior and senior students.
S p rin g sem ester.

58. Control Theory and Design. An introduction to classical and m odem control
theory. Concepts o f state, controllability and observability. Analysis and design of
linear control systems by means of the ro o t locus m ethod. Over-driven operation of
linear systems. Design by m atrix methods and state variables. Stability criteria.
Com puters and logic systems in control. Analog to digital conversion. Introduction
to optim um control. Special topics; sampled data systems, nonlinear processes, etc.,
according to class interest. Includes laboratory.
Prerequisite: E12.
S p rin g sem ester.

59. Mechanics o f Solids. This course deals with the internal stresses and changes of
form when forces act on solid bodies. State o f stress and strain, strength theories,
stability, deflections, and photoelasticity. Elastic and Plastic theories. Includes
laboratory.
Prerequisite: E6, o r equivalent.
Fall sem ester.

62. Structural Theory and Design. Principles of structural systems and mechanics of
deformable bodies pertaining to deflection and stability. Structural mechanics of
space and plane framed structures including stress analysis, and deflections of
determinate and indeterminate structures. Includes elements of design o f determinate
structures. Includes laboratory.
Prerequisite: E59.
S p rin g sem ester.

63. Water Resources. An introduction to the fundam entals o f water resources engi­
neering. Pertinent areas of hydrology, hydraulics, and systems analysis are included.
Fundam entals are related to engineering aspects of planning and designing water
resources projects. Includes laboratory.
Prerequisite: E12; E 5 1 recommended (may be taken concurrently).
Fall sem ester.

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ENGINEERING
64. Soil Mechanics Theory and Design. Using the basic concepts of physical geology
as a unifying framework, the principles of soil mechanics are studied. Subjects
introduced include form ation o f soils, clay mineralogy, transport and deposition of
soils, soil type identification, consolidation theory, flow through porous media,
stresses in earth masses, and slope stability. These topics are applied to engineering
design problems. Includes laboratory.
Prerequisite: E59.
S p rin g sem ester.
65. Civil Engineering Design. An introduction to the design of civil engineering
works with emphasis on structural components and structural materials; design
projects involving planning, analysis and synthesis, culm inating in a design project
by the entire class. Includes laboratory.
Prerequisite: E62; E64 recommended.
Fall sem ester.

66. Solar Energy Systems. Fundam ental principles in the analysis and design of
systems which collect, store, and use the direct and indirect forms o f solar engergy.
Examples of current solar technology are used as illustrations. Stochastic and deter­
ministic mathem atical models are used to describe the performance o f components
and systems. Cost functions are developed for use in economic assessments. Tech­
niques for system optim ization are discussed.
Prerequisite: E l2, or equivalent; E26, E55 recommended.
Sp rin g sem ester.

68. Environmental Engineering. An introduction to the fundam entals o f applied
ecology in water resources engineering, with emphasis on pertinent areas of hydrolgy,
hydraulics, water quality, and energy considerations. Fundam entals are related to
stream quality management and planning for w ater resources and land use projects
by means of student design projects, including field studies, on a local drainage basin.
Includes laboratory.
Prerequisite: Two semesters of science or engineering.
Spring sem ester.

71. Circuit Theory. Transient and steady-state analysis of electric circuits and net­
works with emphasis on state variable as well as classical methods and s-plane
interpretation. Network topology, equilibrium equations, theorems, network func­
tions and their properties. Energy in electric networks. M atrix form ulation for the
systematic representation of generalized networks for com puter analysis. Linear,
nonlinear, time-varying and time-invariant cases. Extensive use of the digital com pu­
ter. Includes laboratory.
Prerequisite: E12 or equivalent.
Fall sem ester.

72. Electromagnetic Theory. Engineering applications of Maxwell’s equations. M a­
croscopic field treatm ent o f magnetic, dielectric and conducting materials. Forces,
m otion and energy storage. Field basis of circuit theory. Electromagnetic waves;
wave-guides, transm ission lines, and antennas. Includes laboratory.
Prerequisite: E51, or equivalent.
S p rin g sem ester.

73. 74. Electronic Circuit Analysis and Design. This course begins with an introduc­
tion to the physics of sem iconductor devices and m odern device technology. The
rem ainder of the year is devoted to the study of digital and analog circuits using both
bipolar and field effect devices. The m aterial is covered in such a way th a t E73 alone
provides a working knowledge o f digital logic and operational amplifiers. Use of a
linear circuit analysis program for circuit sim ulation is stressed. L aboratory w ork is
oriented tow ard circuit design.
Prerequisite: E l 2, or equivalent. E73 is a prerequisite for E74.

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ENGINEERING
75. Energy Conversion. The laws o f therm odynam ics and basics o f therm odynam ic
cycles will be reviewed. Principles and applications of therm al energy sources and
heat exchange will be analyzed in detail. Fossil fuel, nuclear, solar, geotherm al and
ocean therm al energy are to be studied along with analytical techniques for solving
problems of heat transfer by conduction, convection and radiation. A short intro­
duction to direct energy conversion devices is also presented. Includes problem
session.
Prerequisite: E52, or permission o f the instructor.
Fall sem ester.

77. Communication Systems. Theory and design principles of analog and digital
electronic comm unications. Such topics as inform ation theory, coding, analog and
digital m odulation, multiplexing, noise, filtering, digital signal processing, and data
transm ission will be treated. Emphasis will be placed on theoretical and practical
limitations and functional design. A pplication will be made to a variety of practical
systems including television relay, facsimile, telemetry, broadcasting, and data com ­
munications. Satellite, cable, and microwave links will be considered. Includes
laboratory.
Prerequisite: E l2, or equivalent.
Fall sem ester.

80. Engineering Materials. The integration of the selection of engineering materials
into overall design is emphasized. Such a process blends a basic understanding of
material behavior, a knowledge o f the m anner in which properties may be altered,
and fam iliarity o f com patible m anufacturing processes, together with mechanical
and therm al design to produce a successful functional product. In this course, the
basic laws and concepts relating the structure of solids to their physical and mechan­
ical properties are emphasized. Both metals and non-metals including wood, concrete,
plastic and composite materials, are included. Various means of altering properties
such as heat treatm ent and cold working are then discussed. M anufacturing processes
are studied in detail. Includes laboratory.
Prerequisite: E59, or permission o f instructor.
S p rin g sem ester.

82. Fluid Mechanics. Fluid mechanics is treated as a special case of continuum
mechanics in the analysis o f fluid flow systems. Relevant equations for the conserva­
tion of mass, m om entum , and energy are derived. These are then applied to the study
of flows of inviscid and viscous, incompressible and compressible fluids. Includes
laboratory.
Prerequisites: E51 or equivalent.
S p rin g sem ester.

83. Heat Transfer. A basic introduction to the physical phenom ena involved in heat
transfer. Analytical techniques are presented together with empirical results to devel­
op tools for solving problems in heat transfer by conduction, forced and free convec­
tion, boiling, condensation, and radiation. Numerical techniques are discussed for
the solution of conduction problems. Includes laboratory.
Prerequisites: E51 or equivalent.
F all sem ester.

89. Experimentation for Engineering Design. Consideration o f the theory of engi­
neering experim entation and its use in research and development. Topics covered
include design of experiments, instrum entation, data acquisition, reduction and
analysis, static and dynamic scaling. Techniques are developed for estim ating cost
and behavior of pilot and full-scale systems using laboratory data. M ethods of
scheduling technical developm ent projects are also introduced. L aboratory and
project w ork includes preparation, delivery and criticism o f technical reports.
Prerequisites: E12 and E51 (E51 may be taken concurrently).
F all sem ester.

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90. Engineering Design. This project-oriented course serves as a final exercise for
all engineering majors. Three concurrent sections, each comprised of students
sharing a com m on disiplinary interest, meet separately to examine and synthesize a
solution to a preselected design problem. The three sections also meet jointly to
study general design methodology and to discuss the economic, social, and
environmental aspects of the overall design. Individual student contributions to the
design project will be evaluated by both a w ritten report and an oral presentation.
S p rin g sem ester.

91. Special Topics. Subject m atter dependent on a group need or individual interest.
Normally restricted to senior students and offered only when staff interests and
availability make it practicable to do so.
93. Directed Reading. W ith the permission of a staff member who is willing to
supervise it, a qualified student may undertake a program of directed reading in an
area of engineering as an extension of one of his or her courses.
96. Thesis. With approval, a student may undertake a thesis project as a part of his or
her program in the senior year. The student is expected to subm it a prospectus o f the
thesis problem before the start o f the semester in which the thesis project is carried
out.

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T H O M A S H. B L A C K B U R N , P ro fe sso r
D A V ID C O W D E N , P r o fe s s o r J
L E E D E V IN , P ro fe s so r a n d D ir e c to r o f T he T h ea tre
H A R O L D E. P A G L IA R O , Professor%
S U S A N S Y N D E R , P ro fe s so r a n d C h a irm a n
D E R E K T R A V E R S I, P ro fesso r*
C H A R L E S JA M E S , A s s o c ia te P ro fe sso r
P H IL IP M . W E IN S T E IN , A s s o c ia te P ro fe sso r
C R A IG W IL L IA M S O N , A s s o c ia te Professor%
C H A R L E S B A L E S T R I, A s s is ta n t P ro fe sso r
E R IC A. G. B IN N IE , A s s is ta n t P ro fe sso r
a n d T ech n ica l D ire c to r o f T h e T h ea tre

B A R R Y G R A D M A N , A s s is ta n t P ro fe s so r
JO H N H IN C H E Y , A s s is ta n t P ro fe sso r
L U C Y S. M c D IA R M ID , A s s is ta n t P ro fe s so r
This D epartm ent offers courses in English literature, American literature, theatre,
and some foreign literatures in translation. The departm ental curriculum is’planned’
to provide experience in several critical approaches to literature and play production,
in the intensive study o f works of m ajor writers, the study of literature of limited
periods, and the study o f the development of literary types. The D epartm ent also
provides instruction in the techniques o f writing, acting, and design for the theatre.
R equirements and R ecommendations

A ny introductory course — English 2 through 10 — o r its equivalent by depart­
mental exam ination, is the prerequisite for all other courses in literature and theatre.
(This prerequisite does not apply to seniors, nor is it required of those who wish only
to take studio courses.) Introductory courses are characterized by syllabi with less
reading than in advanced courses, by frequent short papers, and by considerable
attention to class discussion; they are viewed by the D epartm ent as particularly
appropriate for freshmen. Enrollm ent will be limited to 25 students per course;
priority is given to freshmen and sophom ores. Students will not norm ally take a
second introductory course unless approved by the instructor of the first course.
Only one such course may be counted tow ards the major. The minim um requirem ent
for admission as a m ajor or as a m inor in English is two sem ester-courses in the
D epartm ent.
Students considering a m ajor in English are strongly urged to take one or two
additional courses during the sophom ore year. M ajors and prospective majors
should consult a member of the English D epartm ent for inform ation about courses
in other departm ents com plem entary to their work in English. Students w ho plan to

* Absent on leave, fall semester, 1979.
t Absent on leave, 1979-80

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ENGLISH LITERATURE
do graduate work, to follow a course of professional training, or to seek teacher
certification in English, should see a mem ber of the D epartm ent for early help in
planning their program s, as should students who plan to include w ork in English
literature in a program with a m ajor in Literature or Medieval Studies. Students
planning to qualify for teacher certification in English are reminded th at a course in
linguistics or the history of the English language is required in addition to specified
work in literature.
M a jo r in the C ourse P rogram : The w ork o f a m ajor in Course consists of a
minim um of eight semester courses in the D epartm ent, including Shakespeare
(English 97), Senior Essay (English 98), and at least two other courses in literature
written before 1800; such courses are m arked with an asterisk.
M a jo r in the E xtern a l E x a m in a tio n (H o n o rs) P rogram : Majors in the Honors
Program must prepare three or four papers in the D epartm ent, two of which m ust be
on subjects covered in sem inars in G roup I or on other early m aterial decided upon
after consultation with the D epartm ent.
M in o r in th e H o n o rs Program : M inors are ordinarily required to prepare two
papers in the D epartm ent.
Theatre C oncentration: The w ork o f a m ajor in Course with a concentration in
Theatre consists of a minimum of eight semester courses in the Departm ent, including
Shakespeare (English 97), Senior Essay (English 98), Play Directing (English 78),
Introduction to Design (English 76), and one other course in dram atic literature
written before the m odern period. The remaining work in Theatre may include studio
courses to a m aximum of two credits.
Students are urged to consult the announcem ents of other departm ents which
offer courses appropriate to the concentration. It is useful for those anticipating a
theatre concentration to plan their program s early to avoid possible conflict with the
twenty-course rule.

IA . Analytic Reading and Composition. Individual and group w ork as intensive
preparation for further work and with applications to a variety of fields. F or students
to whom the course is recommended. Does not meet the distribution requirements.
May be taken in m ore than one semester, but for a m aximum of one and one half
credits.
Each sem ester.

IB. English for Foreign Students. Individual and group work on an advanced level
for students with non-English backgrounds.
Each sem ester.

2. The Tragic Vision. An exploration of traditional and m odern conceptions of the
tragic experience, based on a close study of narrative, dram atic, and lyric form s of
tragedy. The authors read will be Sophocles, Shakespeare, Flaubert, Faulkner, and
Yeats.
Each sem ester. Balestri.
3. The Divided Self. A study of internal conflict in works by C onrad, Hardy,
Faulkner, Penn Warren, Updike, and selected poets.
N o t o ffe re d 1979-80. Cowden.
4. Writers and Their Art. A study of literary works with comic structures, including
novels by Austen and Woolf, plays by Shakespeare, and poetry by Pope and Audem
The course will explore the ways in which private im agination is first indulged and
then adjusted to the demands of social reality; and the more tentative and ironic
nature of that adjustm ent in twentieth-century writers.
Each sem ester. Me Diarmid.

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5. Studies in Anti-Rationalism. This course will explore the developing interest in
non-rational processes — im agination, instinct, passion — as that interest is expressed
in m ajor writers from the late 18th to the early 20th century. Two poets — Blake and
Yeats — and two novelists — Dickens and Lawrence —i will be intensively studied.
Nietzsche and Freud will also be discussed in an attem pt to understand the larger
cultural dimensions o f this interest. The prim ary focus o f the course, however, will be
upon the specific concerns o f the individual writer and the artistry through which he
expresses those concerns.
F all sem ester. Weinstein.
6. Rites of Passage. The course will focus on various rites of passage, symbolic
actions which chart crucial changes in the hum an psyche, as they are consciously
depicted or unconsciously reflected in different literary modes, and will examine the
shared literary experience itself as ritual process. Topics will include innocence and
experience, transition and stasis, com m unity and liminality, and the mediation of the
sacred and the profane. M ajor authors will include the B eow ulf-poet, Blake, Shake­
speare, C onrad and Lawrence.
F all sem ester. N o t o ffe re d 1979-80. Williamson.
7. Personal Testament in American Literature. A study of the creation of private
worlds both as a release from and as a base for the possible renovation o f existing
forms of collective experience. This year’s authors will be Thoreau, W hitm an, Mel­
ville, Twain, Faulkner, Williams, and Mailer.
Each sem ester. Hinchey.
8. The Ironic Spirit. A critical approach to reading prose, verse, and dram a focussing
on the effectiveness of the ironic spirit as a literary device. Selections will be drawn
from English and American authors.
Each sem ester. James.
9. Figures o f Prophecy. This course will deal with four writers y-r Blake, Conrad,
Shakespeare, and Faulkner — whose sadness and outrage at m ankind’s penchant for
self-injury often compels them to assume the role of adm onisher or prophet in their
work. A ttention will be given to the nature and scope o f each w riter’s prophecy and to
the literary techniques he uses in expressing it.
Each sem ester. G radm an.
15. Advanced Expository Prose. The course is designed to assist students in recogn­
izing and developing effective writing styles. There will be some discussion o f model
essays and m odern rhetoric, b u t the prim ary emphasis will be on advancing through
practice each student’s capacity to write descriptive, analytic, and argum entative
prose. Weekly writing assignment, group discussion of essays, and individual confer­
ences.
S p rin g sem ester. Balestri.

18. Dante.* See C EL 18. The course will aim at exploring D ante’s C om m ed ia as a
comprehensive image of hum an life. All three parts of the poem will be read, and the
Vita N u o v a will be considered in its relation to the greater work. The reading will, as
far as possible, use the original Italian text with an English prose translation to
supplement it as required.
S p rin g sem ester. Traversi.
19. Introduction to Old English: Language, Literature, and Culture.* The course will
be an introduction to Old English language, literature, and culture with an emphasis
upon elegiac and heroic poetry. Initially, two days a week will be devoted to learning
the language and to reading selected prose passages. One day a week will be spent on
a cultural topic such as history, art, architecture, religion, o r Germanic traditions.
The latter p art of the course will be devoted entirely to the study o f Old English
poetry. With the permission of the instructor this course may be taken w ithout the

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usual prerequisite course; however, it may not serve in the place of a prerequisite for
other advanced courses.
N o t o ffe re d 1979-80. Williamson.
20. Medieval English Literature.* The course is a survey o f English literature,
primarily poetry, from the 8th through the 15th century. Readings will include: Old
English riddles, elegies, and charm s, B e o w u lf several of C haucer’s C anterbury Tales
and Troilus a n d Criseyde, selected mystery plays, E verym an, Sir G awain a n d the
Green K night, Pearl, portions of Piers P low m an, and M alory’s L e M o r te D arthur.
Selected lyrics and C anterbury Tales will be read in Middle English; other works in
translation or modernized forms. No previous knowledge of Middle English is
required.
N o t o ffe re d 1979-80. Williamson.
22. Satire. Exam ination o f satire as a literary genre.
F all sem ester. James.
23. Studies in English Fiction. This course will study developments in fiction (mainly
English) from Dickens, George Eliot, and Flaubert to Lawrence and Joyce.
S p rin g sem ester. Weinstein.
24. Austen, Eliot, and Woolf. M ajor works by three novelists, including E m m a,
M iddlem arch, To th e L ighthouse. The course will concentrate on such issues as
subjective views of reality, the roles of the sexes, the moral education of the protagonist,
the role of the artist, and the perception of time. A ttention will also be given to the
form al and stylistic development of the novel during the period spanned (1813-1941).
S p rin g sem ester. Me Diarmid.
25a, 25b. Shakespeare (for non-m ajors). The English D epartm ent’s annual offering
is to be given tw ice during the 1979-80 session. Each course will be complete in itself,
will aim at covering a wide range o f Shakespeare’s career, and will avoid duplicating
m aterial used in the other course. (Students may take both 25a and 25b.)
F all sem ester, 25a — H enry I V Parts 1 a n d 2, H en ry V, M isu m m e r N ig h t’s D ream,
M erch a n t o f Venice, A s You L ik e It, M easure f o r M easure, O thello, K ing Lear,
C oriolanus, The Tempest. Snyder.
S p rin g sem ester, 25b — R ich a rd III, R ic h a rd II, M u c h A d o a b o u t N oth in g , R o m eo
a n d Juliet, Tw elfth N ight, Troilus a n d Cressida, H am let, M acbeth, A n th o n y a n d
C leopatra, Julius Caesar, The W in te r’s Tale. Devin and Weinstein.

26. Criticism. An introduction to the m ajorcritical approaches — historical, psycho­
logical, and formalist. The focus will be on six m ajorcritical schools — Aristotelean,
M arxist, Freudian, archetypal, structuralist, and New Critical — with emphasis
upon applying the critical points o f view to selected literary texts such as B e o w u lf (in
translation), H am let, Blake’s S o n g s o f Innocence a n d E xperience, and C onrad’s
H eart o f D arkness. This course may be used, with additional tutorial work, to
prepare for an external exam ination in Criticism.
N o t o ffe re d 1979-80. W illiamson.
29. The Black American Writer. A survey o f prose fiction and poetry written by black
Americans during the 19th and 20th centuries: a literature by artists conscious of
their marginal place in a dynamic society attem pting to square their subjective
visions with their art. Emphasis may shift from tim e to time, but authors include
M artin Delaney, Charles Chesnutt, Jean Toomer, Langston Hughes, Richard Wright,
Ralph Ellison, Gwendolyn Brooks, and Jam es Baldwin.
S p rin g sem ester. James.
31. Chaucer.* Reading in Middle English of most of Chaucer’s m ajor poetry with
emphasis on The C anterbury Tales and Troilus a n d Criseyde. The course attem pts to
place the poetry in the context of Medieval culture.
S p rin g sem ester. Traversi.

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33. Renaissance Poetry.* Modes of the lyric: the lyric speaker as lover, sinner,
shepherd, reflective moralist, and self-conscious artist. Works by Shakespeare, D on­
ne, M ilton, Marvell, Herbert, Spenser, and Jonson.
N o t o ffe re d 1979-80. Snyder.
34. Renaissance Comparative Literature.* See CEL 34. Selected m ajor writers of the
Continental Renaissance studied in translation.
N o t o ffe re d 1979-80. Snyder.
35. Tudor-Stuart Drama.* Development o f the English dram a in the 16th and 17th
centuries. The course focuses on the literary and theatrical values of the dram a of
M arlowe, Jonson, and Webster.
N o t o ffe re d 1979-80. Balestri.
36. Milton.* Study of M ilton’s poetry with particular emphasis on Paradise Lost.
Fall sem ester. Balestri.
37. Literature and Society in the Age o f Classicism.* The course will study the
relationship between social circumstances, moral ideas, and literary form in the
poetry of A lexander Pope and the writings of Samuel Johnson.
N o t o ffe re d 1979-80.

38. Romantic Poetry. A study of the poetry of Blake, W ordsworth, Coleridge, Keats,
Byron, and Shelley. By focusing on the themes and literary procedures com m on to all
six poets, the course aim s at a comprehensive definition of English Romanticism.
F all sem ester. G radm an.
40. Narratives o f American Frontiers. A survey of narratives of the discovery and
occupation of the various American frontiers, with emphasis on the resources of
im agination (m yth, symbol, hum or) by which the “facts” of historical experience are
enlarged and transform ed. Writers studied will include Cooper, Melville, Twain,
Faulkner, and W illiam Carlos Williams.
S p rin g sem ester. Hinchey.
41. Hawthorne, Melville, and James. A study of the m ajor novels and short fiction of
each writer in terms o f his conception of the m oral basis of fiction. This will include
such topics as the uses and abuses o f symbolism, allegory, and romance; the contrast­
ing claims of fact and fiction; the functions of narrative exposition and dram atic
representations; the definition of realism, etc.
N o t o ffe re d 1979-80. Hinchey.
43. Contemporary American Poetry. A survey of the work o f the more interesting
post-w ar American poets. The first m onth o r so is spent working from anthologies
before turning to a m ore extensive study o f individual poets (probably including
Roethke, Berryman, Lowell, Plath, Ginsberg, Snyder, Levertov a n d /o r others).
Students who plan to take this course and would like to have some input into the
syllabus should contact the instructor during the previous semester.
N o t o ffe re d 1979-80. Hinchey.
44a. Studies in American Fiction. Selected novels and short stories of Faulkner,
Fitzgerald, Lardner, Anderson, and Hemingway.
F all sem ester. Hinchey.
44b. Studies in American Fiction. Selected works o f Twain, Faulkner, and Flannery
O’Connor. Topics will include the ‘confidence game,’ relations between blacks and
whites, and the ways in which the writer’s im agination confronts some o f the ideals
and contradictions o f American life.
N o t o ffe re d 1979-80. Weinstein.
45a. Modern Poetry (American). A study of the m ajor works of Stevens, Pound,
Williams and Crane, focusing on each poet’s invention of a characteristic idiom, and
with emphasis on the achievement of each in the long poem.
S p rin g sem ester. Hinchey.

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45b. Modern Poetry (British). M ajor British poets o f the last hundred years.
F all sem ester. M cD iarm id.
46. American Poetry from Whitman to Frost. A study of the tradition in American
poetry that takes its start from “the simple, separate person,” with emphasis on
W hitm an and Frost, but also including the m ajor works of Poe, Dickinson, and
Robinson, and some prose o f Emerson and Thoreau.
N o t o ffe re d 1979-80. Hinchey.
47. The Contemporary Black Writer o f the United States. An exam ination of the
ideology and the artistic sensibilities of the contem porary black writer as reflected in
his prose and verse. Selections will be made from works written since the mid-fifties,
including (but not limited to) B araka (Jones), Baldwin, Brooks, Bullins, Demby’
M orrison, Reed, and Williams.
N o t o ffe re d 1979-80. James.
48. Modern Drama. See CEL 48. An exam ination o f the range o f dram atic literature,
theatre aesthetics, critical theories and production styles since Ibsen.
F all sem ester. Binnie.
49. The American Autobiography. An exam ination of the creative impulse to order
that is the key to the nature and form of the American autobiography. The course will
set up pairings of black and white autobiographies that interrelate and interanimate
each other. W riters include Benjamin Franklin, W. E. B. Du Bois, G ertrude Stein,
M ark Twain, Langston Hughes, and Richard Wright.
N o t o ffe re d 1979-80. James.
50. The Modern English Novel. Study o f the development of the m odern novel
beginning with Jam es and continuing to the present.
N o t o ffe re d 1979-80. Cowden.
52. T. S. Eliot. A close exam ination of T. S. Eliot’s work in relation to the problems
and perspectives of poetry in the earlier part of the twentieth century. After discussion
of the early poems, attention will be focussed on The W asteland and F our Quartets.
N o t o ffe re d 1979-80. Traversi.
54. Proust, Joyce and Faulkner. Selections from Proust’s R em em b ra n ce o f Things
Past, Joyce’s P ortrait o f th e A rtist and Ulysses entire, and selected Faulkner novels.
Emphasis on fictional autobiography, the writers’ preoccupation with time and the
past, and the ideological and formal tenets of modernism.
F all sem ester. Weinstein.
55. The Black African Writer. An examination of literary themes and modes employed
by the black African to express his own life and culture and to objectivize his peculiar
relation to European colonialism. Readings will be chosen from works written in
English and in translation including (but not limited to) those of Achebe, A rmah,
Clark, Mphahlele, Senghor, Ngugi, and Soyinka.
F all sem ester. James.
56. Fictions of American Naturalism. A study of the way scientific method, deistic
faith, and biological discoveries converged in the im agination o f the American writer
of fiction and led to tensions between hope and despair, rebellion and apathy, defying
and subm itting to nature, and celebrating man’s impulses and trying to educate them.
Writers will include Stephen Crane, Theodore Dreiser, Frank Norris, Sherwood
Anderson, and Richard Wright.
S p rin g sem ester. James.
57. The Nineteenth-Century English Novel. A study of the development of the novel
during the R om antic and Victorian periods. The novelists discussed will include
Austen, the Brontes, Dickens, Thackeray, Eliot, Trollope, Meredith, and Hardy.
N o t o ffe re d 1979-80. Cowden.

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58. Literary Modes: Tragedy. A study o f the form al and them atic elements of literary
tragedy. A uthors to be read will include Aeschylus, Sophocles, Euripides, Shake­
speare, Racine, Ibsen, Conrad, and Faulkner. Attention will be given to the distinctive
features o f Classical, Renaissance, and M odern tragedy, but the prim ary concern will
be to clarify, through com parative analysis and evaluation of individual works, the
essential qualities o f tragic literature in any period. There will be substantial reading
in the m ajor theories o f tragedy from Aristotle to N orthrop Frye.
N o t o ffe re d 1979-80. Balestri.
60. Fiction Writers’ Workshop. The course is devoted to the analysis of stories
subm itted by students. It meets once a week for three hours. In addition to receiving
practical help from fellow writers, students have an opportunity to articulate and
explore theoretical aspects of fiction writing. Students should subm it one story for
admission, at a time announced during the fall semester. Admission and credit are
granted at the discretion of the instructor.
S p rin g sem ester. G radm an.
61. Poetry Workshop. A class, limited to twelve, in which students write, read, and
talk about poetry. D uring the first half of the term students pursue form al exercises
such as a riddle poem, a dram atic monologue, and a m editation poem; during the last
half, their own individual projects. The workshop ends with the writing of a villanelle
or sonnet. Students should submit 3-5 pages of poetry for admission to the workshop.
Admission and credit are granted at the discretion of the instructor.
N o t o ffe re d 1979-80. W illiamson.
62. Theatre: Play writing Workshop. Projects in playwriting. Discussion of playscripts
supported by some reading and analysis of appropriate models. Students should
subm it a completed one-act play in the fall preceding the semester they wish to take
the course. Admission and credit are granted at the discretion of the instructor.
S p rin g sem ester. Devin.
71. Theatre: Techniques o f Acting. Play and scene analysis for actors; rehearsal
practices; exercises and warm-up. One-half semester course credit. (Studio course)
F all sem ester. Devin.
72. Theatre: Scene Study. A studio for interm ediate and advanced actors. Students
use scripted m aterial as the occasion for w ork on specific acting problems. Prerequi­
site: English 71 or the instructor’s permission. This course may be repeated for credit,
with the instructor’s permission. O ne-half semester course credit. C red it/N o Credit
grading. (Studio course)
Each sem ester. Devin.
73. Theatre: Production Workshop. Introduction to theatre technology: problems in
lighting, costume, sound, and scene design. O ne-half semester course credit. This
w orkshop may be repeated for credit with the instructor’s permission. NOTE: Two
sections of this course are offered each semester. Each section will be devoted to
different aspects o f technology selected from those m entioned above. Interested
students should consult with the instructor in choosing the section appropriate to
their interests. (Studio course)
E ach sem ester. Binnie.
74. Theatre: Play Analysis. E xam ination of play writing strategies and the solution of
problem s in dram aturgy. Emphasis on A ristotle’s P oetics and other “architectural”
criticism. A pplication o f critical principles to selected plays.
F all sem ester. Devin.
75a. Theatre: Ensemble I. An intensive course in theatre technique consisting of a
rehearsal period o f five weeks, five nights a week, 8:00-11:00 p.m . A com pany of 14
actors is selected at the beginning o f each semester through tryouts and interviews.

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O ne-half semester course credit. This course may be repeated for credit with the
instructor’s permission. (Studio course)
F all sem ester. Devin.
75b. Theatre: Ensemble II. Study and rehearsal of a full-length play. Tryouts as
announced. O ne-half semester course credit. This course may be repeated with the
instructor’s permission. (Studio course)
S p rin g sem ester. Devin.
76. Theatre: Introduction to Design. The philosophic grounding o f contem porary
theatrical design — ’’w hat” and “why” as well as “how” o f all aspects of design.
Exam ination o f the ways in which the designer works with other artists: playwright,
director, actors. Investigation and practical application of basic techniques through
lab work.
all sem ester. Binnie.
77. Theatre: Design (Scenic). An intensive study of theatre/ environm ent design with
emphasis on design responses to dram atic literature. Development of design presen­
tation techniques through lab work. Prerequisite: English 76, or the instructor’s
permission.
S p rin g sem ester. Binnie.
78. Theatre: Play Directing. Analysis of dram atic literature for production. Explora­
tion of perform ance and production possibilities. Lab sessions held jointly with
Theatre: Design. Prerequisite: one credit o f studio course work in theatre, or the
instructor’s permission.
S p rin g sem ester. Devin.
79. Theatre: Theatre History (Survey). An exam ination of the history of the physical
aspects o f theatre, both the theatre space o r building itself and the scenery, properties,
costumes, and lighting. Changing styles in playwriting and criticism and in acting,
directing, and theatre managem ent will also be studied. The course will trace the
history of theatre in the West from Ancient Greece to the present day.
N o t o ffe re d 1979-80.

81. Colloquium: Beowulf.* A close reading of the oldest English epic in the original
Englisc. The course will combine the techniques o f close reading with a discussion of
the larger literary and cultural themes. Critical readings will range from Tolkien to
Sutton Hoo. M odern literary responses to the poem such as G ardner’s G ren d el may
also be included.
N o t o ffe re d 1979-80. Williamson.
82. Colloquium: Wright, Ellison, Baldwin. A lthough the novels written by these
Afro-American writers will be the central focus o f study, this course will also
examine selections from the short stories, the essays, and the Baldwin plays. Single
credit.
N o t o ffe re d 1979-80. James.
86. Folklore and Folklife Studies. An introduction to the m ajor forms of folklore and
selected forms of folklife materials. The course includes the study of myth, legend,
folktales, proverbs, jokes, riddles, and other verbal arts including folk music. It
explores superstition, witchcraft, magic and popular beliefs; and considers the func­
tion of folklore in highly industrialized m odern societies as well as in traditional ones.
Crosslisted as H istory 86.
S p rin g sem ester. Morgan.
93. Directed Reading. Students who plan directed reading must consult with the
appropriate instructor and subm it a prospectus to the D epartm ent by way of applica­
tion for such w ork before the beginning o f the semester during which the study is
actually done. Deadlines for the receipt o f written applications are April 1 and
November 13. Normally limited to juniors and seniors.

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ENGLISH LITERATURE
97. Shakespeare (for Course m ajors only). Study o f the complete works of Shake­
speare, tracing the development of his craftsm anship and ideas. Required of Course
m ajors in the D epartm ent, who meet weekly in small groups during the first semester
o f the senior year. Students should read through the plays before beginning the
course. Two credits.
F all sem ester. Staff.
98, 99. Senior Essay, Senior Thesis. In the fall semester of the senior year, Course
majors in the D epartm ent pursue a literary project (English 98) of their own choosing.
The m ajor part of the semester is devoted to preparing an essay (or essays) under the
supervision of a mem ber of the D epartm ent. A brief prospectus for the project must
be subm itted for approval by the D epartm ent in April of the ju n io r year. Before
subm itting this prospectus, Course m ajors should consult with the D epartm ent
C hairm an and with the D epartm ent mem ber who might supervise the project.
The project, culm inating in an essay (or essays) o f 20-25 pages, will be completed in
D ecember of the senior year. Students who do well on this project and wish to
develop it into a comprehensive thesis will take English 99 in the spring semester. The
w ork on the thesis will norm ally deepen o r expand w ork completed during the fall;
the relation o f the thesis to the fall essay (essays) will o f course vary according to the
nature of the student’s project.
English 98 is required o f all Course majors. English 99 is optional, depending upon
the student’s performance in 98, interest in pursuing the project, and the D epartm ent’s
approval.
Courses Projected for Subsequent Years:
42. Victorian Literature.
53. Proust and Joyce.
59. Religion and Literature.
S eminars
G roup I

101. Shakespeare. Study o f Shakespeare as dram atist and poet. The emphasis is on
the m ajor plays, with a m ore rapid reading o f the rem ainder o f the canon. Students
are advised to read through all the plays before entering the seminar.
E ach sem ester. Staff.
102. Chaucer and Medieval Literature. A survey of English literature, primarily
poetry, from the 8th through thè 15th century with an emphasis upon Chaucer. Texts
will include B e o w u lf and other selected Old English poems, S ir G awain and the
Green K night, Chaucer’s Troilus and Criseyde and a major portion of The C anterbury
Tales, Piers P low m an, Pearl, E verym an, selected mystery plays, and portions of
M alory’s L e M o rte D arthur. Background readings will include selections from An­
dreas Capellanus, Augustine, and Boethius. Works in Chaucerian dialect will be read
in Middle English; other works will be read in translation or in modernized versions.
N o t o ffe re d 1979-80. Williamson.
103. Chaucer and Dante. This seminar will aim at exploring the civilization of the
Middle Ages — a civilization very different from , but relevant to our own — through
the w ork of two of its greatest poets. Emphasis will be placed on a close reading of
Chaucer’s m ajor poems (Troilus and Criseyde and The C anterbury Tales) and on the
D ivine C om edy. The reading o f D ante’s poem will use the original Italian with an
English translation to supplement it as required.
N o t o ffe re d 1979-80. Traversi.
104. Milton. Study of M ilton’s works with special emphasis on Paradise Lost.
N o t o ffe re d 1979-80. Blackburn.

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ENGLISH LITERATURE
105. Tudor-Stuart Drama. The development o f English dram a from medieval moral­
ity plays to Jacobean tragedy and comedy.
Sp rin g sem ester. Balestri.
106. Renaissance Epic. The two m ajor English epics o f the period, Spenser’s Faerie
Q ueene and M ilton’s Paradise L ost, considered in the context o f the w ork o f each
poet and in relation to two antecedents, Virgil’s A e n e id and Tasso’s Jerusalem
D elivered.
S p rin g sem ester. Snyder.

108. Renaissance Poetry. Poetic modes and preoccupations of the English Renais­
sance, with emphasis on Sidney, Shakespeare, Spenser, D onne, Herbert, and M ar­
vell.
N o t o ffe re d 1979-80. Snyder.
110. The Romantic Poets. Exam ination of the poetry of Blake, W ordsworth, Coler­
idge, Byron, Shelley, and Keats.
F all sem ester. G radm an.
G roup I I

112. The Nineteenth-Century English Novel. Studies in four novelists: Austen,
Dickens, Eliot, and Hardy.
N o t o ffe re d 1979-80. Cowden.
113. The Modern Novel. Studies in four novelists: Jam es, Conrad, Joyce, and Woolf.
N o t o ffe re d 1979-80. Cowden.

115. Modern Comparative Literature. Studies in fiction from Flaubert and Melville
to the present. Students are advised to read Ulysses before taking the seminar.
Each sem ester. Weinstein.
116. American Literature. A study of the major works of W hitman, Melville, W. C.
Williams, and Faulkner.
Fall sem ester. Hinchey.
118. Modern Poetry. Study of the m odern tradition in English and American poetry.
The sem inar will concentrate on the w ork of Yeats, Eliot and Auden.
S p rin g sem ester. M cD iarm id.
119. M odem Drama. The range of dram atic literature since Ibsen.
N o t o ffe re d 1979-80. Devin.
180. Thesis. A m ajor in the Honors Program may elect to write a thesis as a substitute
for one seminar. The student must select a topic and subm it a plan for D epartm ent
approval no later than the end of the junior year. Normally, the student writes the
thesis, under the direction o f a mem ber of the D epartm ent, during the fall of the
senior year.
183. Independent Study. Students may prepare for an H onors Exam ination in afield
o r m ajor figure com parable in literary significance to those offered in the regular
seminars. Independent study projects must be approved by the D epartm ent and
supervised by a D epartm ent member. Deadlines for the receipt of written applications
are April 2 and November 13.

145

HISTORY
R O B E R T C. B A N N IS T E R , Professor%
P A U L H. B EIK , P ro fe sso r
JA M E S A. F IE L D , J R ., P ro fe sso r a n d A c tin g C h a irm a n
B E R N A R D S. S M IT H , P ro fe s so r
H A R R IS O N M . W R IG H T , P ro fe s so r
M A R G A R E T A N D E R S O N , A s s o c ia te P ro fe s so r
R O B E R T S. D U P L E S S IS , A s s o c ia te P ro fe s so r
L IL L IA N M . L I, A s s o c ia te P ro fe sso r
K A T H R Y N L. M O R G A N , A s s o c ia te P ro fe s so r
JE R O M E H . W O O D , J R ., A s s o c ia te P ro fe s so r f
The D epartm ent o f History attem pts to give students a sense of the past, an
acquaintance with the cultural and institutional developments which have produced
the world of today, and an understanding of the nature o fh isto ry asad iscip lin e.T h e
courses of the D epartm ent emphasize less the accum ulation of data than the investi­
gation, from various points of view, of those ideas and institutions — political,
religious, social, economic — by which people have endeavored to order their world.
R equirements and R ecommendations
Prerequisites: A ny one of the introductory history courses (those numbered 1
through 9), or its equivalent by Advanced Placement, is the prerequisite for advanced
history courses open to students of all classes (those num bered 11 through 89). In the
sophom ore and ju n io r years, with the consent o f the instructor and o f the departm ent
chairm an, an advanced course may be taken concurrently with an introductory
course. In the senior year advanced courses may, with the consent of the instructor,
be taken w ithout prerequisite. The prerequisite for admission to the D epartm ent as a
m ajor in the Course or H onors Program or as a m inor in the H onors Program is at
least two history courses taken at Sw arthm ore and a satisfactory standard o f work in
all courses.
A d v a n c e d Placem ent: The D epartm ent will grant one sem ester’s credit for incoming
students who have achieved a score of 3 ,4 , or 5 in Advanced Placement history tests.
This credit may be counted tow ard the num ber of courses required for graduation. It
may be used in partial fulfillment of the college distribution requirem ents. It may
serve as the prerequisite for advanced courses in history and as partial fulfillment of
the departm ental distribution requirem ents listed below.
M a jo r in th e C ourse P rogram : The w ork o f the m ajor in C ourse consists o f a t least
eight (and norm ally no more th an twelve) semester courses in the departm ent, chosen
so as to fulfill the following requirem ents:

t Absent on leave, spring semester, 1980.
i Absent on leave, 1979-80

146

HISTORY
(a) Course m ajors m ust fulfill certain departm ental distribution requirements.
F or purposes of distribution the D epartm ent has divided its courses into four
groups: (1) Ancient, Medieval, and Early M odern Europe; (2) M odem Europe;
(3) the United States; and (4) Africa, Asia, and Latin America. Course majors
must take at least two courses from any two of these groups and either two
courses from a third group or one course each from the third and fourth.
Beyond that, majors are encouraged to concentrate informally in topics that
are of special interest to them.
(b) By the time of graduation Course majors must have taken one o f the following:
H istory 1, 2, or 3.
(c) Course majors must take one o f the following options: (i) They may take
Special Topics (H istory 91), which briefly considers the nature and m ethod of
historical research and writing, but primarily involves an extended research
paper, or thesis. Students who take Special Topics will have a comprehensive
exam ination based on th at research paper and on three associated courses, (ii)
Or they may take a course in historiography, of limited enrollm ent, which
considers general historiographical problems. Students w ho take one of these
courses will have a written comprehensive exam ination based on all their
history courses. The exact nature and subject m atter of the courses in histori­
ography may change from year to year. For 1979-80, the two historiography
courses involved are Medieval European H istoriography (History 15) and
China: The Politics of History (History 77).
M a jo r a n d m in o r in th e E x te rn a l E xa m in a tio n (H o n o rs) Program : Candidates for
H onors may elect history as a m ajor or a m inor in the Division o f Humanities, in the
Division o f the Social Sciences, or in cross-divisional programs. Majors in the
H onors Program may take either three o r four seminars in the D epartm ent. Minors
in the H onors Program are ordinarily expected to take at least two seminars.
General: Students seriously considering a m ajor in history should try to take more
than tw o history courses during their freshman and sophom ore years. Those who
intend to continue their studies after graduation should bear in mind th a t a reading
knowledge of one or two foreign languages (particularly French and German) is now
generally assumed for admission to graduate school.

1. Early Europe. Europe from the rise of Christianity to the end of the M iddle Ages.
This course will stress the uses of prim ary sources.
F all sem ester. Smith.
2. Early Modern Europe. A topical survey of Europe from the late Middle Ages to
the mid-eighteenth century. Readings in primary souces and secondary works.
N o t o ffe re d 1979-80. DuPlessis.
3. Modern Europe. Europe from the Old Regime to the mid-twentieth century.
Each sem ester. Anderson, Beik, or Du Plessis.
4. Latin America. The development o f the Latin American area from preconquest
times to the present. Emphasis is on the political, economic, and social development
of Brazil, Mexico, and A rgentina, and on recent attem pts at radical transform ation
N o t o ffe re d 1979-80. Wood.
5. The United States to 1877. The colonial experience; independence, a new society
and a new government; transcontinental expansion and the struggle between N orth
and South.
Fall sem ester. Bannister, Field, o r Wood.

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HISTORY
6. The United States since 1877. Industrialism and its consequences; the United
States as a great power; the problems o f a shrinking world.
S p rin g sem ester. Bannister or Field.
7. African-American History. A survey of the African-American experience from its
African background to the present. Topics will include politics, economics, education,
philosophy, race relations, and selected forms of expressive culture.
Fall sem ester. Morgan.
8. Africa. A survey of African history, with an emphasis on tropical Africa in modern
times.
S p rin g sem ester.

9. Chinese Civilization. An historical introduction to various aspects of traditional
Chinese civilization and c u ltu re -— language, literature, philosophy, art, imperial and
bureaucratic institutions. The im pact of Chinese civilization on other parts of Asia
will be examined briefly.
F all sem ester. Li.
10. Freshman-Sophomore Seminar. Collaborative small group investigation o f sub­
jects within the particular fields of interest of members of the D epartm ent.
O ffered as o p p o rtu n ity perm its.

Classics 31. History o f Greece. (See listing under D epartm ent of Classics.)
Classics 32. The Roman Republic. (See listing under D epartm ent of Classics.)
Classics 42. Greece in the Fifth Century B.C. (See listing under D epartm ent of
Classics.)
Classics 44. The Roman Empire. (See listing under D epartm ent of Classics.)
11. Early Medieval Europe. The history o f western Europe from the accession of
Diocletian to the last Carolingians.
Fall sem ester. Smith.
12. Later Medieval Europe. The history o f western Europe from the tenth to the
fifteenth century, with emphasis on the role of the Papacy.
Sp rin g sem ester. Smith.
13. England to 1509. The political, cultural, and religious history of England from the
R om an occupation to the accession of Henry VIII.
N o t o ffe re d 1979-80. Smith.
14. Medieval European Intellectual History. The history of ideas in western Europe
from the fifth to the fourteenth century, with roughly equal attention being paid to
the development of political theory, theology, philosophy, education, and science.
F all sem ester. Smith.
15. Medieval European Historiography. Writings on history, from Augustine to
Froissart, and the Middle Ages, from the fifteenth centry to the present, will be
studied. The course’s purpose is to identify changes in each period’s conception o f the
Middle Ages.
S p rin g sem ester. Smith.
16. The Twelfth Century. A study of the most rapid period of change in the Middle
Ages, seen through the careers of six representative figures: A belard, Bernard, Henry
Plantagenet, Barbarossa, Louis VII and Pope A lexander III.
N o t o ffe re d 1979-80. Smith.
19. The Renaissance. The Italian Renaissance from the fourteenth to the early
sixteenth centuries; its spread and manifestations throughout Europe.
F all sem ester. D u Plessis.

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HISTORY
22. The Rise of Western Europe. The development o f the early m odern state, society
and economy during the sixteenth and seventeenth centuries.
N o t o ffe re d 1979-80. DuPlessis.
23. Tudor and Stuart England. From the R eform ation through the Glorious Revolu­
tion.
S p rin g sem ester. Du Plessis.
24. Studies in European Economic and Social History. Patterns of agrarian transfor­
m ation, commercial expansion and industrial development in Europe from the
fourteenth to the early nineteenth centuries.
S p rin g sem ester. Du Plessis.
27. The French Revolution and Napoleon. The place of the French Revolution and
Napoleon in the developm ent of European political institutions and social theories.
F all sem ester. Beik.
29. Victorian England. England from the 1830’s to the end of the nineteenth century.
Topics will include landed and industrial society, the poor, and reform; piety and
morality; liberalism and its aesthetic and moral critics; Ireland; Splendid Isolation
and Empire; and representative figures of the age.
Fall sem ester. Anderson.
32. Europe of the Dictators, 1914-1945. The assault of radical politics, left and right,
on the social and political fabric of Europe; the interaction of domestic and interna­
tional conflict; the crisis o f industrial capitalism, nationalism , militarism, racism; the
first effective experiments in the use of ideology, technology, and terror as means of
social control.
S p rin g sem ester. Anderson.
35. Modern France. The succession of political shocks and readjustments from 1814
to the present, studied in the context of social changes and popular aspirations.
N o t o ffe re d 1979-80. Beik.
36. Modern Germany. G erm any’s development from Bismarck to Schmidt.
F all sem ester. Anderson.
37. Modern Russia. The course begins with the reign of Peter and gives half its time to
the twentieth century.
S p rin g sem ester. Beik.
41. The American Colonies. The foundations of American civilization, 1607-1763.
Topics treated include: the development of representative government; denominationalism and religious toleration; the emergence o f a new social structure; racism
and ethnic relations; and England’s imperial policy.
N o t o ffe re d 1979-80. Wood.
42. The American Revolution. The conflict between intensive self-government in the
colonies and English ideas and projects for empire; the revolt against colonial status
and the elaboration of a “republican” ethos and “republican” institutions, 1763-1789.
N o t o ffe re d 1979-80. Wood.
43. Jeffersonianism and the American Experience. An interdisciplinary course which
focuses intensively on contrasts between the Jeffersonian view of m an and America
and other perspectives in American politics, constitutional law, social theory, religion,
literature, and architecture. Limited enrollment.
Prerequisite: A t least one course in United States history, o r the permission of the
instructor.
N o t o ffe re d 1979-80. Wood.

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HISTORY
45. American Intellectual History to 1865. Puritanism , the Protestant Ethic, and
national character; Enlightenm ent, Revolution and the liberal tradition; revivalism,
Romanticism, and reform; Transcendentalism and the New England Renaissance;
racism, nationalism , and the Civil War.
N ot open to freshman.
N o t o ffe re d 1979-80. Wood.
46. American Intellectual History since 1865. Liberalism from the “gospel o f wealth” ,
to the new industrial state; the “revolt against formalism” in philosophy, law, and the
social sciences; literature and society from realism to the Beat G eneration; D uBois,
Garvey, and Black Power; the Old Left and the New; culture and conservatism.
N ot open to freshman.
N o t o ffe re d 1979-80. Bannister.
47. American and the World: to 1900. The American role in world affairs from the
Revolution through the W ar with Spain; independence and westward expansion;
ideological and economic interaction with Europe and the outer world; the grow th o f
industrial power and the problem of “im perialism .”
Fall sem ester. Field.
48. America and the World: since 1900. New responsibilities in the Caribbean and the
F ar East; the expansion of American economic and cultural influence; tw o world
wars and the effort to prevent a third; the American "challenge” and the American
“em pire.”
S p rin g sem ester. Field.
51. America in the Progressive Era, 1896-1920. Public policy, social problems, and
the “New Liberalism.” Topics include politics and governmental reform; trust busting;
labor and socialism; poverty and “social control”; the urban crisis; women’s liberation;
war and reform.
N o t o ffe re d 1979-80. Bannister.
52. Education in America. (Also listed as Education 52.) A history of primary,
secondary, and higher education in America from the European and colonial origins
to the present. The course will consider both theory and practice within the context of
American society and culture, and in relation to other agencies of socialization.
Prerequisite: The usual exem ption for seniors is extented to juniors in the Program in
Education.
N o t o ffe re d 1979-80. Bannister.
54. Women and the Family in American History. A consideration of ideas about
women, children, education, and the family from the seventeenth to the twentieth
century. Topics covered are child-rearing practices, m arriage customs, attitudes
tow ards sex, the women’s movem ent and changes in family life brought about by
political, economic, and social change.
F all sem ester. Frost (D epartm ent o f Religion).
55. Traditions in Twentieth-Century Black America. While the course will consider,
the traditional element in the overall scheme o f black culture throughout the African
diaspora, m ajor emphasis will be placed on the role o f tradition in Black America
since 1900.
Prerequisite: History 6, 7, or 8, or the permission of the instructor.
S p rin g sem ester. Morgan.
56. Ex-Slave Narratives. An exploration of slavery and slave folklife as reflected in
ex-slave reminiscences. Emphasis is placed on the relationship of the narratives to the
understanding o f the black experience in the United States.
Prerequisite: History 6, 7, or 8, or the permission of the instructor.
S p rin g sem ester. Morgan.

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HISTORY
57. Oral History. By examining the living past this course seeks to emphasize the
relevance of history to m odem life with special emphasis on American subject
m atter. Students will be taught the skills requisite for the completion of an original
research project th at involves the collection, classification, and analysis of data
selected from both written and oral sources. General discussion topics include folk
religion, the role of the family, local and personal history, and old ways in the new
world. Some work will be done off campus.
Fall sem ester. M organ.
58. The World of W. E. B. Du Bois. A study of Du Bois’s thought on im portant issues
as reflected in a selection o f his creative writings, speeches, addresses, and major
historical works. Topics include Du Bois’s views on the economic and political
position of blacks in the United States, on Pan Africanism and on imperialism.
Prerequisite: History 6, 7, or 8, or the permission of the instructor.
Fall sem ester. Morgan.
59. Making the American Past. A n analysis of the nature of historical enquiry and of
selected historians and “schools” of interpretation instrum ental in shaping our under­
standing of the American past. Limited enrollm ent. Open to majors with some
American history and, with the permission o f the instructor, to non-majors.
N o t o ffe re d 1979-80. Wood.
Religion 17. History o f Religion in America. (See listing under D epartm ent of
Religion.)
Religion 18. Quakerism. (See listing under D epartm ent of Religion.)
63. South Africa. A survey of South African history with an emphasis on BlackWhite relations and on the development of contem porary problems.
N o t o ffe re d 1979-80. W right.
67. The African in Latin America. The history of black men in French, Portuguese,
and Spanish America: slavery, em ancipation, the contem porary scene. Special atten­
tion will be given to the im pact of African civilization on Latin countries, as well as to
comparative analysis o f the experience of blacks in th a t region and in the United
States.
N o t o ffe re d 1979-80. Wood.
72. Japanese Civilization. Jap an ’s history from its origins to the early nineteenth
century tracing its dom inant political, intellectual, religious, and cultural patterns.
Sp rin g sem ester. Li.
74. Modern China. The history of China since the early 19th century. Topics include
the im pact of the west, reform and revolution, nationalism , and the development of
the com m unist movement.
S p rin g sem ester. Li.
75. Modern Japan. The transform ation of Jap an into a m odem nation-state, from
the early 19th century until the present.
F all sem ester. Li.
77. China: The Politics o f History. This course will examine, with particular emphasis
on political influences, the historiography of China from three perspectives: 1) the
relationship of the traditional Chinese view of the past to the Confucian state; 2)
m ajor ideological controversies from the late nineteenth century to the present; 3) the
changing views of Western observers and historians, both popular and scholarly.
Limited enrollment.
Prerequisite: H istory 9, History 74, o r the permission of the instructor.
Fall sem ester. Li.

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HISTORY
86. Folklore and Folklife Studies. (Also listed as English 86.) An introduction to the
m ajor form s o f folklore and selected forms of folklife materials. The course includes
the study of myth, legend, folktales, proverbs, jokes, riddles, and other verbal arts
including folk music. It explores superstition, witchcraft, magic, and popular beliefs;
and considers the function o f folklore in highly industrialized m odern societies as
well as in traditional ones.
S p rin g sem ester. M organ.
87. Problems in Historiography. Readings and discussion centering on the nature of
historical writing, on the relationship of historians to their times, and on historical
method and its problems. Limited enrollm ent. Open to m ajors and, with the perm is­
sion of the instructor, to non-m ajors.
N o t o ffe re d 1979-80.

91. Special Topics (thesis). A consideration of the nature and methods o f historical
research and writing, norm ally for seniors in the D epartm ent w ho choose the thesis
option. Individual and group meetings focus on preparation of an extended research
paper. Open to non-m ajors with the consent of the chairm an and instructor.
S p rin g sem ester. Members of the Departm ent.
93. Directed Reading. Individual or group study in fields of special interest to the
student not dealt with in the regular course offerings. The consent of the chairm an
and of the instructor is required. History 93 may be taken for one-half credit as
History 93A.
Members of the D epartm ent.
S eminars

The following seminars are offered by the D epartm ent, when possible, to juniors
and seniors who are preparing to be examined for a degree with Honors. They may be
taken w ithout regard to chronological order. Some prelim inary reading o r other
preparation may be required for seminars on subjects in which no work has previously
been done.
111. Medieval Europe. Western Europe from the Papal-Frankish alliance of the
eighth century to about 1300.
S p rin g sem ester, 1980; F all sem ester 1980-81. Smith.
116. The Renaissance. M ajor topics in Western European history from the fourteenth
to the early sixteenth century, with concentration on the emergence of early m odern
society and culture in Italy and their adoption by the rest o f Europe.
Fall sem ester. Du Plessis.
117. Europe 1500 to 1650. A topical study of Western Europe from the R eform ation
to the crisis of the seventeenth century.
S p rin g sem ester. Du Plessis.
118. Tudor and Stuart England. Religious reform, political revolution, and socio­
economic transform ation during the sixteenth and seventeenth centuries.
N o t o ffe re d 1979-81. Du Plessis.
122. Europe 1760 to 1870. The revolutionary transform ation of the old regime; the
rise of liberalism and its critics.
Fall sem ester. Beik.
124. England, 1815-1914. England in the liberal age. The rise o f the first modern
industrial state and its social, political, and cultural problems and achievements.
F all sem ester. Anderson.

152 —

HISTORY
125. Fascist Europe. Italy, Spain, H ungary, Roum ania, and Germany in the early
twentieth century.
S p rin g sem ester. Anderson.
128. Eastern Europe. The origins and consequences of the Russian Revolution and
the development of the nations of East C entral Europe.
S p rin g sem ester. Beik.
130. Early American History. Political, economic, social, and cultural aspects of the
period from the explorations to the early N ational era.
S p rin g sem ester 1981. Wood.
132. The United States since 1787. Selected topics in the history of the United States.
Each sem ester, 1979-81. Bannister, Field, o r Wood.

134. American Diplomatic History. A study of the evolution since 1776 of American
relations with the outer world with emphasis on ideological, economic, and strategic
developments.
Fall sem ester, 1979; Spring 1981. Field.
136. American Intellectual History. Political, social, and literary culture from the
late eighteenth century through World War I.
S p rin g sem ester, 1981. Bannister.
140. M odem Africa. Studies in sub-Saharan African history with emphasis on the
period since 1800.
Spring sem ester.

141. South Africa. South Africa from the 17th century to the present.
Fall sem ester.¡980. W right.
144. Modern East Asia. Political, social, and intellectual change in China and Japan
since the early 19th century, comparing the different responses to western imperialism
and the different approaches to modernization.
Fall sem ester. Li.
148. Latin America. Selected topics in Latin American history.
Fall sem ester. Wood.
180. Thesis. With the permission o f the D epartm ent, H onors candidates may write a
thesis for either single or double course credit. Double-credit thesis will normally be
written in the fall sem ester of the senior year for subm ission as papers to the visiting
examiners. H onors candidates wishing to write a thesis for single (non-Honors)
credit should elect History 91.

153 —

INTERNATIONAL RELATIONS
Students who plan to enter upon a career in the field o f international relations^
should include in their program s, during the first two years, introductory courses in
economics, history, and political science and should complete the interm ediate
course in one or more m odern languages.
Advanced courses selected from the groups listed below may be incorporated in
the program s of students who do their m ajor work in economics, history, political
science, or m odern language.
These students who wish to concentrate in international relations may take their
Senior Comprehensive Examination in this field. Students preparing for this examin­
ation should take eight or more courses from am ong those listed below, including all
of those listed in G roup 1, one or more in G roup II, and one or more in G roup 111. The
exam ination is administered by a committee appointed by the chairm en of the
D epartm ents of Economics, History, and Political Science, under the chairm anship
of the D epartm ent of Political Science.
Group 1
Political Science 4. In tern a tio n a l P olitics
Political Science 14. A m erica n Foreign P olicy
Economics 30. The In tern a tio n a l E co n o m y
Group II
History
H istory
History
History
History
H istory
H istory

4.
8.
37.
47.
48.
74.
75.

L atin A m erica
A frica
M o d e m R ussia
A m erica a n d th e World: to 1900
A m erica a n d th e World: since 1900
M o d ern C hina
M o d ern Japan

Group III
Economics 11. E co n o m ic D evelo p m en t
Economics 31. C om parative E co n o m ic S ystem s
Political Science 3. C om parative Politics
Political Science 5. P olitics o f th e Third W orld
Political Science 13. In te rn a tio n a l O rganizations in W orld Politics
Political Science 18. P olitical D evelo p m en t
Political Science 19. C om parative C o m m u n ist Politics
Political Science 20. P olitics o f C hina
Political Science 21. Politics o f B lack A frica
Political Science 22. L atin A m erica n Politics
Political Science 55. M o d ern P olitical T heory
Political Science 63. A d v a n c e d In te rn a tio n a l Politics
Political Science 70. (also listed as Economics 70) The P olitical
E co n o m y o f C o m m u n ist S y ste m s

Students who plan to enter the External Exam ination (H onors) Program will find
it possible to select a similar com bination of courses and seminars in the field of
international relations. In planning such program s, they should consult with the
chairm an of their prospective m ajor departm ent.

154

LINGUISTICS
A L F R E D B L O O M , A ssociate P ro fesso r an d P ro g ram D irecto r
Linguistics is the study o f language. On the m ost general level it deals with the
internal structure of languages, the history of their developm ent and the role they
play in influencing the entire spectrum of hum an activity. D escriptive linguistics
involves an attem pt to arrive at an adequate description o f the phonological, syntactic
and semantic components of language, differentiating those elements which are
generic to all languages from those which are particular to any given language or
family of languages. D iachronic or historical lingustics looks at the evolution of these
com ponents over time. Sociolinguistics centers on the link between language and the
social context in which it is spoken; m a th em a tica l linguistics on the form al analysis
of linguistic structures; and psych o lin g u sitics on the interplay between language and
the processes of perception and cognition. Futherm ore, linguistic variables influence
interaction at the individual and societal levels, play a central role in shaping the form
and meaning of literary expression and constitute a significant area o f philosophical
inquiry. Special majors bridging linguistics and the humanities or the social sciences
are encouraged for Course students. All such program s are designed on an individual
basis to suit the interests of the student, but it is highly recommended that Linguistics
108 be included at some point in the course sequence.
The H onors M ajor of Linguistics consists of a minimum of three external examin­
ation preparations. H onors candidates in addition are required to include in their
programs at least one seminar in theoretical linguistics and to have developed
competence in at least one foreign language beyond the interm ediate level through an
advanced course or an introductory literature course.
1. Language — An Introduction. An introduction to language and its multifaceted
interaction with hum an thought and behavior. The first part o f the course will
concentrate on the description o f the internal structure o f language, providing a
grounding in the principles of structural linguistics, transform ational gram m ar and
semantic theory. The second part will tu rn from a description of internal structure to
brief explorations into the role played by linguistic variables in psychological processes
and development, philosophical inquiry, socio-political interaction and artistic cre­
ation.
S p rin g sem ester. Bloom.
9. Language, Culture, and Society. (See Sociology 9).
27. Philosophy o f Language. (See Philosophy 26.)
34. The Psychology o f Language. An exploration into the interplay of language and
psychological functioning with special emphasis on the psychological implications of
contem porary modes of linguistic description and on the role played by linguistic
variables in the development of cognitive processes and in the shaping of world view.
Prerequisite: Linguistics 1 or permission of instructor.
Fall sem ester. Bloom.

155

LINGUISTICS
52. Diachronic Linguistics. An introduction to historical linguistics: the reconstruc­
tion of prehistoric linguistic stages, the establishm ent of language families and their
interrelationships, and the exam ination of processes of linguistic change on all levels,
phonological, morphological, syntactic and semantic.
56. Cognitive Patterns in Moral, Linguistic and Political Behavior. (Crosslisted as
Psychology 56.) An investigation into the role played by cognitive dimensions in
influencing linguistic, moral and political behavior, with emphasis on adolescence
and beyond. An attem pt will be made to place the investigation w ithin a framework
provided by current trends in cognitive psychology, existential philosophy and
linguistics and to draw on the implications of these dimensions with respect to the
relationship of the individual to the nation-state and the international system.
93. Directed Reading or Research. Students may conduct a reading or research
program in consultation with the instructor (permission of the instructor required).
E ither sem ester. Bloom.
96. Senior Paper.
E ither sem ester. Bloom.
Other courses o f particular interest to students of Linguistics:
Chinese 1B-2B, Introduction to M andarin Chinese.
Russian 16, H istory of the Russian Language.
French 20, History o f the French Language.
Greek 19, Com parative G ram m ar of Greek and Latin.
S eminars

104. Psychological Anthropology (see Sociology 104).
107. Language and Thought. An intensive investigation of selected linguistic, psy­
chological and philosophical approaches to the elusive interaction o f language and
thought. Emphasis will be placed on developm ental and cross-cultural perspectives,
and students will be encouraged to undertake independent research projects in their
specific areas of interest.
Prerequisite: Linguistics 1 or permission of instructor.
Fall sem ester. Bloom.
108. Contemporary Approaches to Descriptive Linguistics. A com parison of models
of linguistic description with emphasis on recent developments in transform ational
gram m ar and generative semantics.
Prerequisite: Linguistics 1 or permission o f the instructor.
S p rin g sem ester. Bloom.
180. Thesis

156 —

LITERATURE
R O B E R T R O Z A , C o o r d in a to r
The Literature m ajor is administered by a Literature Committee representing the
Departments of Classics, English Literature, and M odern Languages and Literatures.
The basic requirem ent for a m ajor in Literature is work in two or more literatures in
the original language. A student who intends to m ajor in Literature will subm it to the
Literature Comm ittee a proposed program of integrated w ork which sets forth the
courses or seminars to be taken and the principle o f coherence upon which the
selection is based. The Committee will review the proposal and advise the student.
Subject to the requirem ent o f serious study of at least two literatures in the original
language, one of which may be English, work in translation is encouraged, especially
as it consists of them atic or comparative courses. In lieu of a regular course, the
Literature Committee will consider proposals for an individual or cooperative project,
for one o rm o re research papers written as course attachm ents, o r for the substitution
of a thesis for course credit when these projects have as their purpose either the
integration of work within the m ajor or the relating of work outside the m ajor to
some portion of the major.
For a m ajor in th e C ourse P rogram th e requirem ents are as fo llo w s:

1. A minim um of ten courses in tw o o r m ore literature departm ents, including a
substantial concentration of work -*• ¡normally not fewer than five courses — in one
of the departm ents. Only courses numbered 11 or above in Classics and M odern
Languages and Literatures are counted as constituents of the Literature major. Of
English courses numbered 2 through 10, only one may be counted for the major.
2. A senior essay planned early in the first semester of the senior year. The senior
essay counts for at least one credit, usually for two credits, and is thus a paper of
considerable scope or intensiveness in which a theme or result o f the student’s
individual program of work is developed. In some cases the Comm ittee may require
that the essay be written in whole o r in part in a language other than English.
3. A comprehensive exam ination taken in the second semester of the senior year.
For a m ajor in th e E xtern a l E xa m in a tio n (H o n o rs) P rogram the requirem ents are
as fo llo w s:

Not fewer than five papers in Literature, including at least three in one departm ent
and significant work done in a foreign language, ancient or modern. Literature
majors in the H onors Program are encouraged to include in their program a thesis
with the purpose of integrating the work o f the m ajor in accord with the principle of
coherence on which the program is based.
Prospective m ajors in Literature are urged to make their plans early so as to
acquire the necessary linguistic competence by the junior year.

- 157 —

MATHEMATICS
JA M E S W. E N G L A N D , P ro fe sso r a n d C h a irm a n
ST E V E N S H E C K S C H E R , Professor%
G U D M U N D R. IV E R S E N , P ro fe s so r o f S ta tis tic s
E U G E N E A. K L O T Z , P ro fe sso r
D A V ID R O S E N , P ro fe sso r
J. E D W A R D S K E A T H , P ro fe sso r
S T E P H E N B. M A U R E R , A s s o c ia te P ro fe sso r
E. R. M U L L IN S , J R ., L e c tu re r, a n d D ire c to r o f
C o m p u te r E d u c a tio n a n d A c tiv itie s

M athematics is one of the m ost powerful tools available to the physical, biological,
and social sciences, and to engineering. It is the aim of the Sw arthm ore M athem atics
D epartm ent to enable those who so wish, to study mathem atics as a discipline in its
own right, while providing the skills and structural insights necessary to those in need
of its power.
We live in a time when mathem atics is cutting across m ore and m ore disciplines;
there now exist such specialties as mathematical economics, mathematical linguistics,
mathematical sociology, mathematical psychology, and mathematical biology, along
with more traditional areas such as mathematical physics. C om puter Science and
Operations Research are new disciplines which rely heavily on both mathem atics and
engineering. In recognition o f all this, the M athem atics D epartm ent is interested in
facilitating the creation of join t m ajors, and also in developing carefully worked out
program s which involve concentration in mathematics and some other discipline.
M a th em a tics courses available to fir s t sem ester fr e s h m e n include M athem atics 1
(Applied Statistics), M athem atics 3 (Basic M athematics), M athematics 5A or 5B
(Calculus), M athem atics 10 (A PL), all with only norm al high school preparation.
Students may take M athematics 11A by passing the Calculus I placement exam,
Mathematics 12 by passing departmental Calculus II placement exam, or Mathematics
12H by passing the departm ental Calculus II and Calculus III placement exams. All
freshmen planning to enroll in M athem atics 3, 5A or5B , 11 A, 1 2 o rl2 H are required
to take the appropriate departm ental placement exams given during freshm an orien­
tation.
P rogram s f o r p re m e d ic a l stu d en ts: Medical schools usually require a year of'
college mathematics, and since a num ber o f medical schools specify a semester of
Calculus, m ost premedical students will wish to take either M athem atics 4 or
M athem atics 5. In addition, prem edical students should consider M athem atics 1,3,
11 or 15.

i Absent on leave, 1979-80

158 —

MATHEMATICS
P rogram s f o r social science m ajors: Students interested in the social sciences
might well consider a minim um of m athem atics anywhere from a semester of
Statistics (M athem atics 1), up to a minim um advised for those interested in
graduate work in Economics: M athem atics 5, 11, and if possible, 15 and 22. Other
courses and sem inars might be advisable in individual cases. Elem entary courses of
particular interest to social scientists include M athem atics 1, 2, 3, 4, and 10. A
num ber of social science graduate program s demand some mathematics to fulfill
degree requirements.
P rogram s f o r stu d e n ts in C hem istry a n d E ngineering: Students interested in
Chem istry and Engineering might plan to take a minimum of M athematics 5, 11,
22, and 30, or (with proper Advanced Placement), M athem atics 12, 22, and 30.
O ther courses of general interest to students in these areas include M athem atics 14,
15, 34, 51, and 52. Special interest courses include M athem atics 24, 34, 41, 42, 57,
or equivalent seminars.
P rogram s f o r Physics m ajors: See Physics section for basic requirements. Other
useful courses are M athematics 14, 15, 24, 34, 41, 42 and 57. A ppropriate seminars
include M athem atics 101, 102, 103, and 105.
M a th em a tics m ajors: The norm al preparation for a maj or in mathematics consists of
the sequence of M athem atics 5, 11 and 22 (or with Advanced Placem ent 12 o r 22).
Students planning to major in M athem atics are encouraged to take M athematics 44.

A student who wishes to m ajor in mathematics in Course must complete seven
advanced courses and the Senior Conference in addition to the norm al sequence of
three courses just listed. An Honors candidate with a major in mathematics will
norm ally take M athem atics 101 and 102 in the junior year, and M athem atics 103and
104 or 105 in the senior year.
M athematics majors are urged to study in some depth a discipline which makes
serious use of mathematics. All mathem atics students are urged to acquire some
facility with the com puter. Students bound for graduate school in mathematics
should obtain a reading knowledge of French, German, or Russian.
S econdary accreditation: The norm al program for majors in mathematics constitutes
a thorough preparation for potential teachers in secondary schools. Mathematics
majors in the Course o r H onors Program autom atically meet the mathematics
requirements for being certified to teach mathematics in secondary school. Others
who wish to be certified to teach in secondary school must complete a minimum of
six mathematics courses as follows: Mathematics 5, 11, 23, 24 (or equivalent courses)
and any two other advanced m athem atics courses.
Statistics: Training in Statistics is offered on tw o levels: an applied sequence for
students with very little background in mathematics, M athematics 1 and 2; and a
m athematical sequence for students who have knowledge o f Calculus and Matrices,
M athem atics 15 and 16. Students in all disciplines who will, at one time or another,
analyze data as part of their work in other courses or seminars are encouraged to take
M athematics 1 or 15.

159 -

MATHEMATICS
1. Applied Statistics I. The course facilitates understanding of data-based research.
Observations on one variable can be described by the form of the distribution,
average scores and measures of variation. Relations between variables are studied
through correlational m ethods, including regression and analysis of variance. Ways
of inferring from a sample of observed data to a larger popluation are discussed for
the various descriptive techniques. The course does not satisfy any mathematics,
prerequisite, except for M ath 2, n o r can it be counted tow ard a major o r m inor in the
Departm ent.
No prerequisite.
2. Applied Statistics II. Given as a continuation of M ath 1, the course deals mainly
with the study of relations am ong three or more variables. Included are such topics as
multiple regression analysis, with multiple and partial correlation, analysis of vari­
ance and the analysis of contingency tables. The course ends with a treatm ent of
Bayesian statistical methods. The course does not satisfy any mathematics prerequi­
site nor can it be counted tow ard a m ajor or m inor in the Departm ent.
Prerequisite: M ath I.
3. Basic Mathematics. This course focuses on two objectives (1) review and remedial
work, and (2) preparation for calculus. Some special attention will be given to those
whose previous experience with mathematics has not been entirely prosperous.
Prospective students should take the Basic Skills Test during O rientation Week,
preferably at the M ath Exam time. (The results will be used to help determine both
classroom topics and individual strengths and weaknesses.) Subject m atter will be
taken from logic, algebra, trigonom etry and geometry.
Fall sem ester. Klotz.
4. Calculus Concepts. This course, which covers the basic concepts of one variable
calculus, is particularly useful for biology and social science majors. Topics to be
included are sequences, series, differentiation, integration, transcendental functions,
and extrem al problems.
S p rin g sem ester. Klotz.
5A, 11 A. Calculus I and II. The first semester will cover topics in differentiation and
integration of functions of one variable with some applications. The second semester
is a continuation o f the first. Topics covered in the second semester include series,
im proper integrals, differential equations and techniques o f integration. M ath 11A
may be taken in the fall semester by passing the departm ental Calculus I placement
exam. All students planning to enroll in 5 A or 11A in the fall semester are required to
pass the appropriate departm ental placement exam.
Staff.
5B, 11B. Calculus and Matrices in A PL. This is an introductory mathematics course
which presupposes the same high school preparation as 5A. Among the topics
covered will be differentiation and integration o f functions of one variable with
applications, introductory approxim ation theory, selected topics in matrices and
linear algebra. The notation will be A PL and use will be made of the computer.
Year course. England.
10. APL. This course is an introduction to com puter program m ing concepts using
the A PL language with particular attention to the form ation o f algorithms. Develop­
ment o f procedures for inform ation processing and problem solving will receive
special emphasis.
No prerequisite.
M ay be taken for either half or full course credit.
Fall sem ester. Mullins.

160

MATHEMATICS
12. Linear Algebra. The subject m atter o f this course consists of vector spaces,
matrices and linear transform ation with applications to solutions of systems of linear
equations, determ inants and the eigenvalue problem.
Prerequisite: A grade of C or better in M ath I l or a passing grade on the departmental
Calculus II placement exam.
12H. Linear Algebra Honors Course. This honors version of M athematics 12 will be
more theoretical, abstract, and rigorous th an its standard counterpart (the subject
m atter will be equally as valuable in applied situations, but applications will not be
dwelt upon). It is intended for students with exceptionally strong mathematical
skills, and primarily for students who enter with BC Advanced Placement calculus
courses.
Prerequisite: A grade of B or better in M ath II o ra passing grade on the departmental
Calculus II placement exam.
Fall sem ester. Skeath.
14. Probability. This course deals with the mathem atical theory and concepts of
probability including an introduction to stochastic processes.
Prerequisite: M ath 5, 22, or permission.
Fall sem ester. England.
15. Mathematical Statistics I. Based on probability theory, this course examines
estim ation of param eters and hypotheses testing theory for statistical models used to
gain knowledge from observed data. Both small and large sample properties o f the
estim ators are studied. The course concludes with the study o f models dealing with
relationships between variables, including chi square and regression analysis.
Prerequisite: M ath 5 or permission.
Fall sem ester. Iversen.
16. Mathematical Statistics II. Given as a continuation o f M ath 15, the course deals
mainly with statistical models used to analyze relations between variables. The
general linear model, which includes regression, variance and covariance analysis, is
examined in detail. It is also shown how non-param etric models are obtained using
fewer assumptions. The course examines some sampling theory and alternative ways
of performing statistical inference.
Prerequisite: M ath 15.
22. Several Variable Calculus. Tljis course considers differentiation and integration
of functions of several variablesw ith special emphasis on two and three dimensions.
It is the norm al sequel to M ath 11 and is a prerequisite for several other mathematics
courses.
Prerequisite: M ath 11, or 12.
Each sem ester.

22H. Several Variable Calculus Honors Course. This honors version of Mathematics
22 will be more theoretical, abstract, and rigorous than its standard counterpart (the
subject m atter will be equally as valuable in applied situations, but applications will
not be dwelt upon). It is intended for students with exceptionally strong mathematical
skills, and prim arily for students who have successfully completed M ath 12H.
Prerequisite: A grade of C or better in M ath 12H o r permission o f the instructor.
Spring sem ester. Skeath.
23. Higher Geometry. Synthetic and analytic projective geometry will be considered
axiomatically. Affine and Euclidean geometry will be developed as special cases.
S p rin g sem ester. Rosen.

161 —

MATHEMATICS
24. Introduction to Modem Algebra. The course will survey some of the im portant
topics of m odern algebra, such as groups, integral domains, rings, and fields.
Prerequisite: M ath 12 or permission of the instructor.
27. Discrete Models. In recent years discrete mathematics has proved to be the most
useful mathem atics for applications to the “soft” sciences— social science, biological
science, environm ental science, etc. Discrete mathematics may be defined as the
study of sets which are either finite or naturally regarded as consisting of isolated
elements, e.g., the integers. In this course applications of discrete mathematics will be
emphasized, and only topics which allow one to progress quickly to serious applica­
tions will be covered. Also, emphasis will be as much on examples and model
building as on proving theorems. M athem atical topics will be chosen from the
theories of graphs, directed graphs, games, group decision making, measurement,
and M arkov chains. There are no specific prerequisites except familiarity with set
notation and m athem atical thinking. Thus, success with calculus and linear algebra
would be a good background.
F all sem ester. M aurer.
30. Differential Equations. An introduction to differential equations that includes
such topics as: first order equations, linear differential equations, approxim ative
methods, some partial differential equations.
Prerequisite: M ath 11 or 12.
S p rin g sem ester.

34. Numerical Methods. This course will deal with the numerical solution of various
m athematical problems, pure and applied. The com puter will be used extensively.
Also listed as Engineering 24.
Prerequisite: M ath 11, and E23 or equivalent.
S p rin g sem ester. N o t o ffe re d 1979-80.

35. Data Structures. This course deals with inform ation structures and the com puter;
the static an d dynamic properties of different kinds of structure; means for storage
allocation and representation of structured data; and efficient algorithms for creating,
altering, accessing, and destroying structural information.
Fall sem ester. N o t o ffe re d 1979-80.

37. Number Theory. The theory of primes, divisibility concepts, and the theory of
multiplicative num ber theory will be developed. Potential secondary school teachers
should find this course valuable.
Prerequisite: permission of the instructor.
S p rin g sem ester. N o t o ffe re d 1979-80.

41. Groups and Representations. An introduction to some of the applicable portions
of the theory of groups and their representations. O f potential interest to students in
chemistry, physics and engineering, as well as mathematics. This course may be
combined with M ath 65, Functional Analysis with Applications, to comprise an
H onors paper in mathematics.
S p rin g sem ester. N ot o ffe re d 1979-80.

44. Introduction to Real Analysis. This course is designed for potential mathematics
m ajors and minors to follow Course 22. Topics to be included are elem entary point
set theory, the Riem ann integral, and the interchange of infinite processes.
Each sem ester. Rosen.

162 —

MATHEMATICS
51. Applied Analysis I. Analytic functions, integration and Cauchy’s Theorem ,
power series, residue calculus, conform al mapping, and harm onic functions. The
emphasis of this course is on applications to the physical sciences.
Prerequisite: M ath 22.
Fall sem ester. Rosen.
52. Applied Analysis II. Fourier series, the Fourier transform , orthogonal functions,
introduction to Hilbert space and operators. The motivation for these topics will be
in partial differential equations arising in the physical sciences.
Prerequisites: M ath 30; M ath 51, or permission of the instructor.
S p rin g sem ester. Rosen.
57. Differential Geometry. An introduction th a t will include surfaces, manifolds,
curvature, Riem annian geometry. The algebra of tensors and differential forms will
be developed as needed.
Prerequisite: M ath 22.
S p rin g sem ester.

65. Functional Analysis with Applications. Basic theorems on Banach and Hilbert
spaces, and spectral analysis of self-adjoint operators, will be the main topics covered
in this course.
The emphasis of the course will be on applications of the material to quantum
theory, and thus a certain am ount of the subject m atter will be presented informally.
This course may be combined with M ath 41, G roups and Representations, to
comprise an H onors paper in mathematics.
Prerequisite: M athematics 51 or 101 or permission of instructor.
Fait sem ester. N o t o ffered 1979-80.

93. Directed Reading.
96. Thesis.
97. Senior Conference. Normally required of all Course majors in their final semester,
this half course is designed to give students an overview of all their courses by solving
different types of mathematical problems.
H alf course credit.
Spring sem ester.
S eminars

101. Real Analysis. This sem inar concentrates on the careful study of the principles
underlying the calculus of real valued functions of real variables.
Fall sem ester. Skeath.
102. Modern Algebra. This sem inar deals with the theoretical properties o f such
form al systems as groups, rings, fields and vector spaces. While these concepts will be
illustrated by many concrete examples, the emphasis will be on the abstract nature o f
the subject.
S p rin g sem ester.

103. Complex Analysis. A brief study of the geometry of complex numbers is
followed by a detailed treatm ent of the Cauchy theory of analytic functions of a
complex variable. Various applications are given and some special classes of functions,
such as elliptic functions, are studied. Analytic continuation and the theory of
Weierstrass are also discussed.
Fall sem ester.

163 -

MATHEMATICS
104. Topology. The subject m atter of this sem inar will include such topics as point set
topology with some application, piecewise linear topology, homology and hom otopy
theory.
105. Probability. The purpose of this sem inar is to give the m athem atical background
necessary for an understanding of the mathem atical analysis of statistical data. In
addition, the m odern developm ent o f this subject provides a valuable application of
the concepts and techniques acquired in the study of advanced calculus. The to p ic !
treated may include: the axiomatic approach, the use o f Stieltjes integrals, correlation
and regression, some special distributions, sampling theory, and a short introduction
to the theory of statistical estimation.
Sp rin g sem ester, N o t o ffe re d 1979-80.

111. Statistics. Properties of random variables are studied together with various ways
of inferring about param eters in statistical models. Special emphasis is put on the
study of models for relationships between two or more random variables.
Prerequisite: M ath 14 or permission of instructor.

- » 164 -

MEDIEVAL STUDIES
B E R N A R D S. S M IT H , C o o r d in a to r
This program offers an opportunity for a comprehensive study of European and
M editerranean civilization from the fourth century to the fifteenth. The period,
which has a critical im portance for the understanding of Western culture, can be
approached best through a com bination of several disciplines. Hence eight D epart­
ments (A rt, Classics, English Literature, H istory, M odern Languages, Music, Reli­
gion, and Philosophy) cooperate to provide a course o f study which may be offered
as a m ajor in either the course Program or the External Exam ination (Honors)
Program.
For a m ajor in the Course Program the requirem ents are as follows:
1. Latin 14, Mediaeval Latin
1 course in Mediaeval H istory (H istory 11 o r 12)
Either Religion 3 6 /Philosophy 19 or History 14
The prerequisites fo r the courses listed above are:
Latin 1-2 or the equivalent; an introductory history course; Philosophy 1.
2. Five other courses chosen from three of the following fields:
A rt (15, 16, 17).
History (11, 12, 13, 14, 15).
Religion (35, 36).
L iterature (Classics 35; English 18, 19,20, 31, 81; C EL 13, French 30; Spanish
30).
Music (15).
O ther courses appropriate to Medieval Studies th at are from time to time
included in departm ental offerings.
Directed readings in medieval subjects.
3. A student m ay write a thesis as a substitute for a course during the first
sem ester of the senior year.
4. The student m ust pass a comprehensive exam ination in the senior year based
on courses taken in the medieval field. The exam ination includes a section of
Latin translation.
For a m ajor in the H onors Program the requirem ents are as follows:
1. The student must satisfy the language and distribution requirem ents of the
program , as listed above, by appropriate courses or seminars. Some work in
one or more o f the fields, included in the program m ust be done before
admissions to the Program .
2. Seminars m ay be chosen from the following: Philosophy 110 (Medieval
Philosophy), History 111 (M edieval Europe), A rt 117 (Gothic Art), English
102 (C haucer and Medieval Literature) or English 103 (Chaucer and Dante);
French 100 (Littérature du Moyen-Age).

165 —

MEDIEVAL STUDIES
3. By attachm ents to the courses listed above, and by writing a thesis, the student
may expand the possibilty of w ork in the H onors Program beyond these five
seminars.
The m inor program should be planned with the co-ordinator so as to insure a close
relation to the m ajor. No m inor in H onors is offered. Students wishing to m inor in
subjects included in this field should take them as m inors in the departm ent in which
they are norm ally offered.

166 —

MODERN LANGUAGES
AND LITERATURES
G E O R G E C. A VERY (G erm an), P ro fe sso r a n d C h a irm a n
G E O R G E K R U G O V O Y (R u ssian ), P ro fesso r*
P H IL IP M E T Z ID A K IS (S p an ish ), P ro fe sso r
JE A N A S H M E A D P E R K IN S (F ren ch ), P ro fesso r*
F R A N C IS P. TAFO YA (F re n c h a n d S panish), P ro fe sso r
T H O M P S O N B R A D L E Y (R u ssian ), A s s o c ia te P ro fe sso r
R O B E R T R O Z A (F ren ch ), A s s o c ia te P ro fesso r* * *
S IM O N E V O IS IN S M IT H (F ren ch ), A s s o c ia te P rofessor**
E U G E N E W E B E R (G erm an ), A s s o c ia te P ro fe s so r
T A T IA N A M . C O S M A N (R u ssian ), A s s is ta n t P ro fe sso r (p a r t-tim e )
a n d D ire c to r o f th e L a n g u a g e L a b o r a to r y

M A R IO N J . FA B E R (G erm an), A s s is ta n t P ro fe sso r
JO H N J . H A S S E T T (S p an ish ), A s s is ta n t P ro fe sso r
G E O R G E M O S K O S (F ren ch ), A s s is ta n t Professor%
JE A N T. FA R L E Y (F ren ch ), L ectu rer* * * *
G E N A K A T S E N E L IN B O IG E N (R u ssian ), L e c tu r e r
M A R Y K. K E N N E Y (S p an ish ), L e c tu r e r
C E C IL IA C H IN L E E (C hinese), L e c tu r e r
E L K E P L A X T O N (G erm an ), L e c tu r e r
C L A U D E C. R IC H O U (F ren ch ), A s s is ta n t
The purpose of the m ajor is to acquaint students with the im portant periods and
principal figures of the literatures taught in the D epartm ent, to develop an apprecia­
tion of literary values, to provide training in critical analysis, and to foster an
understanding of the relationship between literary phenom ena and the historical and
cultural forces underlying the various literary traditions. In addition to demonstrated
competence in the language, a foreign literature m ajor will norm ally complete five
credits in upper-level literature courses or seminars, take Special Topics if required as
part of the major, and pass the comprehensive exam ination. Students whose interests
lie primarily in language or civilization are advised to consider the possibility of a
Special M ajor in com bination with Linguistics, History, or some other appropriate
departm ent. Students interested in studying literature in m ore than one language are
encouraged to consider a Literature major.
Courses numbered IB through 8 are primarily designed to help students acquire
the linguistic competence necessary to pursue literary studies in a foreign language
through work with the language and selected literary texts. F or a detailed description

*
**!
.» «
+

Absent on leave, fall semester, 1979.
Program Coordinator, Swarthmore Program In Grenoble, fall semester 1979
FaH^semeier>r?979,° r SwartHmore Pr°gram in Grenoble, sprng semester, 1980.
Absent on leave, 1979-80

167 —

MODERN LANGUAGES
of the orientation in these courses see the E xplanatory Note on language courses
below. Courses numbered 11 or above stress the study of literature as a humanistic
discipline as well as competence in the spoken and written language.
Students planning to m ajor in a foreign language and its literature are advised to j
present enough credits (three to four years at the high school level) upon admission to /
enable them to register for courses numbered 11 and 12 in their freshm an year or at
the latest by the beginning of the sophom ore year. Students w ho enter with no
previous knowledge o f the language but who are interested in m ajoring in a foreign
literature should register for intensive language courses (1B-2B) in their freshman
year. Language courses numbered IB through 5 (8 in German) do not count tow ard
the minim um of eight courses required for the major.
Students w ho wish to continue a language begun elsewhere will be placed a t the
course level where they will profit best according to their score in the College
Entrance Exam ination or placement tests administered by the D epartm ent.
Prerequisites for m ajors are noted under the listing of each o f the literatures
taught. Exceptions to course requirem ents are m ade for those who show competence
in the language of specialization. Students who speak French, G erm an, Russian or
Spanish fluently should consult with the D epartm ent before electing courses.
M ajors are urged (a) to elect supporting courses in other literature (classical or
modern) history, philosophy, linguistics and a rt history; (b) to investigate seriously
the possibility of spending a t least a sum m er and a semester abroad. Sophom ores and
juniors com petent in French, whatever their major, b u t m ore specifically those in the
hum anities and social sciences, should consider participating in the Sw arthm ore
program a t the University o f Grenoble. Students com petent in Spanish should
consider the cooperatively sponsored program in M adrid, which is administered by
H am ilton College. Students competent in other foreign languages taught in the
D epartm ent and interested in study abroad should consult departm ental advisers
fam iliar with program s abroad.
Students wishing to receive a Teaching Certificate in French, G erm an, Russian or
Spanish should plan on taking the regular program o f language and literature
courses required fo r the m ajor o r show proof o f the equivalent. In addition, they
should take Linguistics 1 or a course in the history o f the language, and courses in art,
history, music, etc., to broaden their knowledge and understanding of the appropriate
foreign culture. Prospective teachers o f a foreign language are urged to include in
their program at least a sum mer and a semester abroad.
Students planning to do graduate work are reminded that, in addition to the
language of specialization, a reading knowledge of other languages is generally
required for admission to advanced studies. Students who need advice concerning
the choice of languages should consult with the Departm ent.

Continental European and Spanish American
Literatures
(Courses conducted in English)
Students acquainted with a particular foreign language are urged to elect an
appropriate literature course taught in the orignial language. C E L / SAL courses
provide the opportunity to study literature that cannot be read in the original. These
courses may be used to satisfy the distribution requirements, but cannot be substituted
for the 11 or 12 level courses in the original languages to satisfy the departm ental
prerequisites for a m ajor or minor. C E L /S A L courses may in some cases form an
appropriate part of upper-level w ork in the m ajor in one of the foreign literatures or
serve as the basis of preparation for an H onors paper. Students planning programs
where such considerations would apply m ust consult with the D epartm ent.

168 —

MODERN LANGUAGES
Normally, at least one of the CEL courses will be offered each semester; the
proposed sequence for the academic year will be announced before fall registration.
(Other, cross-listed, foreign literature courses taught in translation follow SAL 50.)
12G. The Quest for a Tradition in German Literature. An exam ination of German
literature and thought from the 1770’s to the end of the nineteenth century with
emphasis on the emergence of characteristically German themes, forms, and attitudes.
Authors to be read include Lessing, Herder, Goethe, Schiller, the Romantics, Buchner,
Nietzsche, Fontane, and Wedekind.
O ffered as s t a f f a n d s tu d e n t interest allow.

12R. Russian Thought and Literature in the Quest for Truth. The development of
Russian intellectual tradition as reflected in Russian philosophy and literature from
the 18th century to the present. Brief consideration o f Russian medieval literature
and thought. Historical and cultural consequences of the introduction of Christianity
into Russia from Byzantium. Eighteenth century: secularization of culture. Nine­
teenth and twentieth centuries: philosophical and literary polemics within the frame­
work of current secular ideologies and religious thought. Russia and the West and the
dream o f a Perfect World.
S p rin g sem ester, 1980. Krugovoy.
13R. The Russian Novel. See Russian 13.
13. Mediaeval Comparative Literature. The tension between ideals and their realiza­
tion as reflected in the literature of the Middle Ages, especially the epic (R oland, Cid,
N ibelungen) and the rom ance (IH stan, Yvain, The Grail).
S p rin g sem ester, 1980. Perkins.
20G. The German Novel Since 1945. A study of intellectual, literary, and sociolgical
currents in East and West Germany, A ustria, and Switzerland since the end of World
War II as they "appear in representative works o f prose fiction. A uthors include Th.
M ann, Boll, G unter Grass, M ax Frisch, Uwe Johnson, Peter H andke and Christa
Wolf. Lectures and discussions in English. German majors will be required to read
some of the works in German.
S p rin g sem ester, 1980. Avery.
25R. Russian Folklore and Russian Culture. A study of folk poetry in its cultural and
artistic aspects. Folklore and the genesis o f literature and civilization. Survivals of
myth and ritual in Russian folk poetry and their significance for the understanding of
the collective psychological dom inants in Russian cultural outlook will be discussed.
Special attention will be given to ritual poetry, tales, heroic epic and lyric poetry with
extensive use of com parative evidence from non-Russian folk traditions. Represent­
ative texts will be analyzed in class with active participation by students.
N o t o ffe re d 1979-80. Krugovoy.
50G. Studies in Modem German Literature. Under this course title topics will be
offered from year to year th at reflect the richness and variety of literature in German­
speaking countries, against the background of this century’s dom inant social and
cultural crises. Courses to be offered in subsequent years include: The Novels of
Thom as M ann; M odern G erm an Criticism from Nietzsche to Benjamin; Women in
M odern German Literature; G erm an Expressionism. In the fall, 1979, the topic will
be:
Austrian Writers in the 20th Century. Authors will include Hofmannsthal, Schnitzler,
Karl Kraus, R. M. Rilke, R obert Musil, Oddn von H orvath, and Peter Handke.
F all Sem ester. Faber and Avery.
50R. Russian Literature and Revolutionary Thought. A study of continuity and
change; the relationship between the m ajor political and social movements and the

169

MODERN LANGUAGES
writers before and after 1917. Special attention will be given to the post-revolutionary
literary and political struggle in the 1920’s and the literary revival o f the 1960’s with
emphasis on Herzen, Bakunin, Cheryshevsky, Trotsky, Babel, Olesha, Mayaokovsky, ,
Tertz, and Solzhenitsyn.
N o t o ffe re d 1979-80.

50S. Spanish Thought and Literature of the Twentieth Century. The struggle between
traditionalism and liberalism, its background and manifestations in Spanish thought
and letters from the turn o f the century through the Civil W ar to the present day.
Emphasis on U nam uno, Ortega y Gasset, Federico G arcia, Lorca, Camilo Jose Cela,
Carm en Laforet, and Ju an Goytisolo.
N o t o ffe re d 1979-80.

SAL 50. Contemporary Spanish-American Literature. A consideration of intellec­
tual and social themes and artistic innovations which m ark the coming into the
m ainstream of Spanish-American fiction. Representative authors from the various
national literatures. A RG EN TIN A : Borges, C ortázar; PERU : Vargas Llosa; CO­
LOM BIA: García M árquez; GUATEM ALA: Asturias; M EXICO; Fuentes, Rulfo,
Pedro; CUBA: Carpentier.
N o t o ffe re d 1979-80.

SAL 60. Spanish American Society Through Its Novel. This course will explore the
relationship between society and the novel in Spanish America. Selected works by
Carlos Fuentes, M ario Vargas Llosa, Gabriel G arcía Márquez, Miguel Angel Asturias
and others will be discussed in conjunction with sociological patterns in contem porary
Spanish America. See Sociology-Anthropology 60.
S p rin g sem ester. H assett and Muftoz.
18. *Dante. See English Literature 18.
34. * Renaissance Comparative Literature. See English Literature 34.
48. *Modem Drama. See English Literature 48.
Explanatory N ote

of

F irst- and S econd-Year L anguage C ourses:

A. Courses num bered 1-2 are designed for students who begin their study of the
language in college and whose prim ary interest is the acquisition o f reading
skills:
1-2 combines the presentation o f gram m ar with readings from the humanities
(including literature), social sciences and sciences. Classes meet three times
per week and are conducted in English. M ay be used to prepare for
fulfilling the reading requirem ent o f graduate schools but does not prepare
students fo r interm ediate o r advanced courses in literature taught in the
original language.
B. Courses numbered 1B-2B, 3B carry one and one-half credits per semester.
Three semesters in this sequence are equivalent to two years o f w ork at the
college level. Designed to im part an active com m and o f the language and
combine the study or review of gram m ar essentials and readings o f varied
texts with intensive practice to develop the ability to speak the language.
Recomm ended for students w ho w ant to progress rapidly and especially for
those with no previous knowledge of the language and who are interested in
preparing for interm ediate or advanced courses in literature taught in the
original language. Students who start in this orientation can maj or in a foreign
language and literature not studied previously. These courses (a) m eet as one
section for gram m ar presentation and in small groups for oral practice with a
native speaker o f the language, and (b) may require periodic w ork in the
language laboratory.
* CEL courses taught in the English Literature department have the usual prerequisite of an
introductory course — English 2 through 10 — or its equivalent by department examination.

— 170 -

MODERN LANGUAGES

Chinese
1B-2B. Introduction to Mandarin Chinese. An intensive introduction to written and
spoken M andarin Chinese. Specifically designed to prepare students for continuing
study in Taiwan or H ong Kong.
Lee. 3-4. Second-year Mandarin Chinese. A two-semester course designed for students
who have mastered over five hundred characters (800 words) and basic gram mar.
The course combines the study of gram m ar and oral practice with writing and
readings in m odern Chinese literary and expository prose. Not offered every year.
B oth sem esters. Lee.

French
French may be offered as a m ajor in the Course Program o r as a major or m inor in
the External Exam ination (H onors) Program. Prerequisites for both Course students
and Honors candidates are as follows: F ren ch 6 an d 12, the equivalent, or evidence of
special competence.
Recommended supporting subjects: see the introductory departm ental statement.
M ajors in the Course and H onors Program s, as well as minors in the Honors
Program are expected to be sufficiently proficient in spoken and written French to do
all of their work in French, i.e., discussions and papers in courses and seminars, and
all oral and written examinations, including comprehensive and Honors examinations.
Course m ajors are required to do Special Topics.
C ourses
N ote: N ot all advanced courses are offered every year. Students wishing to m ajor
or m inor in French should plan their program in consultation with the Departm ent.

1B-2B, 3B. Intensive French. F or students who begin French in college. Designed to
im part an active com m and o f the language. Combines the study o f gram m ar with
intensive oral practice, writing, and readings in literary or expository prose. Prepares
for interm ediate and advanced courses in literature taught in the original language.
Recommended for students who wish to acquire minim al linguistic competence for
study abroad in the Sw arthm ore Program in France. See the explanatory note on
language courses above as well as the description o f the Sw arthm ore program at the
University o f G renoble under E ducation A b ro a d . Norm ally followed by 5.
5,5A. Composition and Diction. Emphasis on oral fluency and writing proficiency.
M ay be taken for single credit (5), or one and one-half credits with additional
discussion sessions (5A). Prepares for French 6 and 12. Recommended for students
who wish to study ab ro ad at the university level.
Prerequisite: French 3B o r the equivalent.
Each sem ester.

6. Studies in Stylistics. F or m ajors or those who wish an advanced course to develop
self-expression in the written and oral language. Original compositions are based on
a stylistic study o f texts by representative French authors from the 17th century to the
present.
Prerequisite: French 5, 12, o r the equivalent with special permission.
Each sem ester. Fall, 1979, Roza; Spring, 1980, Smith.

171

MODERN LANGUAGES
12. Introduction to Literary Studies. An analytical approach to French literature
through the study of particular genres or specific modes o f expression. Selected
w orks from Molière to Balzac.
Prerequisite: French 5, a score o f 675 on the College Entrance Exam ination, or thfe
equivalent with special permission.
Each sem ester.

15. Freshman
Prerequisite: a
instructor. The
représentatives

Seminar. F or freshmen only. Limited enrollm ent. Two sections.
score o f 675 or above in French, and special perm ission of the
topic for fall semester, 1978, will be: Poésie du XIXe siècle. Oeuvres
d u rom antism e au symbolisme. Techniques et thèmes poétique.
F all sem ester. Roza.

20. Hjstory o f the French Language. The developm ent of the French language from
its L àtin origins to its current forms. Emphasis will be placed more on general
patterns than on philological details. Texts of the various periods will be analyzed
intensively. The course will be given in English; students m ust have a reading
knowledge of French.
This course will satisfy the linguistics requirem ent for teacher certification.
M a y b e o ffe re d sp rin g sem ester, 1980, i f stu d e n t d e m a n d is sufficient.

28. La France Contemporaine. A study of events and ideas which have shaped
French society from the 19th century to the present. Selected French w orks in
history, political science, sociology and literature.
W ill b e o ffe re d 1980-81. Smith.
43. Le Théâtre. Representative works from the Middle Ages to the Rom antic period
included.
W ill b e o ffe re d 1980-81. Smith.
60. Le Roman du 19e Siècle. A study of innovations in technique and form as well as
the exam ination o f m oral problem s arising from socio-political changes in 19th
century France. Based prim arily on the novels of Balzac, Stendhal, Flaubert, and
Zola.
W ill be o ffe re d Fall, 1979.

65. Baudelaire, Rimbaud, Mallarmé. A study o f Symbolism through its major poets.
70. Théâtre Moderne. M ajor trends in 20th century dram a from A nouilh, Sartre to
Beckett and Ionesco.
71. Poésie Contemporaine. From Apollinaire and Surrealism to C har and Saint
John-Perse.
W ill b e o ffe re d 1980-81. Roza.
73. Littérateurs Engagés. A study of the literature of com m itm ent before and after
World War II. Principally an exam ination o f the literary m anifestations of French
Existentialism. Includes w orks by M alraux, Sartre, de Beauvoir, Camus, and F rantz
Fanon or others.
Tafoya.
91. Special Topics (for senior majors). Study of individual authors, selected themes,
o r critical problems.
S p rin g sem ester.

93. Directed Reading.
94. Thesis.
Courses to be offered in subsequent years:
30. Littérature du Moyen-Age.
35. L’Humanisme de la Renaissance.

172 —

MODERN LANGUAGES
42. Le Classicisme.
50. Le Roman avant la Révolution.
51. Les Philosophes.
61.

Romantisme.

72.

Gide, Proust, Céline.

74. Le Nouveau Roman.
75. Proust and Joyce.
S eminars

All seminars to be offered in a particular year will be announced in advance.
Preparation o f topics for External Exam inations (H onors) may be done by appropri­
ate courses plus attachm ents only when seminars are not available. Students prepar­
ing for External Exam inations should consult with the D epartm ent on the suitability
and availability of attachm ents.
100. Littérature du Moyen-Age. Old French readings in lyric poetry, theatre and
romance.
Perkins.
101. La Renaissance. Prose works of Rabelais, Marguerite de Navarre, and Montaigne.
Poetic innovations from M arot through the Pléiade.
Smith.
102. Le Théâtre Classique. L Aristotle, Corneille and Racine: a study o f “the Tragic”
and the theories of tragedy. 2. Molière.
Smith.
103. L ’Age des Lumières. C oncentrating on D iderot and Rousseau.
Perkins.
104. Stendhal et Flaubert.
S p rin g sem ester, 1980. Tafoya.

105. Proust. Style and vision in La Recherche.
Fall sem ester, 1979. Roza
106. Poésie Symboliste. From Baudelaire to Apollinaire.
Roza.
108. Le Roman du 20e Siècle. M ajor innovations in form and theme from Gide and
Proust to the New Novel.
109. Le Romantisme.
Moskos.
180. Thesis.

German
G erm an may be offered as a m ajor in the Course Program o r as a m ajor or m inor in
the External Exam ination (H onors) Program. Prerequisites for both Course students
and H onors candidates are as follows:
Required: German 11 o r 12, or equivalent work.
Recommended supporting subjects: see the introductory departm ental statement.

173 —

MODERN LANGUAGES
W ith m inor exceptions, the language of instruction in courses numbered 11 and
above is German. Students are expected to have a sufficient com m and o f the
language to be able to participate in class discussions and do written w ork in
German. Course majors are required to do Special Topics.
C ourses
N ote: N ot all advanced courses o r seminars are offered every year. Students
wishing to m ajor or m inor in G erm an should plan their program in consultation with
the D epartm ent.

All courses listed under G roups I and II are open to students after either Germ an
11 or 12. The courses listed under G roup II will be offered on a regular two-year
sequence. M ajors in Course are required to select a minim um o f four courses of their
choice from G roup II.
1-2. German Reading and Translation. F or students who wish to acquire the funda­
m entals of G erm an gram m ar and a reading knowledge o f the language. This is a
term inal sequence. See the explanatory note on language courses above. 1-2 is a year
course.
O ffered 1980-81.

1B-2B, 3B. Intensive German. For students who begin G erm an in college. Designed
to im part an active com m and of the language. Combines the study o f gram m ar with
intensive oral practice, writing, and readings in literary or expository prose. See the
explanatory note on language courses above. Norm ally followed by 8, 11 o r 12.
4. Intermediate German. F or entering students with high school language training
equivalent to 3B. Review of gram m ar, literary readings of m oderately difficult texts,
such as Brecht’s G edichte, D urrenm att’s D ie Physiker, Stifter’s Brigitta. Regular
written assisgnments. Norm ally followed by G erm an 8, 11, o r 12. Admission contin­
gent upon departm ental testing or permission of the instructor.
F all sem ester. Faber.
8. Writing and Speaking German. Oral discussions and writing practice based on
general and literary topics o f contem porary interest. F or students w ho w ant to
consolidate their skills of expression. Recommended fo r G erm an m ajors. C an be
taken concurrently with G erm an 11 or 12.
Prerequisite: Germ an 3B, 4, or by departm ental placement test.
S p rin g sem ester. Faber.
G roup I

11. Introduction to German Literature (early 20th century). An introductory course
which emphasizes critical and analytical reading of literature. Representative poetry,
dram a, and fiction from the beginning of the 20th century, including w orks by Rilke,
Lasker-Schiiler, Kafka, Brecht, and Schnitzler.
Prerequisite: G erm an 3B, 4, 8 or equivalent work.
S p rin g sem ester. Faber.
12. Introduction to German Literature (the Age of Goethe). An introduction to
G erm an literature through close reading o f selections from the second h alf o f the
18th and the early p a rt of the 19th century. Representative works of Goethe, Schiller,
the Rom antics.
F a ll sem ester. Weber.
50. D ie Deutsche Lyrik. Readings in the m ajor German poets.
F all sem ester. Faber.
63. Goethe’s Faust. A n intensive study of F a u st I and II.
S p rin g sem ester, 1980. Weber.

174 —

MODERN LANGUAGES
83. Kafka and Brecht. A study of the principle works of each au th o r with emphasis
on the emergence of m ajor themes and the exam inations o f literary craftsmanship.
Kafka’s notebooks and journals and Brecht’s journals and critical writings will be
considered in the context of the authors’ cultural and social environment.
N o t o ffe re d 1979-80.

91. Special Topics (for senior majors). Study of individual authors, selected themes,
o r critical problem s. Open to qualified upper-level students.
S p rin g sem ester.
G roup II

60. Aufklaerung und Sturm und Drang. The German Enlightenm ent and various
reactions to it. A uthors read include Gellert, Lessing, Klopstock, W ieland, Herder,
the early Goethe and the early Schiller.
F all sem ester. Weber.
62. Weimarer Klassik. M ajor writings o f the authors associated with the Weimar
C ourt from the time of Goethe’s arrival in 1775. An investigation in the main of the
works and concerns of the later G oethe, Schiller, and Herder.
N o t o ffe re d 1979-80. Weber.
70. Die Deutsche Romantik. See G erm an 105 below.
72. Literatur des neunzehnten Jahrhunderts. German literature from the end of
Romanticism to the beginnings of M odernism.
N o t o ffe re d 1979-80.

80. Klassiker der Moderne. A study of Germ an literature from the beginnings of
M odernism through World War I. A uthors include H ofm annsthal, Rilke, George,
Schnitzler, Trakl, Sternheim , and Thom as M ann.
Fall sem ester. A very.

82. Literatur des zwanzigsten Jahrhunderts. G erm an literature from the twenties to
the present with emphasis on the continuity o f the m odern tradition under the im pact
of political exile and World W ar II. A uthors include Brecht, Thom as M ann, R.
Walser, and post-W orld War II writing in A ustria, Switzerland, East and West
Germany.
S p rin g sem ester. Avery.
84. Rilke, Hofmannsthal, George.
N o t o ffe re d 1979-80. Weber.
Courses to be offer in subsequent years:
52. Das Deutsche Drama.
S eminars

All sem inars to be offered in a particular year will be announced in advance.
Preparation o f topics for External Exam inations (H onors) may be done by appropri­
ate courses plus attachm ents only when seminars are not available. Students prepar­
ing for External Exam inations should consult with the D epartm ent on the suitability
and availability of attachm ents.
104. Goethe. A study of Goethe’s m ajor works in the context of his life and times.
(The sem inar does no t include Faust.)
S p rin g sem ester, 1980. Weber.

175

MODERN LANGUAGES
105. Die Deutsche Romantik. Romanticism as the dom inant movement in Germ an
literature, thought, and the arts in the first third of the 19th century. A uthors include
Tieck, Novalis, Hölderlin, Kleist, Brenanto, Eichendorff, the early Biichner, and'
Heine. Also offered as a course. See 70.
S p rin g sem ester, 1981. Faber.
107. Moderne Prosa. The developm ent of G erm an prose narrative since 1900 as
reflected in works by Schnitzler, H ofm annsthal, Rilke, M ann, Kafka, D öblin, Karl
Kraus and R. Walser.
F all sem ester, 1980. Avery.

Russian
Russian may be offered as a m ajor in the C ourse Program or as a m ajor or m inor in
the External Examination (H onors) Program. Prerequisites for both Course students
and H onors candidates are: Russian 6, 11, 12, and 13, o r equivalent w ork.
Recommended supporting subjects: see the introductory departm ent statem ent.
N ote: N ot all advanced courses or seminars are offered every year. Students
wishing to m ajor or m inor in Russian should plan their program in consultation with
the D epartm ent. Course m ajors are required to do Special Topics.

1B-2B, 3B. Intensive Russian. F or students who begin Russian in college. Designed
to im part an active com m and of the language. Combines the study of gram m ar with
intensive oral practice, writing, and readings in literary or expository prose. See the
explanatory note on language courses above. Norm ally followed by 6, 11, and 12.
6. Advanced Russian. F o r m ajors and those prim arily interested in perfecting their
com m and of language. Advanced conversation, com position, translation, and styl­
istics. Readings of dram as and newspapers. Conducted in Russian.
S p rin g sem ester. Krugovoy.
11. Introduction to Russian Literature. Old Russian literature and its place within
E uropean literature. 18th century: Classicism ahd Sentimentalism. 19th century:
Rom anticism and G olden Age of Russian poetry. Pushkin, Lerm ontov, Gogol.
Lectures and discussions in Russian.
F all sem ester. Katsenelinboigen.
12. Introduction to Russian Literature. 19th and 20th century Russian literture to
1918, and its place within European literature. Realism and literary tendencies in the
first two decades of the 20th century. Turgenev, D ostoevsky, Tolstoy, Chekhov,
Bunin, Bely. Silver Age o f Russian poetry. Lectures and discussions in Russian.
S p rin g sem ester. Krugovoy.
13. The Russian Novel. C ontinuity and change in the developm ent o f the novel in the
19th century and in the post-revolutionary period. Lectures and readings in English.
Russian m ajors will be required to read a p art of the material in Russian.
F all sem ester. Bradley.
16. History of the Russian Language. An introductory course. A study of the origin
of the Russian language and its place am ong the other m odern Indo-European and
Slavic languages. The uses of philology and linguistics for the ideological and stylistic
analysis of literary texts.
Satisfies the linguistics requirem ent for teacher certification. The course will be
offered in response to manifest student interest.
Krugovoy.

— 176 -

MODERN LANGUAGES
91. Special Topics. (F o r senior majors.) Study of individual authors, selected themes
o r critical problems.
93. Directed Reading.
S eminars

101. Tolstoy.
102. Russian Short Story.
103. Pushkin and Lermontov.
104. Dostoevsky.
105. Literature of the Soviet Period.
106. Russian Drama.
107. Russian Lyrical Poetry.
108. Modern Russian Poetry.

Spanish
Spanish may be offered as a m ajor in the Course Program o r as a maj or or m inor in
the External Exam ination (H onors) Program. Prerequisites for both Course students
and H onors candidates are as follows:
Required: Spanish 11, 13, o r equivalent work.
Recommended supporting subjects: see the introductory departm ental statement.
M ajors are expected to speak Spanish with sufficient fluency to take part in
discussion in courses and seminars in the language and to pass all oral comprehensive
o r oral H onors exam inations in Spanish. Course majors are required to do Special
Topics.
C ourses
N ote: N ot all advanced courses are offered every year. Students wishing to major
o r m inor in Spanish should plan their program in consultation with the D epartm ent.

1B-2B, 3B. Instensive Spanish. F o r students who begin Spanish in college. Designed
to im part an active com m and of the language. Combines the study of gram m ar with
intensive oral practice, writing, and readings in literary or expository prose. See the
explanatory note on language courses above. Norm ally followed by 5 ,1 1 ,1 2 , or 13.
5. Composition and Diction. F o r majors and others who wish advanced courses in
which the emphasis is not prim arily literary. An effort is made to correct faulty
pronunciation and to improve self-expression in the language both oral and written.
Each sem ester. Hassett.
7. Fonética Española. A course designed to im prove the individual student’s pronun­
ciation of Spanish and to acquaint him with its phonetic and phonological makeup.
S p rin g sem ester. Metzidakis.
11. Introduction to Spanish Literature. A study of representative prose fiction,
poetry, and dram a of the 19th and 20th centuries (works by authors such as
Espronceda, Zorrilla, Bécquer, Pérez G aldós, U nam uno, Baroja, Lorca, etc.). Dis­
cussion, papers.
Prerequisite: Spanish 3B, the equivalent, o r special permission.
F all sem ester. Metzidakis.

177

MODERN LANGUAGES
13. Introduction to Spanish American Literature. A study of representative prose
fiction, poetry and d ram a of the 19th and 20th centuries (works by Echeverría,
Sarmiento, M arti, Silva, Darío, Lugones, Sánchez, Lillo, Neruda, Vallejó, H uidobro,
Rulfó, G arcía M arquez). Discussion, papers.
S p rin g sem ester. Hassett.

N ote: Spanish 11, 13, the equivalent, or consent of instructor, are prerequisite for
the courses in literature that follow.
42. La Poesía del Renacimiento y del Siglo de Oro. From the R o m a n cero through the
Baroque. Special emphasis on Garcilaso de la Vega, H errera, Fray Luis de León, San
Juan de la Cruz, Lope de Vega, Quevedo and Góngora.
S p rin g sem ester, 1980. Metzidakis.
60. La Novela en el Siglo XIX. Realism and Naturalism in 19th century prose fiction.
W orks by A larcon, Valera, Pérez Galdós, P ardo Bazán, Clarín, Blasco Ibáfiez and
others.
N o t o ffe re d 1979-80.

71. Literatura Española Contemporánea. M ajor figures of the 20th century not
covered in Spanish 70: Ju an R am ón Jiménez, G arcía Lorca, Alberti, Salinas, Guillén,
Hernández, Hierro and Aleixandre am ong the poets; novels by Cela and Goytisolo;
the theater of C asona and Sastre.
N o t o ffe re d 1979-80.
73. Unamuno. A study of the novels, essays and poetry o f Unamuno.
F all sem ester. Metzidakis.

75. Teatro hispanoamericano contemporáneo. After a brief introduction to the
origins of Spanish American theatre this course will focus principally on represent­
ative w orks by some of the most im portant figures of twentieth century Spanish
American Theatre. O ur selection of dram atists will include Florencio Sánchez,
Rodolfo Usigli, René M arqués, Egon Wolff, Emilio C arballido, Carlos Solórzano
and Enrique Solary Swayne.
N o t o ffe re d 1979-80.

77. La Novela Hispanoamericana en el Siglo XX. Works by Mallea, Sábato, Cortázar,
C arpentier, Asturias, Rojas, Vargas Llosa, Rulfo, Fuentes, García M árquez, or
others .
F all sem ester. Hassett.
78. La Novela Mexicana Social del Siglo XX. An exam ination of the principal
problems confronting M exican society from the end of the “P orfiriato”, through the
revolutionary and post-revolutionary periods as reflected primarily in the novels of
authors such as Azuela, Carlos Fuentes, Guzmán, G. López y Fuentes, José Rubén
R om ero, Rulfo, and Yáñez, but also includes essays by C. Fuentes, Octavio Paz,
Samuel Ramos, Alfonso Reyes, Vasconcelos, or others.
S p rin g sem ester. Tafoya.
91. Special Topics (for senior majors). Study o f individual authors, selected themes
o r critical problems.
S p rin g sem ester.

93. Directed Reading.

178 —

MODERN LANGUAGES
Courses to be offered in subsequent years:
30.

La Literatura Medieval.

40.

El Teatro del Renacimiento y del Siglo de Oro.

44.

Cervantes.

70. La Generación del 98.
72. La Novela Española de la Postguerra.
76.

La Poesía Hispanoamericana en el Siglo XX.

79. El cuento hispanoamericana.
E xternal E xamination (H onors) P rogram

H onors papers may be prepared by attachm ents to courses. Consult the D epart­
ment for suitability and availability.

179

MUSIC
P E T E R G R A M S W IN G , P ro fesso r, A c tin g C h a irm a n F a ll S e m e s te r "f
P A T R IC IA W IT Y K B O Y E R , A s s o c ia te P ro fe s so r o f D a n c e
a n d D ire c to r o f th e D a n c e P ro g ra m

JA M E S D . F R E E M A N , A s s o c ia te P ro fe s so r a n d C h a irm a n *
T H O M A S O B O E L E E , A s s is ta n t P ro fe s so r
G E R A L D L E V IN S O N , A s s is ta n t Professor%
S T E P H E N A. J A F F E , In s tr u c to r
K A R E N M E Y E R S , A s s o c ia te in P e r fo r m a n c e (M u s ic )
C A R O LY N R E IC H E K , A s s o c ia te in P e r fo r m a n c e (D a n c e )
PA U L A S E P IN U C K , A s s o c ia te in P e r fo r m a n c e (D a n c e )
R O B E R T M. S M A R T , A s s o c ia te in P e r fo r m a n c e (M u s ic )
The study of music as a liberal a rt requires an integrated approach to theory,
history and perform ance, experience in all three fields being essential to the under­
standing of music as an artistic and intellectual achievement. T heory courses train
the student to w ork with musical m aterial, to understand modes of organization in
composition and to evolve methods o f musical analysis. History courses and seminars
introduce students to methods of studying the development of musical styles and
genres, and the relationship of music to other arts and areas o f thought. The
departm ent encourages students to develop perform ing skills through private study
and through participation in the orchestra, chorus and cham ber music coaching
program which it staffs and administers. The D epartm ent also assists instrumentalists
or singers to finance the cost of private instruction. C redit may be granted under the
provisions for Creative Arts.
Students wishing to combine instrum ental o r vocal studies outside the College
with a m ajor in music at Sw arthm ore can, with special permission from the depart­
ment and the Provost, elect a five-year plan of study, thus reducing the norm al
num ber of courses to be taken per semester.
Two semester courses in theory and one semester course in history are prerequisite
for acceptance as a major. M ajors will norm ally take five semester courses in theory
(including Music 61), three semester courses in history (including Music 15, 16), and
meet the basic piano requirement.
M a jo r in th e E x tern a l E xa m in a tio n (H o n o rs) P rogram : A student intending to
m ajor in the H onors Program will generally stand for four papers in music. The
departm ent strongly recommends th at one paper be a thesis or research project.
M usic 61, 62, may be used as the basis of a paper. Papers in history can be prepared
by taking a history course with a concurrent or subsequent attached unit of additional
research, or by directed reading, or by a tutorial.

* Absent on leave, fall semester, 1979.
f Absent on leave, spring semester, 1980.
{ Absent on leave, 1979-80

180 H

MUSIC
M in o rs in the H onors P rogram : A student intending to minor in the Honors Program
will generally stand for two papers in music. Two semester courses in theory and one
semester course in history are prerequisite for a minor. Music 2 may, with permission
o f the D epartm ent, be substituted for the theory prerequisite.
L anguage R eq u irem en ts f o r G raduate Schools: Students are advised th at graduate

work in music requires a reading knowledge of French and German. A reading
knowledge of Latin is also desirable for students planning to do graduate work in
musicology.
P roficiency o n an instrum ent: All majors in music will be expected to play a keyboard
instrum ent well enough to perform at sight a tw o-part invention o f J. S. Bach and a
first movement of an easy late 18th or early 19th century sonata. By the end o f the
ju n io r year they should be able to read cham ber music scores, vocal music in four
clefs, and realize figured basses. The departm ent recommends th at majors take one
or two semesters of Music 39 to develop these skills. Students with exceptional
proficiency in an instrum ent other th an the piano, o r in singing, will not be expected
to meet the perform ing standards of pianists.
T he basic p ia n o pro g ra m : This program is designed to develop keyboard proficiency
to a point where a student can effectively use the piano as a tool for study, also to help
students meet the keyboard requirements outlined above. It is open to freshmen and
sophom ores planning to m ajor in music. No academic credit is given for basic piano.
C redit

for

P erformance

A student who has taken M usic 1, M usic 2, o r M usic 11-12 (or who has equivalent
prior training) has the option to receive credit for study of an instrum ent o r voice,
participation in the D epartm ent’s cham ber music coaching program , participation in
the Sw arthm ore College O rchestra, and participation in the Sw arthm ore College
Chorus. The am ount o f credit received will norm ally be a half-course in any one
semester, and will usually be granted only to students participating for a full year in a
particular activity. Students applying for credit will be given an audition at the
beginning o f the semester and will fulfill requirem ents established for each activity,
i.e., regular attendance at rehearsals and perform ances and participation in any
supplem entary classes held in connection with the activity. Students will be graded
on a credit/no credit basis.
A student applying for credit to study an instrum ent or voice (M usic 3 7 /—
Individual Instruction) will first dem onstrate to the D epartm ent ability to undertake
such study at least at an interm ediate level. The student will arrange to work with a
teacher of her/ his choice, subject to the approval o f the D epartm ent, which will then
supervise the course o f study. The teacher, also the student, will subm it written
evaluations at the close o f the sem ester to be used by the D epartm ent in making its
evaluation. The D epartm ent will pay half the cost o f instruction, and has scholarship
money to provide additional subsidy for particularly deserving students.
The D epartm ent views individual instruction as related to performance. A student
will be expected to perform as a soloist, o r in a cham ber music ensemble, in one or
more concerts or w orkshops, including one directly supervised by the D epartm ent
during the semester for which credit is sought.
Music 37 is open to students who are members of the Sw arthm ore College
O rchestra, Chorus, the Gospel C hoir or the College Jazz Band. Players of nonorchestral instrum ents for instance, pianists and guitarists, who are not in one of the
groups listed above, will be accepted into the program if they are majors in the
D epartm ent, o r are enrolled in a History or Theory course at Sw arthm ore College,
either in the semester for which they are seeking credit, or in a contiguous semester.

— 181 -

MUSIC
C ourses and S eminars

1. Introduction to Music. A course designed to teach intelligent listening. The course
assumes no prior training in music.
O pen to all students w ithout prerequisite.
N o t o ffe re d 1979-80.

2. Introduction to Music. A course that approaches listening and analysis through
concentration on musical fundamentals: reading notation and developing or expand­
ing aural perception o f pitch, rhythm , structure, phrasing and instrum entation. The
course assumes no prior training in music.
Open to all students w ithout prerequisite.
F all sem ester. Lee.
6. J. S. Bach. A study o f selected instrum ental and vocal compositions. Open to all
students w ithout prerequisite.
N o t o ffe re d 1979-80.

7. Mozart’s Comic Operas. A study o f The M arriage o f Figaro, D o n G iovanni a n d
C osi fa n tu tte from the point of view of opera as dram a. Open to students w ithout
prerequisite. The course will assume some familiarity with music on the part of
students.
N o t o ffe re d 1979-80.

9. Jazz.
S p rin g sem ester. Lee.
T heory

and

C omposition

The T h eo ry Cycle

The theory cycle is a series of three full-year courses norm ally taken in sequence.
Work in counterpoint, harm ony, orchestration, strict com position, sight-singing,
dictation, analysis and theory construction is coordinated with the study of pretonal, tonal and post-tonal compositions.
Students entering the cycle are expected to know traditional rhythm ic notation,
m ajor / m inor scales, and be able to play o r sing at sight simple lines in treble and bass
clef.
Music 13-14 and 61,62 can be taken concurrently by students beginning the cycle
in their ju n io r year, but only with permission of the D epartm ent.
11-12. First Year Theory. Two lectures, two drill sections per week. Fundam entals of
tonal counterpoint and harm ony. W ritten musical exercises include com position of
original materials as well as com m entary on excerpts from the tonal literature.
Listening assignments coordinated with written work.
Prerequisite: M usic 2 (or the equivalent).
Year course. Jaffe.
13-14. Second Year Theory. C ontinued w ork with the tonal literature at an inter­
mediate level. Detailed study of selected works with assignments derived from these
works.
Prerequisite: Music 11-12 (or the equivalent).
Year course. Jaffe.
61. Third Year Theory. Detailed study of a limited num ber of w orks both tonal and
non-tonal, with independent w ork encouraged.
Prerequisite: Music 13-14 (or equivalent).
F all sem ester. Lee.
62. Third Year Theory. Projects in the analysis of tonal and non-tonal works.
S p rin g sem ester. Lee.

182 —

MUSIC
C o m p o sitio n

41. Composition.
F all a n d spring sem esters. Staff.

H ISTORY OF M USIC
15. Introduction to the History o f Music (I). Topics in music o f the M iddle Ages and
the Renaissance, with emphasis given to the analysis and perform ance of selected
compositions. This course is also concerned with studying the relationship o f music
to the art and thought o f the times, and the function of music in the R om an C atholic
liturgy.
Prerequisite: Music 2 (or the equivalent).
F all sem ester. Swing.
16. Introduction to the History o f Music (II). Topics in music of the 17th, 18th and
19th centuries.
Prerequisite: Music 2 (or the equivalent).
S p rin g sem ester. Freeman.
22. Twentieth-Century Music. An exam ination of a selected group of compositions
and of their historical and theoretical premises. The course will concentrate on works
by Stravinsky, Schoenberg, Bartók, Messiaen, Cage, and Crumb.
Prerequisite: Music 2 (or the equivalent).
S p rin g sem ester. S ta ff.

28. W. A. Mozart. A study of representative works in the light of m odern style
criticism. A reading knowledge of French or G erm an is desirable.
Open to students with permission of instructor.
31. Opera. An exam ination of the problems and relationship o f opera and dram a.
Scenes from two o r three operas will be prepared, staged, and studied in detail. O ther
operas from various periods will be examined in terms o f the m usico-dram atic
problems encountered in the prepared scenes.
Prerequisite: Som e vocal, dram atic or instrum ental ability.
32. History o f the String Quartet. This course traces the developm ent o f the string
quartet from the middle of the 18th century to the present through study and
(wherever possible) performance of selected works.
Open to students with permission o f the instructor.
N o t o ffe re d 1979-80.

42. Lieder. A study, through perform ance and analysis, o f various solutions by
various composers to the problems o f relating text and music. Students should be
moderately proficient either as singers or as pianists. A knowledge of G erm an is
required.
43. Early Nineteenth Century Romanticism. A study of the origins and rationale of
musical Rom anticism in the first half of the 19th century. A reading knowledge of
French or Germ an will be very helpful.
44. Baroque Performance Practice. A scholarly approach to perform ance o f instru­
mental and vocal music from 17th and early 18th century Europe through exam ina­
tion and application of various source material concerned with im provising tech­
niques, ornam entation, articulation and dance rhythms. Ability to perform instrumentally or vocally is required, though it need not have reached an exceptionally
skilled level.

183

MUSIC
92. Independent Study.
93. Directed reading.
95. Tutorial. Special w ork in com position, theory, o r history. One or tw o credits./
96. Senior Thesis.
One or two credits.
F all a n d sp rin g sem esters.
P erformance (M usic)
note: All

perform ance courses are for half-course credit per semester. See p. 72 and p.
181 for general provisions governing work in perform ance under the provisions for
Creative Arts.
33. Elements o f Musicianship. Sight-singing, rhythm ic and melodic dictation. Open
to all students and may be taken with or w ithout credit.
B oth sem esters. Staff.
34. Performance (chamber music).
B o th sem esters.

35. Performance (orchestra).
B o th sem esters.

36. Performance (chorus).
F all sem ester. Sw ing. S p rin g sem ester. Sm art.

37. Individual Instruction.
B o th sem esters.

38. Early Music Workshop.
F all sem ester. Meyers.
39. Figured Bass and Score Reading.
B o th sem esters. Smart.
40. Conducting.
D ance

I. Introduction to Dance. A course in dance technique with emphasis on alignment
and movement analysis and includes introductory theory of dance as an art form.
The class meets three hours weekly and is a prerequisite (or equivalent prior training)
for all dance courses except Dance 23. The course receives no academ ic credit but
may be substituted for required physical education.
Each sem ester. Boyer.
4. Intermediate Dance Technique. A pproaches to various forms of dance technique
including m odern dance, ballet and jazz. The class meets three hours weekly, receives
no academ ic credit but may be substituted for required physical education.
Each sem ester. Boyer and Reichek.
II . Dance Composition. A study of the principles of dance com position through
exploration of the elements of dance, movem ent invention and im provisation,
developm ent of m ovem ent them es, and choreographic structure. Students will be
expected to read, create movem ent studies, and choreograph a full length dance as a
final project. A course in dance technique must be taken concurrently.
F all sem ester. Boyer.

184

MUSIC
23. Twentieth Century Dance. A study of the evolution of contem porary dance as a
perform ing art. The course begins with a brief historical survey of dance prior to the
turn of the century. Emphasis is placed on the artists o f the twentieth century whose
works influenced the shape o f m odern dance and ballet in their present form.
Distinguished lecturers in special areas meet with the class at appropriate intervals.
Open to all students w ithout prerequisite.
S p rin g sem ester. Boyer.
30. Performance (Dance). This course includes dance technique on the advanced
level, basics of production, choreography and performance. One half course credit
may be received each semester with participation in scheduled performances. One
course credit per semester may be awarded to those students who (not receiving
credit for Dance C om position) choreograph a w ork which is performed at a public
concert. Admission by audition or invitation o f the dance faculty.
Each sem ester. Boyer, Reichek and Sepinuck.

185

PHILOSOPHY
H U G H M . LACEY, P r o fe s s o r a n d Chairm an%
H A N S O B E R D IE K , P ro fe s so r a n d A c tin g C h a irm a n
D A V ID L A C H T E R M A N , A s s o c ia te P ro fe s so r
C H A R L E S R A F F , A s s o c ia te P ro fe s so r
R IC H A R D S C H U L D E N F R E I, A s s o c ia te P ro fe s so r
G E O R G E W E A V E R , V isitin g A s s o c ia te P ro fesso r* *
R O S E M A R Y D E S J A R D IN S , A s s is ta n t P ro fe s so r
G IL M O R E S T O T T , L e c tu r e r
Students m ajoring in philosophy m ust complete at least one course or sem inar in
each of these areas: (1) Logic, (2) Ancient or M odern Philosophy, and (3) M oral or
Social Philosophy. Prospective majors should complete the Logic requirem ent as
early as possible. M astery o f at least one foreign language is strongly recommended.
Students m ajoring in th e Course Program may be required to elect Philosophy 97.
1. Introduction to Philosophy. Philosophical literature and m ethods of investigation
are introducted through discussion of typical philosophical problems, such as: the
problem of freedom , the argum ents for the existence of God, the nature of logic and
mathem atics, the sources and limits o f hum an knowledge, the justification o f m oral
judgm ents. Readings include classical and current sources.
Introduction to Philosophy is a prerequisite for all other philosohy courses except
Logic.
Each sem ester. The staff.
2. Introductory Seminar in Moral Philosophy. A sem inar closed to freshmen, an
alternative to Philosophy 1. Enrollm ent limited to approxim ately ten students,
chosen by lot.
F all sem ester. Stott.
11. Ethics. A study of the principal theories about value and m oral obligation, and of
their justification. The emphasis is systematic, but works of leading ethical philoso­
phers, both classical and contem porary, will be read as illustrations of the m ajor
theories.
F all sem ester. Oberdiek. S p rin g sem ester. Stott.
12. Logic. An introduction to the principles of m odern deductive logic. Applications
of logic to selected philosophical problem s are also studied.
F all sem ester. Weaver.
13. Modern Philosophy: Renaissance through Enlightenm ent. The philosophy of
M ontaigne, Descartes, Leibniz, Spinoza, Locke, Berkeley, Hume, and K ant in light
of 16th, 17th, and 18th century problems and current criticism.
F all sem ester. Raff.

** Fall semester, 1979.
X On leave, 1979-80

186

PHILOSOPHY
14. Ancient Philosophy. The developm ent of Greek philosophy from its sixthcentury B.C. beginnings to the thought of Plato and Aristotle, with some attention to
its im pact on Western culture and its relation to subsequent (and contem porary)
developments in philosophy. Emphasis is on understanding and critically evaluating
the teachings of Plato and A ristotle o n fundam ental issues of metaphysics, episte­
mology, psychology, and ethics.
S p rin g sem ester. Desjardins.
16. Philosophy o f Religion. See Religion 14.
17. Aesthetics.
N o t o ffe re d 1979-80.

18. Philosophy o f the Social Sciences. The course will be concerned with the
philosophical problems which arise in the attem pt to study and understand man.
Typical issues will be the relation of facts to values, empirical evidence to theory, and
ideas to other cultural forces. An attem pt will be m ade to show how patterns of
response to these issues reflect conceptions of the nature of m an, and in general bring
out the substantive implications of methodology.
Fall sem ester. Schuldenfrei.
19. Medieval Philosophy. See Religion 36.
21. Social and Political Philosophy.
S p rin g sem ester. Lachterm an.
22. American Philosophy. This course will focus on pragm atism ’s contribution to
American thought. Peirce, Jam es and Dewey will be given the most attention, but the
implications of pragmatism for major work on social, political, and aesthetic questions
may be traced in such thinkers as O. W. Holmes, Jane Addams, G. H. Mead,
Randolph Bourne, and Thorstein Veblen. Interaction of pragm atism and positivism
will be considered.
N o t o ffe re d 1979-80. Schuldenfrei.
23. Contemporary Philosophy. A study of current attem pts to resolve fundam ental
philosophical issues. Readings include articles and books by major 20th century
philosophers, such as G. E. M oore, Bertrand Russell, and Ludwig Wittgenstein.
S p rin g sem ester. Raff.
24. Theory o f Knowledge. This course will consider questions about the nature,
source, and value of knowledge. The different views will be examined partly for their
implications concerning the possibility, nature, and value of the rational life. Attempts
to understand knowledge in terms of its experimental basis will be emphasized.
S p rin g sem ester. Schuldenfrei.
26. Philosophy of Language. Philosophical techniques are applied to problems
which arise about linguistic phenom ena such as meaning, referring, naming. Readings
in the works of Frege, W ittgenstein, Chomsky, etc. No prerequisite, but Logic or
Linguistics are recom mended complementary courses.
F all sem ester. Desjardins.
27. Metaphysics. An exploration of selected topics arising out of the question of
W hat there is: rationalist and empiricist views on the justification o f metaphysical
assertions; concrete an d / or abstract entities; the issue of realism, both common sense
and scientific: the status o f mind and concept o f person; the ro le a n d /o r possibility of
a transcendent reality. Against a historical background, contem porary authors like
Bertrand Russell. A. J. Ayer, Gilbert Ryle, P. S. Strawson, and Wilfrid Sellars will be
read.
N o t o ffe re d 1979-80. Desjardins.
28. Marxist Philosophy.
N o t o ffered 1979-80.

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PHILOSOPHY
29. Nineteenth Century Philosophy.
F all sem ester. Lachterman.
37. History o f Science. A survey o f the development o f physics and astronom y in t(ie
sixteenth and seventeenth centuries, emphasizing the nature of the scientific revolutidn,
the revolt against Aristotle, the role o f mathematics within science, the role of
experiment, and the development of concepts of mass, force, universal gravitation,
and the heliocentric universe. The philosophical and sociological origins o f the
scientific revolution will also be studied. Readings are draw n mainly from the
writings of Copernicus, Kepler, Galileo, Descartes, and Newton.
N o t o ffe re d 1979-80. Lacey.
38. Philosophy o f Science. The course will focus on issues connected with the nature
and verification of scientific theories. Special treatm ent will be given to th e nature of
scientific change, grow th and development, giving an historical emphasis to the
course.
N o t o ffe re d 1979-80. Lacey.
39. Phenomenology and Existentialism. A n introduction to several o f the key issues
in European phenomenology and existentialism, including the nature of hum an
selfhood, the origin o f values, the structure o f mental activity, the interplay between
hum an existence and its ‘worlds’, and the search for the foundations o f rationality.
The careful reading and discussion o f selected primary texts by Kierkegaard, Nietzsche,
Brentano, Husserl, Jaspers, Scheler, and Heidegger.
N o t o ffe re d 1979-80. Lachterman.
42. Philosophical Classics: Spinoza. Interpretation of Spinoza’s E thics in light o f the
rationalist tradition in philosophy and its alternatives. Special attention to Spinoza’s
theory of hum an freedom and em otion in connection with both his own philosophy
of nature, God, and society and current philosophical treatm ents o f hum an freedom
and em otion by Davidson, Hampshire, Sartre, Freud.
S p rin g sem ester. Raff.
87. Colloquium: Advanced Logic and Foundations o f Mathematics. A selection of
topics from the following: m etatheorem s of first order logic, the incompleteness of
first order axiom atic systems o f arithm etic, recursive function theory, m odal logics,
axiom atic theories o f space and time, logical form and the structure o f natural
languages, philosophical foundations of arithm etic, foundations of geometry em­
phasizing problems of the nature o f metrics. May be taken for one or two credits.
A pproval of instructor required.
N o t o ffe re d 1979-80. Lacey.
88. Colloquium: Behaviorism and Developmentalism. This course will examine
behaviorism, as exemplified by B. F. Skinner, in detail. It will evaluate the epistemol­
ogical assum ptions o f behaviorism, the empirical support for these assumptions, and
the social and political im plications of behaviorist analysis. Special attention will be
paid to the historical developm ent o f behaviorism and to the com parison o f behav-.
iorist theories with theories o f individual development.
N o t o ffe re d 1979-80. Schuldenfrei, Schwartz and Lacey.
93. Directed Reading.
Each sem ester. The staff.
96. Thesis.
F all sem ester. The staff.

97. Senior Conference.
F all sem ester. Desjardins.

— 188 —

PHILOSOPHY
S eminars

101. Moral Philosophy. An exam ination of the principle theories about value and
m oral obligation, and o f their justification: of the concepts of justice and hum an
rights; of the im plications for ethics o f different theories about the freedom o f the
will. W orks o f representative theorists, both classical and contem porary, will be read.
Fall sem ester. Oberdiek.
102. Ancient Philosophy. The development of Greek philosophy from its sixthcentury B.C. beginnings to the thought o f Plato and Aristotle. Emphasis on achieving
a comprehensive and critical understanding of the philosophy of Aristotle, its histor­
ical role and objective significance. Attention is given to developing a proper method­
ology for critical historical study in philosophy, and to the Presocratic, Socratic and
Platonic background of A ristotle’s thought.
S p rin g sem ester. Desjardins.
103. Modern Philosophy. M etaphysical and epistemological problems about the
nature o f minds and bodies, the varieties of knowledge and freedom, are approached
through the philosophical systems of Descartes; Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
F all sem ester. Raff.
104. Contemporary Philosophy. Some current philosophical problems are investigated
in light of the work of Russell, Moore, Wittgenstein, and the most recent contributions.
S p rin g sem ester. Raff.
106. Aesthetics.
N o t o ffe re d 1979-80.

107. Logic and Foundations o f Mathematics. See Philosophy 87.
N o t o ffe re d 1979-80. Lacey.
109. Metaphysics. See Philosophy 27.
N o t o ffe re d 1979-80. Desjardins.

110. Medieval Philosophy.
N o t o ffe re d 1979-80.

111. Philosophy o f Religion. See Religion D epartm ent. Preparation by course and
attachm ent.
113. Theory o f Knowledge. See Philosophy 24.
S p rin g sem ester. Schuldenfrei.

114. Nineteenth Century Philosophy. This course will be devoted to the careful
analysis of some of the main currents of 19th century philosophy and their intercon­
nections, e.g., Idealism, Romanticism, M arxism and Nihilism. A uthors to be studied
include Fichte, Schopenhauer, Hegel, Feuerbach, M arx and Nietzsche.
Fall sem ester. Lachterman.
115. Language and Thought. See Linguistics 107.
117. Philosophy o f the Social Sciences. See Philosophy 18.
Fall sem ester. Schuldenfrei.
118. Philosophy of Psychology. The study will center upon behaviorism, its various
kinds, its critics, and alternatives to it, in particular cognitive theories. There will be
selected topics from the methodological and philosophical foundations of behaviorism,
types of theoretical concepts used in psychology, the explanatory function of various
theoretical concepts (e.g., mentalistic and neurophysiological), the explanation of
linguistic behavior, the compatibility of determinism with psychology, the relation
between structural and functional explanations, criteria of choice between conflicting
theories, the relevance o f values to theory choice.
N o t o ffe re d 1979-80. Lacey.

— 189 —

PHILOSOPHY
119. History and Philosophy o f Science. An exam ination of some of the central
problems in the philosophy of science (e.g., the nature of scientific explanations, the
interrelationship between theory and observation, criteria for the acceptance ofia
scientific theory, the nature o f scientific concepts) will be made through an analysis jof
im portant episodes in the history o f physics. Writings o f Aristotle, Copernicus,
Kepler, Galileo, Descartes, and Newton will be studied, as well as contem porary
writings in the philosophy of science.
N o t o ffe re d 1979-80. Lacey.
121. Social and Political Philosophy. A study of the fundam ental themes and
fundam ental antagonism s in Ancient Greek and early-M odern social and political
thought. Representative authors will include Plato, Aristotle, Machiavelli, Hobbes
and Rousseau. The relations between political philosophy and other branches of
philosophy (e.g., ethics and metaphysics) will be considered.
S p rin g sem ester. Lachterman.
122. Philosophy o f Law. A study of concepts of law, including exam ination of the
relationships between legal systems and other social and political institutions. Such
issues as the proper relationship between law and morality, civil disobedience, legal
enforcement of morality, and justifications of punishm ent are considered. Readings
in both historical and contem porary sources.
S p rin g sem ester. Oberdiek.
123. Phenomenology and Existentialism.
N o t o ffe re d 1979-80. Lachterman.

180. Thesis. A Thesis may be subm itted by majors in the D epartm ent in place of one
H onors paper, upon application by the student and at the discretion of the D epart­
ment.

190

PHYSICAL EDUCATION
AND ATHLETICS
G O M E R H. D A V IE S, Professor
E L E A N O R K. H E S S , Professor*
E R N E S T J. P R U D E N T E , Associate Professor
D A V ID B. S M O Y E R , Associate Professor, Chairman
SU S A N P. D A V IS, Assistant Professor
D O U G L A S M . W E IS S , Assistant Professor
M IC H A E L L. M U L L A N , Instructor
E L IZ A B E T H D . W ATTS, Instructor
JO H N B A K E R , Assistant
JO H N A. D IG R E G O R IO , J r ., Assistant
L E E W. JE N K IN S , Assistant
T H O M A S F. L A P IN S K I, Assistant
JO S E P H L E IT N E R , Assistant
JO E L M A R C U S , Assistant
JA M E S W. N O Y E S , Assistant
D A N IE L S C H N A B E L , Assistant
C. J. S T E F A N O W IC Z , Assistant
D E N N IS C. W EST, Assistant
The aim of the D epartm ent is to contribute to the total education o f all students
through the medium o f physical activity. We believe this contribution can best be
achieved through encouraging participation in a broad program o f individual and
team sports, dance, aquatics, and physical conditioning. The program provides an
opportunity for instruction and experience in a variety o f these activities on all levels.
It is our hope th at participation in this program will foster an understanding of
movement and the pleasure of exercise, and will enhance, by practice, qualities of
good sportsm anship, leadership, and cooperation in team play. Students are also
encouraged to develop skill and interest in a variety o f activities which can be enjoyed
after graduation.
The intercollegiate athletic program is comprehensive, including varsity teams in
twenty different sports, eleven for men and nine for women. In many of these
activities contests are arranged for ju n io r varsity teams. Ample opportunities exist
for large num bers of students to engage in intercollegiate com petition, and those who
qualify may be encouraged to participate in regional and national cham pionship
contests. Several club teams in various sports are also organized and a program of
intram ural activities is sponsored.

* Absent on leave, fall semester, 1979.

191

PHYSICAL EDUCATION AND ATHLETICS
Students are encouraged to enjoy the instructional and recreational opportunities
offered by the D epartm ent throughout their college careers. In the freshm an and
sophom ore years all students not excused for medical reasons are required to
complete a four quarter (two semester) program in physical education. All students
must pass a survival swimming test or take up to one quarter of swimming instruction;
classes for this purpose are offered in the fall quarter.
Courses offered by the D epartm ent are listed below. Credit tow ard com pletion of
the Physical E ducation requirem ent will also be given for participation in intercolle­
giate athletics, as well as for the following two dance courses: M usic — D ance 1
(In tro d u c tio n to D ance) and M usic — D ance 4 (Interm ediate D ance Technique). To
receive credit for any p art of the program students must participate in their chosen
activity a minim um of three hours a week. Faculty regulations stipulate th at students
who have not fulfilled the Physical E ducation requirem ent will not be allowed to
enter the ju n io r year.
Fall Activities
Advanced Life Saving
Aquatics
Archery
Badminton

****CrOSS Country
*}Field Hockey
Folk & Square Dance
♦♦♦Football

*Soccer
♦Tennis
Touch Football
♦♦Volleyball
Weight Training

Winter Activities
Aquatics
5 **Badminton
♦Basketball
Fencing
Folk & Square Dance

♦{Gym nasties
{Lacrosse
♦Squash
♦♦♦♦Swimming
Tennis

Volleyball
Water Safety
Instructor
Weight Training
♦♦♦Wrestling

Spring Activities
Archery
Aquatics
Badminton
♦♦♦Baseball
Folk & Square Dance

{Women
♦Intercollegiate
♦♦Intercollegiate
♦♦♦Intercollegiate
♦♦♦♦Intercollegiate

192

♦♦♦Golf
♦♦♦♦Lacrosse
♦♦Softball
Squash
♦Tennis

competition
competition
competition
competition

♦♦♦♦Track and Field
Volleyball
Water Safety
Instructor
(continued)
Weight Training

and course instruction.
for women, course instruction for men and women.
for men.
for men and women.

PHYSICS
O L E X A -M Y R O N B IL A N IU K , P ro fe s so r t
M A R K A. H E A L D , P ro fe sso r
PA U L C. M A N G E L S D O R F , J R ., P ro fe s so r a n d C h a irm a n
JO H N R. B O C C IO , A s s o c ia te P ro fesso r*
A L B U R T M. R O S E N B E R G , A s s o c ia te P ro fe s so r
N E A L B. A B R A H A M , A s s is ta n t P ro fe sso r
M IC H A E L E. B A C O N , A s s is ta n t P ro fe sso r
A L L A N S. B L A E R , A s s is ta n t P ro fe s so r
The Physics D epartm ent offers three introductory courses, any o f which may be
taken in preparation for further work in the D epartm ent. Physics 1, 2 is the more
applied course, aimed tow ard life-science majors and pre-meds. Physics 3 ,4 and 17,
18 are m ore analytical courses, aim ed tow ard majors in physics, chemistry, mathe­
matics, and engineering. Entering freshmen who may be qualified for advanced
placement should see thè D epartm ent chairm an. In addition, the D epartm ent offers
a selection o f term inal courses intended principally for nonscience majors in fulfill­
ment of the science distribution requirem ent.
T hroughout the work of the D epartm ent, emphasis is placed on quantitative,
analytical reasoning, as distinct from the mere acquisition o f facts and skills. In all
courses and sem inars particular im portance is attached to laboratory work, since
physics is prim arily an experimental science. H onors candidates taking physics
seminars accompanied by experimental work must submit their laboratory notebooks
to the visiting examiners for their inspection.
In addition to curricular work, students are encouraged to pursue research projects
in consultation with members o f the faculty. G ood shop facilities, a wide range of
electronic instrum entation, and the C om puter Center are available in support of
independent work. Research colloquia are held regularly under the auspices of the
local chapter of the Society o f Physics Students of the American Institute of Physics.
R equirements

and

R ecommendations

|

'

Students who intend to m ajor in physics norm ally take Physics 3 ,4 (or 17,18) and
Chemistry 1, 2 (or 14) in the freshman year and Physics 14,15 in the sophom ore year.
F or freshmen prepared to enter M athem atics 11 or 11B the norm al mathematics
sequencefor physics majors would be M athem atics 11 or I IB, 12 o r 12H ,22or22H ,
and 30, during the first four semesters, followed by M athem atics 51, 52. Students
entering the mathem atics sequence with M athem atics 5 o r 5B may wish to defer
M athem atics 30 until after their sophom ore year. Students taking Physics 1, 2 may
also continue with Physics 14,15 and advanced w ork in the D epartm ent, although in
spme cases it may be appropriate to include a half-credit attachm ent to Physics 14 to
expand the student’s background in certain topics treated intensively in Physics 3,4.
Satisfactory w ork in an introductory course is prerequisite for all further work in the

* Absent on leave, fall semester, 1979.
f Absent on leave, spring semester, 1980.

— 193 —

PHYSICS
D epartm ent. In view of graduate school requirem ents and o f the extensive literature
of physics in French, Germ an and Russian, it is recommended th a t the student
acquire a reading knowledge of at least one of these languages.
External Exam ination students m ajoring in physics norm ally take Physics 101,
107, 108 and M athem atics 51, 52, or equivalent. Physics 115, Chemistry 101, and one
or two m athem atics seminars are encouraged but not required. O ther sem inars and
courses in the program may be chosen to meet the interests of the student. Students
preparing for graduate work in physics often present four papers in physics and two
in m athematics; one or two papers in chemistry, astronom y, engineering, economics,
or another m inor may be substituted. An External Exam ination m ajor with three
papers in physics and greated diversity in the m inors and supporting courses consti­
tutes an effective educational program for careers in law, medicine, and other
professions inasmuch as the aim throughout is to achieve an understanding of
fundam ental ideas and concepts, as distinct from the m astery of inform ation, skills,
and techniques in a limited segment of science. Students m inoring in physics may
prepare for exam inations by taking Physics 14, 15, with permission o f the D epart­
ment.
A course m ajor in physics is also available, normally including Physics 101, 107,
108 and M athem atics 51, 52. Course majors take departm ental comprehensive
exam inations at the end of their senior year.
1, 2. Introductory Physics. An introduction to selected concepts and techniques of
classical and m odern physics, with applications and examples appropriate to biology
and medicine. Vectors, Newtonian mechanics, mechanical advantage, fluid mechanics,
thermodynam ics, electricity and magnetism, optics and optical instrum ents, and
nuclear physics. Three lectures and a conference session weekly; an intensive labora­
tory period in alternate weeks.
N ot open to freshmen except by special permission.
Prerequisite: M athem atics 4 or 5.
Bacon, Staff.
3, 4. General Physics. A presentation o f a unified view o f physics through analysis of
basic principles, their im plications and their limitations. Special emphasis will be
placed on analytical understanding o f physical phenom ena through the use o f calcu­
lus and simple differential equations. Topics include mechanics in Cartesian coordin­
ate systems, conservation laws, oscillatory m otion, systems of particles, elementary
satellite orbits, collisions, rigid body rotation about a fixed axis, special relativity,
therm odynam ics, kinetic theory, statistical mechanics, one-dimensional wave equa­
tions, electricity and magnetism, Maxwell’s equations in integral form, direct-current
circuits, complex im pedance and alternating-current circuits, optics, diffraction,
atom ic spectra and elementary wave mechanics. L aboratory and homework exercises
include use of the com puter. Three lectures, conference section, and a laboratory
period weekly.
Prerequisite: M athem atics 5, 11 taken concurrently, or com parable preparation in
mathematics.
Bilaniuk, Staff.
6. Principles of the Earth Sciences. An analysis o f the forces shaping o ur physical
environment, drawing on the fields of geology, geophysics, meteorology and ocean­
ography. Special emphasis on plate tectonics and geomorphology. Readings and
discussion based on current literature. The underlying physical and chemical principles
are stressed. L aboratory dem onstrations and one or more field trips. No special
scientific background required.
S p rin g sem ester. Mangelsdorf.

194 —

PHYSICS
7. Revolutions in Physics. The problem of celestial m otion and the Copernican
revolution. The problem o f terrestrial motion and Galileo. The Newtonian synthesis.
Einstein’s theory of relativity. C onsideration of the nature of scientific revolutions!
Som e use of com puter graphics will be taught. Includes weekly laboratory. Intended
for nonscience majors.
F all sem ester. Rosenberg.
8. The Physics o f Living Machines. The camera and the eye, and sem iconductor
devices and bioelectricity, sound detection and orientation, signal to noise discrimin­
ation, as illustrations o f the im portance of physical theory and instrum ents in
understanding certain aspects o f the living machine. Includes weekly laboratory.
Intended for nonscience majors; not appropriate for pre-medical students.
F all sem ester. Rosenberg.
9. Order and Symmetry in Natural Systems. Analysis of the forms seen in nature and
the principles involved in order and symmetry. A study o f pattern as it arises from (1)
statistical regularities governed by the laws of chance, tim e’s arrow, (2) fluid appear­
ances of streams and gas flows, and (3) geometrical packing or mathematical ordering,
with examples selected from molecular systems, crystals, atom s, nuclei, and elemen­
tary particles. Symmetries in living organisms and in man-made designs will also be
considered. The IBM 1130 com puter and graphic display will be used in producing
various patterns. Includes weekly laboratory. Intended for nonscience majors.
S p rin g sem eser. Rosenberg.
10. Analysis of the Perturbed Environment. Problems associated with numbers and
flow in the movement of people. Energy resources and distribution. Selected problems
of pollution, including radioactive contam ination. The com puter will be used to
simulate different ecological situations. The value and implication of these models
will be sought. Where needed basic physical concepts, com puter techniques, and
analytical methods will be taught. Lectures plus projects. Intended for nonscience
majors.
M a y n o t b e o ffe re d 1979-80. Rosenberg.
14. Introductory Quantum Physics. This is an introductory course on the Q uantum
Theory with applications to nuclear, atom ic, molecular, and solid-state systems.
Emphasis is placed on the basic principles o f quantum mechanics: the wave-particle
duality, the operator formalism for obtaining probability distributions, measurement,
the collapse of the wave function, and the time-dependent Schrodinger equation.
Prerequisites: Physics 2, 4, o r 18; M athematics 12 or 22.
Fall sem ester. Blaer.
15. Statistical Physics and Properties o f Solids. Thermal and statistical physics with
applications. Introduction to solid state physics. Three lectures, conference section,
and laboratory weekly.
Prerequisite: Phys. 14, or permission o f instructor.
S p rin g sem ester. Abraham .
17, 18. General Physics Using APL and Computer Graphics. The basic syllabus of
this course is similar to that of Physics 3, 4. Because o f the greater m athematical
preparation expected, the integration o f the course with M athem atics 12H, 22H, and
the use of the A PL com puter language, topics are treated in more depth using linear
algebra and vector calculus. A dditional topics o f current interest will be included.
Three lectures, conference section, and a laboratory period weekly.
Prerequisite: Calculus equivalent to M athematics IT, C oncurrent enrollm ent in
M athematics 12H, 22H is normally required. Nonfreshmen who have completed (or
are taking) M ath 10 and 22 may be adm itted with the permission o f the instructor.
Heald.

- 195 —

PHYSICS
21. Principles of Aeronautics. Principles of flight, elements of aircraft structure and
performance, flight instruments, navigation aids and methods, flight meteorology,
airspace utilization. No prerequisites, open to all students. Two lecture hours and an
afternoon ground lab weekly.
N o t o ffered in 1979-80. Bilaniuk.
25. Mathematical Methods in the Physical Sciences. Ordinary and partial differential
equations. Calculus o f variations and the principle o f least action. Differential
geometry, tensor analysis, and an introduction to General Relativity and Cosmology.
Probability theory and statistical models. Linear operators in Hilbert Space and the
m athematical foundations of the quantum theory. G roup theory and its application
to quantum mechanics.
Prerequisite: M ath 22 and Physics 14, o r permission of the instructor.
N o t o ffe re d in 1979-80. Blaer.
31. Biophysics. Damage due to ionizing radiation. Biomembranes. Electrical poten­
tials of nerve brain, and heart muscle. Mechanisms of vision and hearing. Energy
yielding reactions. Thermodynamics and life processes. Enzyme kinetics. Utrasonics.
Force and shape. A utom ata. Optical data analysis. Applications o f physical instru­
m entation. The course is intended for biological and physical science, mathematics,
and engineering students.
S p rin g sem ester. Rosenberg.
63. Procedures in Experimental Physics. L aboratory w ork directed tow ard the
acquisition of knowledge and skills which will be useful in future research. Technique^,
materials, and the design o f experimental apparatus. Shop practice, electronic circuit
construction, vacuum systems. Offered as a half-credit attachm ent to Physics 107 or
108; may be elected by other students with permission o f the instructor.
S p rin g sem ester. Staff.
93. Directed Reading or Project. This course is to provide an opportunity for
individual students to do special work, with either theoretical or experimental
emphasis, in fields not covered by the regular courses and seminars. The student will
present oral and w ritten reports to the instructor.
94. Experimental or Theoretical Research. Initiative for a research project may come
from the student, o r the w ork may involve collaboration with on-going faculty
research. The student will present a w ritten and an oral report to the D epartm ent.
97. Senior Conference. Preparation of papers and oral presentations on selected
topics of an integrative nature.
O ne-half course credit.
S p rin g sem ester.
S eminars

101. Classical Physics. Formulations of Newtown, Lagrange, Hamilton, and Maxwell,
with applications including rigid-body m otion, waves, norm al-m ode analysis, fluid
mechanics, boundary-value problems^ and electric and magnetic materials. L abora­
tory program including electrical measurements, elementary electronics, and instru­
mentation.
Prerequisites: Phys. 3, 4 o r 17, 18; M ath 30.
F all sem ester. Mangelsdorf.

- 196

PHYSICS
107. Quantum Physics. A more formal continuation o f Physics 14 with applications
m atomic, nuclear, solid state, and particle physics. R elativistic dynam ics. Laboralorv
program includes substantial set-piece experiments and projects
Prerequisites: Phys. 15 and 101; M ath 30 and 51, with M ath 52 concurrently
S p rin g sem ester. Boccio.
108. Electrodynamics. Applications of Maxwell’s equations. Waveguides antennas
radiation Fraunhofer and Fresnel diffraction theory. F o u r - v e c t< K r m u E n of
the special theory of relativity. Microscopic theory of the electrical and magnetic
properties of materials. Plasma physics. Accompanied by laboratory exercises and
experimental projects.
3
lu
Prerequisites: Physics 101; Mathematics 22, 30.
F all sem ester. Abraham .

115. Senior Seminar. An intensive investigation of one or more advanced topics such

HS.

"

Classical and Q uantum Field Theory
Fundam ental Particles
General Relativity
G roup Theory
N uclear Structure
Physical Oceanography
Plasma Physics
Q uantum Mechanics
Q uantum Optics
Solid State Physics
Statistical Physics
opics will be planned in advance each year in consultation with the students
intending to enroll in the seminar. Depending on interest and appropriateness to
External Exam ination Program s, certain topics may be offered as intensive half­
sem ester seminars.
S p rin g sem ester.

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C H A R L E S E. G IL B E R T , P ro fe s so r
R A Y M O N D F. H O P K IN S , P ro fe sso r
JA M E S R. K U R T H , Professor%
D A V ID G. S M IT H , P ro fe s so r a n d C h a irm a n
K E N N E T H G. L IE B E R T H A L , A s s o c ia te P ro fe sso r*
R IC H A R D L. R U B IN , A ss o c ia te P r o fe s s o r o f P u b lic
P o lic y a n d P o litic a l Scien c e.

K E N N E T H E. S H A R P E , A s s o c ia te P ro fe sso r
C H A R L E S R. B E IT Z , A s s is ta n t Professor%
S T E P H E N L. E S Q U IT H , A s s is ta n t P ro fe sso r
G A IL R U S S E L L , A s s is ta n t P ro fe sso r
Courses and sem inars offered by the Political Science D epartm ent deal with the
place of politics in society and contribute to an understanding of the purposes,
organization, and operation o f political institutions, domestic and international. F or
the beginning student, the D epartm ent offers courses dealing generally with the basic
concepts of political science and the processes of politics as illustrated by case studies,
by theoretical analysis, and by more extended study o f the elements o f politics in
various institutional settings. In appropriate places throughout the curriculum,
attention is focused on problems o f change (evolutionary and revolutionary), freedom
and authority, war and peace — and on the development of political institutions that
are responsive to the needs of our day. Courses are provided that give special
attention to political theory, com parative political systems, political development,
politics and governm ent in the United States, and international relations.
R equirements

and

R ecommendations

Students planning to study, political science are advised to start with Elements of
Politics (Political Science 1), and to continue with one or more of the other introduc­
tory level courses, Policy-M aking in America (Political Science 2), Com parative
Politics (Political Science 3), International Politics (Political Science 4), Politics of
the Third World (Political Science 5). N orm ally any two of these courses, preferably
including Political Science 1 a n d /o r Political Science 2, constitute the prerequisite
for further work in the D epartm ent. Students who intend to m ajor in political science
should begin their w ork in the freshm an year if possible. S upporting courses strongly
recom m ended for all majors are: M ethods of Social Research (Political Science 25)
or Applied Statistics I (M athem atics 1); and Introduction to Economics (Economics
1-2). Political Theory, either in sem inar for Honors candidates, or in Course (Political
Science 54 or 55) for Course students, is required of all majors.
Program in In tern a tio n a l R elations: This program , designed for students interested
in a career in the field of international relations, is described in full on p. 152.

1. Elements of Politics. Designed to probe some m ajor questions of politics, this
course asks: W ho governs in the interests of whom? How? W hat are the sources of
political stability and change? How is political power created, m aintained, or chal* Absent on leave, fall semester 1979.
J Absent on leave, 1979-80.

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lenged? Answering these questions will involve a study o f the basic institutions,
concepts, and moving forces of politics and exploring problems such as justice’
freedom, equality, and obligation. Materials will be drawn from the United States,
Germany, China, and the Soviet Union.
F all sem ester. Staff.
2. Policy-Making in America. Consideration of basic elements of American national
politics, and of ways of defining and explaining the functions and results o f American
politics. M ajor attention will be devoted to electoral organizations, voting behavior
and opinion form ation, legislation and presidential leadership, adm inistration and
policy choices.
Each sem ester. Smith or Russell.
3. Comparative Politics. An introduction to theories of comparative politics and to
the data used in com paring political systems. M ajor attention will be given to the
political systems of Western Europe, particularly Britain, France, West Germany,
Italy, and Spain. The course will focus on political culture; political crises; political
parties, including Com m unist, anarchist and fascist movements; and contem porary
political institutions and policy-making.
S p rin g sem ester. R u ssell o r Sharpe.

4. International Politics. An introduction to the analysis o f the contem porary inter­
national system and its evolution since 1945. The course will examine the foreign
policies of m ajor powers, wars and interventions, international economic conflicts,
and various approaches to world order.
S p rin g sem ester. Staff.
5. Politics of the Third World. A study of politics in post-revolutionary o r post­
independence periods in selected countries in Asia, Africa, and Latin America.
Topics include nationalism , revolutionary movements, party and interest group
form ation, military rule, political mobilization, and ideologies.
S p rin g sem ester. N o t o ffe re d 1979-80.

11. Problems in Community Government. The social, economic, and legal setting of
local government. Politics and adm inistration at state and local levels. Problems of
federalism and m etropolitan areas. The course may include special research projects,
such as field work in nearby communities.
S p rin g sem ester. Gilbert or Russell.
13. International Organizations in World Politics. This course surveys briefly the
activities of international organizations related to military security and peacekeeping,
but will focus primarily on one o r more of the new issues facing international
organizations, such as energy, food, economic o r environm ental concerns.
A lte rn a te years, spring sem ester. N o t o ffe re d 1979-80. Hopkins.
14. American Foreign Policy. An exam ination o f the making of American foreign
policy and of the major problems faced by the United States in the m odern world.
The course will focus on the influence of political, bureaucratic, and economic forces
and on the problems o f war, intervention, and economic conflict.
A lte rn a te years, f a l l sem ester. N o t o ffe re d 1979-80. Kurth.
18. Political Development. An exam ination of the conditions of change and develop­
ment. The processes which prom ote change and affect the stability and capacity of
political systems will be considered in the context of widely diverse states including
industrialized and third world states.
S p rin g sem ester. Hopkins.
19. Comparative Communist Politics. A comparative study of the various communist
countries, with special attention to the Soviet Union and the Chinese People’s
Republic. Analysis of differences in goal structures, modes of rule, and social develop­
ment as a function of the interaction between legacies of the paths to power, domestic

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political conflict, an d economic imperatives.
S p rin g sem ester. Lieberthal.
20. Politics of China. An analysis o f critical elements in Chinese politics: the historical j
legacy, ideology, policy-making, policy im plem entation, economic programs, and
foreign policy.
S p rin g sem ester. Lieberthal.
21. Politics o f Black Africa. A survey of political forces in contem porary Africa.
Selected countries will be studied to illuminate im portant aspects of political change
including traditional attitudes, leadership, ethnic rivalry, socialism, neocolonialism,
military intervention, national integration, and international involvements.
F all sem ester. Hopkins.
22. Latin American Politics. This introduction to L atin American politics will
explore such topics as the colonial legacy o f Latin America; the difficulties of
creating viable political institutions; contem porary sources of instability, revolution,
and military intervention; the different meaning of politics for various groups (Indians,
peasants, workers, middle-class groups, industrialists, landowners, etc.); and the
economic and political difficulties raised by U .S.-Latin American relations. These,
topics will be approached through a com parative study o f such countries as Brazil,
Chile, C uba, Mexico, and Argentina.
F all sem ester. Sharpe.
36. The Politics o f Peasant Movements. Focusing on the politics of peasant movements, this course will address such general political questions as: How is authority
legitimized? How do men come to accept or reject the obligation to obey? W hat are
the obstacles and resources involved in creating the power to challenge a particular
form of control? The course will integrate theories of revolution and ideological
change with anthropological materials to explore the quality of peasant life, the
meaning of various forms of economic and political control, and the origins and
results of peasant movements. Cases will be draw n from Mexico, China, Italy, the
D om inican Republic, and the United States.
S p rin g sem ester. N o t o ffe re d 1979-80. Sharpe.

Public Administration. An analysis o f policy-making and adm inistration in
m odern governments with illustrative material draw n chiefly from th é national
governm ent of the United States. C entral topics include: accountability and respon­
sibility; organizational theory and practice; budgeting, planning, and “rational”
policy making; public relations.; regulation; adm inistrative law; intergovernmental
relations.
Fall sem ester. Gilbert
52. American Constitutional Law. The role o f the Suprem e C ourt in the American
political system, viewed both historically and through analysis of leading cases.
Areas of constitutional law. and development emphasized are: the nature and exercise
of judicial review; federalism and the scope of national power; due process, equal
protection, the First A mendment, and other civil liberties.
Open to sophom ores and upperclassmen,
F all sem ester. Smith.
53. American Party Politics. An historical and functional analysis of American
political parties. The study of interest groups, public opinion and voting behavior,
electoral systems and representation, the legislative process.
F all sem ester, alternate years. Gilbert o r Russell.
51.

53B. The Mass Media and American Politics. An historical and contem porary
consideration of the effects o f mass media on American political institutions and
political behavior. Special emphasis on the transform ation from print to electronic
media and its im pact upon political parties and governm ental institutions.
F all sem ester. Rubin.

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POLITICAL SCIENCE
54. Political Theory: Plato to Machiavelli. The development of political thought in
the ancient and medieval periods, and the emergence o f a distinctively modern
political outlook. Topics considered include: the origins, functions, and purposes of
the city-state; the role of law and knowledge in government; the relation of ethics and
politics; justice, and its relation to Greek and Christian thought. Recommended for
students who plan to take the Political Theory seminar.
F all sem ester. Esquith or Sharpe.
55. Modern Political Theory. A study and critique of liberalism through close
reading and analysis o f the writings o f such theorists as Hobbes, Locke, Rousseau,
Bentham, J. S. Mill, M arx, and Rawls. The course will consider problems regarding
liberty, political obligation, the comm on good, hum an nature, and distributive
justice.
S p rin g sem ester. Esquith or Sharpe.
56. Contemporary Political Theory. An exam ination o f political theory from M arx
and J. S . Mill to present. A m ong other topics a special concern will be the ability of
contem porary liberal political and economic thought to respond to its critics’attacks
on its psychological and epistemological foundations, and on its adequacy as a guide
to political understanding and action. An effort will be made to understand the
various and often conflicting currents within liberal theory, as well as to identify
certain com m on problems. M arxist, existentialist, anarchist and structuralist critics
m ay be considered.
Prerequisite: Political Science 55 or permission of the instructor.
S p rin g sem ester. N o t o ffe re d 1979-80. Sharpe or Beitz.
57. Jurisprudence. As exploration of the cortcept of law as i t has been understood by
lawyers, judges, philosophers, and social scientists. Issues to be considered include
the nature and validity of law, the relation of law to m orality, arid the place of
political theory in the judicial decision. Some current m oral issueS'in law may be
discussed. Readings will be chosen from classical and contem porary w orks in the
philosophy and social science of law as well as from representative cases.
F all sem ester. N o t o ffe re d 1979-80. Beitz or Smith.
58. Health Policy. (Also listed as Economics 58.) Analysis of governm ental policy
tow ard health care and public health, its im pact upon institutions and resource
allocation, and m ajor alternatives for action. C entral topics are the organization of
health care delivery (roles and views of physicians, nurses, adm inistrators, patients
and insurers); the interplay o f federal, state, and local governm ents, quasi-public
authorities, and interest groups; technical and political aspects o f health insurance
alternatives; health m anpow er (medical and nursing schools, para-professionals);
biomedical research program s. Students wishing to take this course should consult in
advance with the instructors. P rio r w ork in at least tw o of the following will be
helpful: Economics 1-2, 4,26; Political Science 2, 51; M athem atics 1; Engineering 4
32.
S p rin g sem ester. N o t o ffe re d in 1979-80. H ollister and Smith.
60. Special Topics in Political Science. Open to senior Course majors in Political
Science. Devoted to the preparation fo three qualifying papers in the senior year.
S p rin g sem ester. M embers of the D epartm ent.
61. Topics in Political Theory. A n analysis of topics o r problem s in the fields of
political philosophy or the history o f political thought, chosen by the instructor..
Some of the possibilities are: varieties o f systematic theory; such problems as privacy
or individual rights; political obligation; or concentrated study o f a particular period
such as political thought o f nineteenth-century Britain.
S ta ff.

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63. Advanced International Politics. An exam ination of the m ajor international wars
and the m ajor international economic crises from 1870 to the present. The emphasis
will be on the relationships between domestic politics and foreign policies. Topics will
include World W ar I, the G reat Depression, World W ar II, and contem porary
economic conflicts.
Prerequisite: Political Science 4 or the equivalent.
S p rin g sem ester. N o t o ffe re d 1979-80. Kurth.
64. Political Socialization and Schools. (Also listed as Education 64. See course
description under Program in Education.)
N o t o ffe re d 1979-80. Travers.
65. Political Psychology. (Also listed as Psychology 65.) A psychological exam ination
of individuals’ participation in and im pact upon politics and the effect o f various
political systems on individuals. Topics include opinion in the American electoral
process, ideology form ation and models of post-revolutionary man. Projects will
involve gathering original data and analyzing archival data.
F all sem ester. N o t o ffe re d in 1979-80. Peabody and Hopkins.
70. The Political Economy o f Communist Systems. (Also listed as Economics 70.) A
single credit colloquium analyzing the interaction between economics and politics in
Communist countries. Case study material will be draw n from several East E uropean
countries, the U SSR, and China.
Prerequisite: at least one introductory course in either economics or politics.
F all sem ester. N o t o ffe re d 1979-80.

93. Directed Readings in Political Science. Available on an individual or group basis,
subject to the approval of the chairm an and the instructor.
96. Thesis. W ith the permission of the chairm an and a supervising instructor, any
m ajor in C ourse may substitute a thesis for one course, norm ally during either
semester o f the senior year.
S eminars

The following seminars prepare for exam ination for a degree with Honors:
101. Political Theory. An analytical and critical exam ination of the philosophical
foundations o f liberalism and socialism, draw ing on the writings of theorists from
H obbes to M arx and including works of some contem porary political philosophers.
The subjects considered include such problem s as the nature o f legitimate authority,
the basis o f political obligation, liberty, and democracy. Particular attention will be
given to the question of distributive justice and the relevance o f M arx’s political and
philosophical writings to liberal theory.
Each sem ester. Esquith o r Sharpe.
102. Politics and Legislation. The study of political parties, interest groups, public
opinion and voting behavior, electoral systems and representation, the legislative
process. Emphasis is on A m erican politics, with some com parative material; and,
ultim ately, on politics from the standpoint of theories of political democracy.
S p rin g sem ester. Gilbert.
103. Problems in Government and Administration. Problem s o f adm inistrative
organization, policy-m aking and responsibility, with prim ary reference to the United
States and to selected fields of policy.
F all sem ester. Gilbert.
104. International Politics. A n inquiry into problems in international politics. Topics
will include (1) wars and interventions, (2) international economic conflicts and
crises, (3) com peting theories of foreign policies, (4) various approaches to world
order.

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POLITICAL SCIENCE
Prerequisite: Political Science 4 or the equivalent.
F all sem ester. Hopkins.
105. American Foreign Policy. A study o f key problems faced by the United States in
the m odern world together with a critical investigation of the m aking and implement­
ing of A m erican foreign policy. A variety of explanations o f American foreign policy
will be discussed and evaluated, and the political, economic, and social influences
upon it will be considered. Key assum ptions o f United States policy-makers will be
subjected to scrutiny, and alternate assum ptions and policies will be analyzed.
S p rin g sem ester. N o t o ffe re d in 1979-80. Kurth.
106. Public Law and Jurisprudence. A study of the sources and nature of law;
historical, sociological, philosophic, “realistic,” and behavioral approaches to juris­
prudence; the nature o f the judicial process and other problems of jurisprudence,
illustrated by judicial decisions and other legal materials relating to selected areas of
law.
S p rin g sem ester. Smith.
107. Comparative Communist Politics. A com parative study of the various commu­
nist countries, with special attention to the Soviet Union and the Chinese People’s
Republic. Analysis of differences in goal structures, modes of rule, and social
developm ent as a function o f the interaction between legacies of the paths to power,
domestic political conflict, and economic imperatives.
S p rin g sem ester. Lieberthal.
108. Comparative Politics. A com parative study of the political systems of Western
Europe. The m ajor countries examined will be Britain, France, Germany, Italy and
Spain, but attention will also be given to smaller states. Topics will include (1)
com peting theories of com parative politics, (2) the relationships between economic
developm ent, economic crises, and political conflict, (3) political parties, including
communist, anarchist, and fascist movements, and (4) contem porary political institu­
tions and policymaking.
Prerequisite: Political Science 3 o r the equivalent.
F all sem ester. Russell.
108B. Comparative Politics: Latin America. A comparative study of the politics of
several Latin American countries: Chile, Brazil, Cuba, Mexico, Peru, Argentina, the
D om inican Republic. The course will focus on im portant differences in major
institutions, class structures and social values, and an examination o f various theories
explaining political stability and change. Problems will include: difficulties of creating
stable dem ocratic institutions; causes and results of revolutions, coups, and military
interventions; different meanings of politics for various classes in socialist, corporatist,
and (formerly) democratic regimes; and the utility of dependency theory in explaining
U .S.-Latin American relations.
S p rin g sem ester. Sharpe.
109. Political Development. A comparative study of the politics o f societies under­
going change and m odernization. Various theories, approaches, and methods of
explanation are examined and considered in the context of third world states in Asia,
Africa, the M iddle East and Latin America and industrialized states such as the
United States and countries o f Western Europe.
S p rin g sem ester. Hopkins.
110. Urban Society, Politics, and Policy. The political and governmental organization
of extended cities in contem porary America: social, economic, and constitutional
foundations; issues of public policy.
S p rin g sem ester. Gilbert.
180. Thesis.
All members of the D epartm ent.

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PSYCHOLOGY
K E N N E T H J. G E R G E N , P ro fe s so r
D E A N PE A B O D Y , P ro fe sso r
A L L E N S C H N E ID E R , P ro fe s so r]
A L F R E D B L O O M , A s s o c ia te P ro fesso r* *
D E B O R A H G. K E M L E R , A s s o c ia te P ro fe s so r
B A R R Y S C H W A R T Z , A s s o c ia te P r o fe s s o r a n d D e p a r tm e n t H e a d
W IL L IA M B A L L , A s s is ta n t P ro fe s so r {
JE A N N E M A R E C E K , A s s is ta n t P ro fe s so r }
S U Z A N N E B E N A C K , In s tr u c to r
H A N S W A L L A C H , R e se a rc h P sy c h o lo g ist
The w ork of the D epartm ent o f Psychology deals w ith the scientific study of
hum an behavior and experience; processes o f perception, learning, thinking, and
m otivation are considered in their relation to the developm ent o f the individual
personality, and to the relations of the individual to other persons. F o r those students
planning graduate and professional w ork in psychology and related fields, the
courses and sem inars of the D epartm ent are designed to provide a sound basis of
understanding of psychological principles and a grasp of research m ethod. Students
learn the nature o f psychological inquiry and the psychological approach to various
problems encountered in the humanities, the social sciences and the life sciences.
A special m ajor is available in conjunction with Linguistics emphasizing funda­
m ental issues in hum an cognitive organization. A full description of this program
may be found under Linguistics.
R equirements and R ecommendations

Psychology 3, Introduction to Psychology, is norm ally a prerequisite for further
w ork in the D epartm ent.
M ajors should norm ally include four of the core courses (with course numbers in
the 30’s): Physiological Psychology, Learning and Behavior Theory, Perception,
Cognitive Psychology, Psychology of Language, Social Psychology, Personality,
A bnorm al Psychology, and Child Development. Those wishing to substitute more
individualized program s should present their reasons in writing. M ajors should take
at least one course providing them with experience in research. In addition, majors in
Course are encouraged to enroll in Psychology 98 during the spring semester of their
senior year. This course is intended to provide integration of different fields of
psychology and to offer m ajors one way to meet the comprehensive requirem ent.
Students intending to pursue graduate w ork in psychology will also find it useful to
take Psychology 13, Applied Statistics.

** Joint appointment with Linguistics,
t On leave, spring semester, 1980.
J On leave, 1979-80

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PSYCHOLOGY
3. Introduction to Psychology. An introduction to the basic processes underlying
hum an and anim al behavior, which will be studied in experim ental, social, and
clinical contexts. Analysis will center on the extent to which norm al and abnorm al
behavior are determined by learning, motivation, neural, cognitive, and social
processes.
Each sem ester. Staff.
4. Freshman Seminar. This class considers questions ab ou t the characteristics of
different nationalities. Is it possible to make any general statem ents about such
characteristics, or are such generalizations dangerous? How do judgm ents about
national characteristics by the general public compare with the conclusions of social
science? W hat is the relation between the characteristics of individuals and the nature
of their society? D o they show historical continuity, or change? By permission of the
instructor.
Peabody.
13. Applied Statistics. (See M athem atics 1.)
S p rin g sem ester. Iversen.

21. Educational Psychology. (See Education 21.)
F all sem ester. Gross.
23. Adolescence. (See Education 23.)
S p rin g sem ester. Gross.
24. Psychological Anthropology. (See Sociology/A nthropology 24).
F all sem ester. Piker.
25. Methods o f Psychological Research. Direct research experience is emphasized,
and instruction proceeds by example. Discussion focusses on the relationships
between given theories and the methods used in the supporting research. The
comparative advantages and disadvantages o f participatory observation and analysis,
“objective” naturalistic observation, interviewing, content analysis, and experimen­
tation are examined. Each student conducts an individual research project and
participates in class projects.
F all sem ester. Kemler.
30. Physiological Psychology. A survey of the neural and biochemical bases of
behavior with special emphasis on sensory processing, motivation, emotion, learning
and memory. Both experimental analyses and clinical implications will be considered.
(Form erly Psychology 42.)
S p rin g sem ester. N o t o ffe re d 1979-80. Schneider.
31. Learning and Behavior Theory. The experimental analysis of the m ajor phenom ­
ena of learning and conditioning is considered mainly at the anim al level, with
particular attention to the theories of B. F. Skinner. Specific empirical and theoretical
issues are considered in detail, and the m ajor theories are evaluated. The laboratory
is designed to acquaint students with the processes considered. (Formerly Psychology
37.)
F all sem ester. Schwartz.
32. Perception. The major theories and some problems of visual and auditory
perception are outlined and used to acquaint the student with experimental research.
Particular attention is paid to perceptual development in hum an infants and children.
L aboratory section one afternoon per week to be arranged. (Form erly Psychology
50.)
33. Cognitive Psychology. The course covers higher mental processes, including such
topics as visual and auditory attention, pattern recognition, short- and long-term
memory, concept form ation, thinking, and problem solving. Models of hum an
cognition are examined in the light o f experimental data. (Form erly Psychology 46.)
F all sem ester. Kemler.

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PSYCHOLOGY
34. The Psychology o f Language. (See Linguistics 34). (Form erly Psychology 20.)
F all sem ester. Bloom.
35. Social Psychology. An exam ination o f theory and research relevant to the
understanding of social interaction from a psychological viewpoint. Special emphasis
will be placed on social perception and its distortion, attitude developm ent and
change, conformity, the relationship of personality to social interaction and social
motivation.
S p rin g sem ester. Gergen.
36. Personality. An exam ination of contrasting theories of the hum an personality.
Theories of Freud, Jung, From m , Rogers and others will be discussed, and special
attention will be given to current empirical work.
F all sem ester. Staff.
38. Abnormal Psychology. A survey of m ajor forms o f psychopathology in adults
and children. Biogenetic, socio-cultural, and psychological bases o f abnorm ality are
examined, along with their corresponding modes of treatm ent.
S p rin g sem ester.

39. Child Development. A selective survey of cognitive and social developm ent from
infancy to adolescence. M ajor theoretical perspectives on the nature of developmen­
tal change are examined, including those o f Piaget and his critics. Topics include the
grow th of logic, language, and other cognitive skills, as well as moral development,
sex typing, and personality theory in a developm ental context.
F all sem ester. Benack.
44. Psychology o f Women. An exam ination of traditional and revisionist theories
and research on sex roles and sex differences. The socialization of sex roles in adults
and children will be studied, with particular emphasis on the penalties th a t adults
incur for sex-role deviance. O ther topics include androgyny as a model of mental
health, institutional and psychological barriers to women’s achievement, and the
psychology of powerlessness. A research project, using either content analysis or
participant observation, will be required.
S p rin g sem ester.

45. Group Dynamics. The course deals with the psychological aspects of behavior in
groups. Issues such as intimacy, solidarity, group problem solving, leadership devel­
opment, splinter-group formation, and phases o f group development receive attention.
C lassroom sessions focus on the ongoing behavior w ithin the group itself. Outside
reading and papers are used to illuminate processes w ithin the group and to raise
significant theoretical problems. (By application only.)
55. Neuropsychology of Language. The course investigates higher cortical function
in hum ans. It focusses on breakdow ns in cognition, languages, and memory which
accom pany particular types of neurological disorder, with prim ary emphasis on
what these neurological breakdowns reveal about cognitive function in the normal,
intact human.
Previous work in linguistics and in cognitive psychology, and a working familiarity
with the functions o f the nervous system are helpful and may be essential. Students
deficient in background may be asked to do some preparatory reading.
S p rin g sem ester.

56. Cognitive Patterns in Moral, Linguistic and Political Behavior. An investigation
into the role played by cognitive dim ensions in influencing moral, linguistic, and
political behavior, with emphasis on adolescence and beyond. An attem pt is made to
place the investigation within a fram ew ork provided by current trends in cognitive
psychology, existential philosophy and linguistics and to draw on the implications of
these dimensions with respect to the relationship of the individual to the nation-state
and the international system. (Cross-listed as Linguistics 56.) (Form erly Psychology
34.)
Bloom.

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PSYCHOLOGY
63. Special Topics in Cognitive Psychology. Selected problems from the current
literature on hum an inform ation processing and cognitive psychology are considered
in detail. Emphasis is placed on the relationship between theories of cognition and
current experimental findings. Also, the developm ent of cognitive skills receives
some attention.
Kemler.
64. M odes of Psychotherapy. A survey of the theories, techniques, and goals of
various modes of psychotherapy, including psychoanalysis, behavior therapy, Gestalt
therapy, and family therapy. O ther topics include research on the effects of psycho­
therapy, the ethics and politics o f psychotherapy, and the comm unity mental health
movement.
Prerequisite: Psychology 38.
F all sem ester. Benack.
65. Political Psychology. (Also listed as Political Science 65.) A psychological exam­
ination of individuals’ participation in and im pact upon politics and the effect of
various political systems on individuals. Topics include public opinion in the Ameri­
can electoral process, ideology form ation and models o f post-revolutionary man.
Projects will involve gathering original data and analyzing archival data.
66. Advanced Topics in Neurobehavioral Research. A course in seminar format. A
detailed analysis of the neural basis of behavior. Genetics, endocrinology and neuro­
chemistry are considered with emphasis on their relationship to behavioral disorders
such as schizophrenia, amnesia and aphasia.
N o t o ffe re d 1979-80. Schneider.
67. Advanced Issues in Child Development. C onducted in a combined lecture and
discussion-group form at. The laboratory consists of field placement in local schools,
and both individual and class projects are undertaken. Aspects of personality, social^
and cognitive development are examined with literature for children typically used to
explore the nature of growing up.
S p rin g sem ester.

68. Advanced Issues in Social Psychology. Considers selected special topics in
hum an relationships.
69. Advanced Issues in Personality. Considers selected special topics in personality
organization and dynamics.
88. Colloquium: Behaviorism and Developmentalism. This course examines behav­
iorism, as exemplified by B. F. Skinner, in detail. It evaluates the epistemological
assum ptions of behaviorism, the empirical support for these assumptions, and the
social and political im plications of behaviorist analysis. Special attention is paid to
the articulation of alternative epistemological assum ptions as potential frameworks
for empirical psychology.
Open to advanced students in philosophy a n d /o r psychology.
90. Practicum in Psychology. An experim ental practicum in which Psychology
students can gain supervised experience working in off-campus research projects or
clinical settings. Inform al sem inars will meet to consider practical, theoretical and
ethical issues arising from p articipant’s experiences. Course requirem ents and evalu­
ations will be tailored to individual projects.
Advance arrangem ents for placements should be made in consultation with the
instructor.
S p rin g sem ester. N o t o ffe re d in 1979-80. Marecek.
91. Research Practicum in Physiological Psychology. Research on the neural and
chemical bases o f learning and memory. C urrent theories are discussed. Special

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PSYCHOLOGY
topics include: interhem ispheric transfer, mem ory consolidation, and recovery from
retrograde amnesia. In sem inar form at.
Prerequisite: Psychology 42. By application.
F all sem ester. Schneider.
92. Directed Research on Social Explanation. Lectures and discussions first center
on contem porary psychological and philosophical issues in self and social perception,
emotional identification, and causal explanation. A fter exploring fundam ental issues
relating these areas, students engage in independent supervised research projects
based on this work. The course furnishes a means of gaining first-hand research
experience on issues of m ajor concern in contem porary social and personality psy­
chology.
F all sem ester. Gergen.
94. Independent Research. Students conduct independent research projects. They
typically study problems with which they are already fam iliar from their course
work. Students must subm it a written report of their work. Registration for Inde­
pendent Research requires the sponsorship o f a faculty mem ber who agrees to
supervise the work.
Each sem ester. Staff.
95. Tutorial. Any student may, with the consent of a mem ber of the departm ent, work
under a tutorial arrangem ent for a single semester. The student is thus allowed to
select a topic of particular interest, and in consultation with a faculty member,
prepare a reading list and w ork plan. Tutorial w ork may include field research
outside Swarthm ore.
Each sem ester. Staff.
96. 97. Senior Paper. W ith th e permission of the D epartm ent, students may do a
comprehensive research paper in their senior year — in lieu of comprehensive exams.
Such students are encouraged to take the course both semesters. The course includes:
(a) carrying out a research project with the advice of a faculty sponsor and (b) taking
part in a jo in t discussion group th a t will share the problems o f each stage of their
research. It is helpful for such students to develop a general plan by the end of the
ju n io r year. It is possible to take the course for 6 single semester.
B o th sem esters.

98. History and Systems o f Psychology. Intended to provide integration of different
fields of psychology and to offer majors one way to meet the comprehensive require­
ment. Historical treatm ent concentrates on the major systematic points of view.
Special consideration is given to problems overlapping several areas o f psychology.
S p rin g sem ester. Peabody.
S eminars

101. Perception. Reading and discussion combines with independent experimental
projects. Students are expected to know the basic facts about hum an perceptual
mechanisms and their developm ent by the time they have completed this seminar.
Specific topics covered are: color vision, grouping and form , depth and distance, size,
visual motion, visual and auditory localization, recognition, adaptation of perceptual
functions. Laboratories are devoted, to dem onstrations and both group and individ­
ual projects with adults, infants, and children.
N o t o ffe re d 1979-80. Ball.
104. Individual in Society. The relationship between man and his society. Basic
processes including the understanding of other persons, theories of cognitive consis­
tency, group influence and conformity. Applications to political attitudes, group
prejudices. The relation of attitudes and personality. The relation of psychology to
the social sciences.
F all sem ester. Peabody.

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PSYCHOLOGY
105. Personality. A scrutiny o f attem pts to build an objective basis for “understanding
the person as a whole.” Contrasting theoretical orientations, techniques of observa­
tion, and specific problems will be examined, Theoretical orientations: psychoanaly­
sis, factor analysis, learning theory, phenomenology. O bservation techniques: inter­
views, questionnaires, fantasy material. Problems: aggression, need achievement,
prediction, psychotherapy, and psychological maturity.
S p rin g sem ester. Gergen.
107. Language and Thought. See Linguistics 107.
F all sem ester. Bloom.

109. Physiological Psychology. An in depth analysis o f the neural bases of motivation,
emotion, learning, memory and language. Generalizations derived from neurobehavioral relations will be brought to bear on clinical issues.
S p rin g se m e ste r N o t o ffe re d 1979-80. Schneider.
118. Philosophy of Psychology. See Philosophy 118.
N o t o ffe re d 1979-80. Lacey.

131a and b. Learning and Behavior Theory. See description of Psychology 31.
Students are expected to attend lectures given in Psychology 31, and to participate
in the laboratory. (Form erly 137a and b).
B o th sem esters. Schwartz.
133a and b. Cognitive Psychology. An intensive study of selected problems in hum an
inform ation processing. Specific topics may include visual and auditory attention,
pattern recognition, short- and long-term memory, concept form ation, thinking and
problem-solving. Students will conduct individual or group projects of empirical
research. Psychology 133a meets with Psychology 33. (Form erly 146a and b.)
B o th sem esters. Kemler.
138. Abnormal Psychology. A comparison of theories of disordered behavior. Biol­
ogical, psychodynamic and sociocultural approaches are considered, with emphasis
on the works of Freud, Laing, and the family theorists. Topics such as the “illness”
model o f mental disorders, ethical issues in psychotherapy and definitions of mental
health are also discussed.
F all sem ester. N o t o ffe re d 1979-80. Marecek.
139. Child Development. A com parative study of the m ajor theoretical approaches
to child development. Psychoanalytic, cognitive-development and learning orienta­
tions are stressed. Interplay am ong biological m aturation, experience with the phys­
ical and social environment, and the socialization practices of parents and schools is
examined. Substantive topics covered include sensory-m otor and social development
in infancy, language acquisition, cognitive change in the preschool and early elemen­
tary school years, m oral development, and selected aspects o f personality develop­
ment.
S p rin g sem ester.

180. Thesis. May be presented as a substitute for one sem inar provided some member
of the D epartm ent is available to undertake the direction o f the thesis.
Each sem ester. All members o f the D epartm ent.
M aster 's D egree

A limited num ber of students may be accepted for graduate study tow ard the
M aster’s degree in psychology (see p. 81). Students receiving the B achelor’s degree
from Sw arthm ore are n o t encouraged to enter this program.
The program of w ork for the M aster’s degree requires the com pletion of four
seminars. or their equivalent. O ne o f the seminars must be a research sem inar leading
to a Thesis. The w ork of the seminars is judged by external examiners. The require­
ments for the M aster’s degree can norm ally be completed in one year.

209 —

PUBLIC POLICY
R IC H A R D L. R U B IN , C o o r d in a to r
The concentration in Public Policy enables students to combine w ork in several
departm ents tow ard critical understanding and practical competence in issues of
public policy in its developm ent, form ulation, im plem entation, and evaluation. The
departm ents centrally concerned with the concentration are Economics, Engineering
and Political Science; but w ork in other departm ents is decidedly pertinent to the
concentration. Faculty members from other departm ents may be directly involved in
the concentration, and course or sem inar offerings from other departm ents may, in
certain circumstances, meet requirem ents for the concentration. Some competence
in form al or quantitative methods is required for students concentrating in Public
Policy, but w ork in the concentration also and at least equally emphasizes historical,
institutional, and norm ative analysis or understanding.
R equirements and R ecommendations

The concentration in Public Policy is n o t a m ajor. It may be taken together with a
Course o r E xternal Exam ination (H onors) major in any field, and it can be combined
most integrally with a m ajor in one or more of the participating departm ents of
Economics, Engineering o r Political Science. A t a minimum, the concentration
consists of certain course requirem ents, totaling six credits and an internship. The
program of each concentrator should be w orked out in consultation with the
C oordinator o f the Public Policy P rogram and approved by the C oordinator,
preferably at the same time as majors in the Course and H onors Program s aré
planned. Students who wish to concentrate in Public Policy are urged to complete
the introductory, prerequisite courses in two or more of the participating departments
by the end of their sophom ore year.
Academic requirem ents for the concentration include three preparatory courses:
Economics 20 (Economics Theory) o r Economics 22 (Public Finance), Political
Science 51 (Public Adm inistration), and at least one course in quantitative analysis.
This last requirem ent may be met by M athematics 1 (Applied Statistics), M athematics
15 (M athem atical Statistics), Economics 4 (Statistics for Economists), Engineering/
Economics 56 (O perations Research), and Economics 108 (Econometrics).
Two courses, colloquia, or seminars specific to the Public Policy concentration
and dealing with certain substantive sectors or institutional aspects of public policy
are required, and at least one of these will be taken for double credit. Three o r four
such offerings are expected to be available each academic year, some of which will be
taught jointly by faculty members from two departm ents. Some of these will be
offered as single-credit and some as double-credit units. Enrollm ent will be limited,
and students concentrating in Public Policy will take priority in admission.
Students able to do work in addition to these requirem ents are encouraged to do
so. In particular, if possible both Economics 20 (Economic Theory) and Economics
22 (Public Finance) should be taken. Highly desirable, though not required, is some
course or seminar work dealing with questions of public law and political philosophy,
such as Political Science 57 (Jurisprudence), and Political Science 55 (M odern
Political Theory). These courses and other academ ic work, such as theses, directed

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PUBLIC POLICY
reading, and regular offerings in various departm ents relevant to the particular
program and interest of the student, should be included in the planning of the
student’s program even if they are not formally required for the concentration. In
special circumstances, students with adequate and appropriate alternative prepara­
tion (as might be the case for some natural-science students) may request that such
preparation be substituted for courses norm ally required in the concentration. Ap­
proval of such requests, as for approval o f internships, will be the responsibility of the
coordinator and the committee on public policy studies.
I nternship

Some direct experience or practical responsibility in the field, through w ork in a
public, private, or voluntary agency, is required for graduation with a concentration
in public policy. This requirem ent may be met by completing an internship during
either a semester or a sum m er or both. Normally, students will hold internships
between their ju n io r and senior years. The internship program is supervised by the
faculty mem ber serving as coordinator o f the concentration, and specific opportun­
ities may be w orked out for the students.
E ligibility

The concentration is open to students majoring in any field, although students in
the social and natural sciences are likely to be able to meet the requirem ents most
readily. Any student with acceptable preparation is welcome to undertake w ork in a
public policy course, subject to the priority for concentrators. F o r students concen­
trating in Public Policy and reading for H onors, certain w ork in the concentration
may be eligible for external exam ination.

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RELIGION
PATRICK HENRY, P r o fe s s o r a n d C hairperson%
SA M U E L T. L A C H S, V isitin g P ro fe s so r (P a rt T im e )
D O N A L D K. SW E A R E R , P ro fe s so r a n d A c tin g C h a irp e rso n
P. L IN W O O D U R B A N , JR-, P ro fe sso r
J. W ILLIA M FRO ST, A s s o c ia te P ro fe s so r
IVAN C A IN E , V isitin g L e ctu rer* *
C H A R L E S S. HALLISEY, L e c tu re r* *
D E M A R IS W EH R , L e c tu re r* * *
JO H N D . W OO DC O C K , L e c tu re r* * *
Religion as a field of study encompasses historical religious traditions and varied
dimensions of hum an experience on social and personal levels evidenced at all times
and in all forms of hum an society. Because o f the diverse and pervasive nature ót
religion, several methodologies have evolved for its study, including the skills of
historical investigation, textual criticism, philosophical analysis, and empirical de­
scription Added to these skills is the im portant ingredient of em pathy tow ard the
claims religious persons m ake regarding w hat they have perceived to be ultimately
real Focus for the several methodologies is provided by dividing the subject m atter
into tw o broad areas: The Religious Traditions of the West, and the Religious
Traditions of Asia.
Any course num bered 2 through 6 may be taken as introductory to other courses in
the D epartm ent. Successful com pletion of one o f these courses is normally required
for admission to courses numbered 10 and above. Religion 3, 4, 5, and 6 are
particularly relevant to w ork in the Religious Traditions of the West, and Religion 2
to the Religious Traditions of Asia. The norm al prerequisite for religion as a Course
m ajor, or an External E xam ination m ajor or m inor, is com pletion o f tw o courses.
The m ajor in Religion is planned through consultation with faculty members in the
D epartm ent. M ajors in both the Course and the E x te rn ^ E xam ination Program s
shall select an area o f concentration — either Religious Traditions o f the West or
Religious Traditions of Asia — but shall also do some w ork in the other areas.
An im portant p art of the Course m ajor is the production o f a sustained piece of
writing Normally, students in the Course program will elect the Senior Com prehen­
sive Paper. However, with the consent of the D epartm ent, students may substitute a
tw o-credit Thesis.
F o r advanced work in some areas of religion, foreign language facility is desirable.
Students should consult members of the D epartm ent on the appropriateness of
various languages, w hether ancient or modern, fo r their own particular interests.

** Fall semester, 1979.
*** Spring semester, 1980.
{ Absent on leave, 1979-80

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RELIGION
2. Patterns o f Asian Religions. An introduction to the study o f religion through an
exam ination of selected teachings and practices o f the religious traditions of India
and C hina structured as patterns o f religious life. M aterial is taken primarily from
Hinduism and Buddhism in India, and Confucianisim and Taoism in China.
S p rin g sem ester. N o rm a lly o ffe re d in Fall sem ester. Swearer.
3. Introduction to the Hebrew Scriptures. A comprehensive introduction to the
Hebrew Scriptures (Old Testament), with some study of the ancient N ear Eastern
setting, leading to an understanding of the developm ent and variety of religious
institutions, practices and beliefs in ancient Israel.
F all sem ester. Caine.
4. Introduction to the New Testament. A comprehensive introduction to the New
Testament, with som e study of the religious situation in the R om an Empire, leading
to an understanding of continuities and transform ations in the emergence of Christi­
anity and its developm ent during the first century.
S p rin g sem ester. Woodcock.
5. Problems o f Religious Thought. The purpose of this course is to study various
answers to the chief religious problems of the tw entieth century. Problem s include:
the nature of religious experience, the existence o f God, religion and morality,
science and religion, and the problem o f evil. Answers include those given by M artin
Buber, William Jam es, Reinhold N iebuhr, Paul Tillich and others. Students are
encouraged to find their own answers and to w ork out their own religious beliefs.
Each sem ester. Urban.
6. War and Peace. A n analysis o f the moral issues posed by w ar with consideration of
the argum ents for holy wars, just wars, defensive wars, pacifism, and the sancity of
life. The study of A m erica’s wars from the R evolution to Vietnam will show our
nation’s responses to organized violence.
F all sem ester. N o t o ffe re d 1979-80. Frost.
10. The Hindu Tradition. An analysis of the H indu religious tradition structured
around the classical paths o f action (karm a), knowledge (jnana), and devotion
(b h a kti). The course includes analyses o f various mythic, poetic, and didactic texts,
selected rituals, representative institutions, and symbolic expressions in art and
architecture.
S p rin g sem ester. N o t o ffe re d 1979-80. Swearer.
11. The Buddhist Tradition. A study of selected facets o f the worldviews of the three
m ajor schools of Asian Buddhism (Theravada, M ahayana, Vajrayana). The course
includes analyses of various m ythic, poetic, didactic texts, selected rituals, represent­
ative institutions, and symbolic expressions in a rt and architecture.
S p rin g sem ester. N o t o ffe r e d 1979-80. Swearer.
12. Religious Autobiography. A utobiography as a genre o f religious literature and as
a way of understanding the religous experience o f men and women. M ethods and
problem s of studying religious autobiography as well as how religious experience is
affected by culture, religious tradition, and sex will be considered. A utobiographies
to be read include Augustine, C. S , Lewis, M alcolm X, G andhi, Schweitzer, Basho,
and Thoreau.
F all sem ester. Hallisey.
13. Comparative Religious Mysticism. Mysticism is studied as a distinctive phenom ­
enon within the religious traditions of Asia and the West. The writings of particular
mystics, e.g., E ckhart, the Baal-shem, al D in Rumi, R am akrishna, are studied and
such problem s as mystic states of consciousness, language and mysticism, the mystic
and traditional religious authority, mysticism and com m unity are explored.
F all sem ester. N o t o ffe re d 1979-80. Swearer.

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RELIGION
14. Philosophy o f Religion. An investigation of the nature of religious faith, the
problem of religious knowledge, concepts of deity, the problems of evil, and tlie
relationship of religion to ethics. Both critics and supporters of traditional religious
perspectives will be studied. (Crosslisted as Philosophy 16.)
S p rin g sem ester. Urban.
15. Moses: History, Tradition, Interpretation. An investigation of the dynamic
interplay of history, myth, philosophy, ritual, and society in the origin and develop­
m ent of religious tradition and understanding, through a study of the figure of Moses
as he appears in various religious contexts (e.g., Hebrew Scriptures, Philo, New
Testament, Rabbinic literature, the Q u r’an, art and music). M ethodological perspec­
tives will be developed from such m odem interpreters as Weber, Freud, Buber, and
several historians of ancient Israel.
F all sem ester. O ffered 1980-81. Henry.
16. The Apostolic Age. A study o f the early developm ent o f key Christian concepts
(including “orthodoxy” and “ heresy,” Christ, the Holy Spirit, G od as creator, law,
gospel, worship, baptism , ethics, m artyrdom , etc.) and institutional form s through
the letters of Paul, the Johannine literature, and the Apostolic Fathers (early second
century writers).
S p rin g sem ester. O ffered 1980-81. Henry.
17. History of Religion in America. An exam ination of religious ideas and practices
of Americans from the 17th until th e 20th century. Particular emphasis is placed
upon the effects of religious pluralism , im m igrant churches, the challenge of D arwin­
ism, and the relation between the church and reform movements from Puritanism to
Progressivism.
S p rin g sem ester. N o t o ffe re d 1979-80. Frost.
18. Quakerism. The history of the distinctive religious and social ideas of the Friends
from the time o f George F ox until the present. Particular attention is paid to
differences in the developm ent o f Quakerism in England and America
S p rin g sem ester. N o t o ffe re d 1979-80. Frost.
19. Existentialism and Religious Belief. A study o f one of the m ost influential
philosophical movements of tbe twentieth century and its im pact on religious thought.
Amongst philosophers attention is given to the writings o f Edm und Husserl, M artin
Heidegger, and Jean-P aul Sartre. A m ongst religious thinkers the writings of R udolf
Bultm ann, J o h n M acquarrie, Karl R ahner, and Paul Tillich are read.
F all sem ester. N o t o ffe re d 1979-80. Urban.
20. Rabbinic Literature in Translation. Exempla of early rabbinic writings covering
both H alakah and Aggadah. Readings in the M ishnah, M idrash, and Talmud.
S p rin g sem ester. Lachs.
21. Psychological Approaches to the Study o f Religion. We will explore several
classical psychological paradigm s for understanding religion. This study will include
both religious experience and religious institutions as analyzed variously by Jam es,
Freud, Jung, Maslow, From m and others. Students will be encouraged to think
through issues of methodology and reductionism in the study of religion.
S p rin g sem ester. Wehr.
22. Women and Religion. This will be an interdisciplinary course using insights from
the Sociology of Religion and Feminist Theology to explore the relationship of
women to religious structures and religious experience. C oncentration will be on
women in the Jewish and Christian traditions, but there will also be some focus on
women in traditional religions and women and religious experience as understood in
Jungian psychology.

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RELIGION
30. Religion as a Cultural Institution. See Sociology and A nthropology 30.
31. Indian Religious Literature. An introduction to the classical literatures and
languages of Hinduism and early Buddhism. The course focusses on the Bhagavad
G ita of the H indu tradition and the D h a m m a p a d a o f the Buddhist tradition. Study is
in bilingual texts with traditional commentaries, and includes an elementary examin­
ation of relevant structures and vocabulary of the Sanskrit and Pali languages. Not a
language course as such but o f relevance to an understanding of Indo-European.
F all sem ester. Swearer.
32. Religion in East Asia. The m ajor religous traditions of East Asia studied against
the social and cultural background of Japan. Particular attention is given to the
appropriation and later development of classical Chinese Buddhist, Confucian, and
Taoist traditions; religion, nationalism, and state Shinto; religion and modes of
Japanese aesthetics; and the development o f new religions in the 20th Century.
S p rin g sem ester. N o t o ffe re d 1979-80. Swearer.
33. The Reformation. A study o f the doctrinal, ecclesiastical, and political effects
stemming from the reform ation o f the R om an Catholic C hurch in western Europe in
the period from 1500 until 1688 focusing on Luther, Calvin, the A nabaptists, the
Henrican settlement, and Puritanism. Topics considered include the relationship
between church and state, revelation and science, and the emergence of toleration.
F all sem ester. Frost.
34. Religion in the 19th Century. W hat were the effects in religious thought and
sensibility of new ways of understanding history, society, nature, and the psyche that
developed in the nineteenth century? Representative figures, such as Schleiermacher,
Newman, Arnold, Emerson, Khomyakov, Troeltsch, Schweitzer, and the develop­
ment of distinctive schools of thought within Judaism , are considered in some detail.
F all sem ester. N o t o ffe re d 1979-80. Henry.
35. Formation o f Christian Doctrine. A study o f the form ation and classical
expression of the doctrines o f the Trinity, Incarnation, A tonem ent, Original Sin, and
the Sacram ents as found in Scripture and the Early and Medieval Church. Toward
the end of the semester students are given the opportunity to expound and evaluate
the views of 19th and 20th century thinkers on these m ajor themes. Such thinkers
could include; K. Barth, M. Buber, R. Bultmann, K. R ahner, F. Schleiermacher, and
P. Tillich.
F all sem ester. Urban.
36. Medieval Philosophy. Philosophical thought from Augustine to the 15th century.
A ttention is paid both to specific problems such as u n iv e rsa l, analogy, and
epistemology and to outstanding thinkers such as Anselm, A quinas, and Ockham.
Although the prim ary emphasis is historical, attention is given to the contem porary
relevance of medieval thought. (Also listed as Philosophy 19.)
S p rin g sem ester. N o t o ffe re d 1979-80. Urban.
93. Directed Reading.
Staff.
95. Tutorial.
Staff.
96. Thesis. M ajors in Course may, with D epartm ental permission, write a two-credit
thesis.
97. Senior Paper. Senior majors in Course will norm ally write a one-credit paper as
the m ajor part o f their comprehensive requirem ent.
S p rin g sem ester. S ta ff.

215 —

r e l ig io n

Courses offered occasionally:
Religions of the Oppressed
Asian Religions in America
M onasticism East and West
Religion and L iterature
Religion and Science
P reparation

for

E xternal E xaminations

The D epartm ent will arrange External Exam inations in the following areas, to be
prepared for in the ways indicated.
P reparation b y sem inar:

Religious Perspective East and West (Seminar: 101). An exam ination of the nature
and structure of religious systems through the study of seminal ti n k e r s or schools of
thought as they influenced and were shaped by the traditions of which they were a
p a r t8 Thinkers considered include N agarjuna, Shankara, R am anuja, Thom as
Aquinas, Spinoza, and K ierkegaard.
.
. . .
, • c ,
t
(This paper is required of all students declaring a Religion M ajor in their External
E xam ination Program .)
S p rin g sem ester. Swearer and Urban.
,
Christianity and Classical Culture (Seminar: 102). A study of the developm ent of
C hristian thought and institutions to the fifth century in the context of GrecoR om an religion and society. Readings in Lucretius, Apuleius, Plutarch, and
Hellenistic religious texts, in Philo and the Dead Sea Scrolls, and in early Christian
writers such as Justin M artyr, Tcrtullian, Origen, A thanasius, Am brose, Augustine.
F all sem ester. Offered 1980-81. Henry.
Asian Religious Thought (Seminar: 103). A study o f seminal writings in.India and
China which have had a decisive influence on the religious traditions of these two
cultures. The traditions considered are: Vedanta, Samkhya-Yoga, M ahayan
Buddhism , Confucianism , and Taoism.
F all sem ester. Swearer.
Religion in Southeast Asia (Seminar: 104) An analysis of'H ieravada Buddhism as a
part of the cultural traditions of Sri L anka, Burma, and Thailand. The sem inar is
structured in term s of three different contexts: national, village and « ^ a n . The
themes dom inating these contexts are national integration, syncretism, and m odern­
ization.
F all sem ester. N o t o ffe re d 1979-80. Swearer.

Religion and Society (Seminar: 105). An exam ination of the interaction between
religkius values and institutions and society in different cultural contexts and time
periods M ajor concentration on the English Civil War, late nineteenth-century
Africa, and m odem America. Topics include patterns of conversion, millenmahsm,
personal and corporate ethics, rituals, and theology.
S p rin g sem ester. Frost.
Contemporary Religious Thought (Seminar: 106). Representative thinkers and
schools of thought in the present century These m c!u^ e ^ a^ f rt^
a n BubC ’
R udolph Bultmann, Karl R ahner, Paul Tillich, and A. N. W hitehead.
F all sem ester. U rban.

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RELIGION
P reparation b y co m b in a tio n s o f courses:

F o r each of the external exam ination papers in this category, a general prospectus
of subjects to be covered and m aterials to be read will be drawn up by the
in stru cto rs) involved. The two courses in a particular case may not exactly cover the
m aterial of the prospectus, but much attention will be given to the prospectus in the
shaping o f the courses.
Indian R eligion

The H indu Tradition (Swearer)
Indian Religious Texts (Swearer)
B ud d h ism

The Buddhist Tradition (Swearer)
Religion in East Asia (Swearer)
A p o sto lic F aith a n d A p o sto lic Tradition

The Apostolic Age (Henry)
Form ation of Christian D octrine (U rban)
The A g e o f F aith a n d th e A g e o f R e fo rm a tio n

F orm ation of C hristian D octrine (U rban)
The Reform ation (Frost)
R efo rm a tio n , E nlightenm ent, R o m a n ticism :
The T w entieth-C entury B a c k g ro u n d

The Reform ation (Frost)
Religion in the Nineteenth C entury (Henry)
The P rotestant Traditions

The Reform ation (Frost)
H istory of Religion in American (Frost)
P reparation b y course a n d a tta ch m en t:
■E arly J u d a ism

Early Judaism (Sam uel T. Lachs — Bryn M awr College)
P h ilo so p h y o f R eligion

Philosophy of Religion (U rban)
P reparation b y Thesis:

Students who declare a m ajor in Religion in their External Exam ination Program
may, with perm ission of the D epartm ent, offer a thesis as one of their External
Exam ination papers.
C ourses C omplementing R eligion O fferings at S warthmore
B ryn M awr C ollege:

104a and b. H istory and Literature o f Judaism . Lachs.
001. Elementary Hebrew. Rabi.
101. Readings in the Hebrew Bible. Rabi.
300. Studies in Early Rabbinic and Medieval Judaism . Lachs.
H averford C ollege:

GP300. M yth, Symbol, and R itual in Asian Religions.
(Gest Seminar). Swearer.
215a. M odem Critics o f Christianity. Thiem ann.
300. C hrist and Caesar. C hristianity and the R om an World. Luman.

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SOCIOLOGY AND ANTHROPOLOGY
L E O N B R A M S O N , Professor%
A S M A R O M L E G E S S E , Professor%
ST E V E N P IK E R , P ro fe s so r a n d C h a irm a n
JE N N IE K E IT H , A s s o c ia te P ro fe sso r
H A N S -E B E R H A R D M U E L L E R , A s s o c ia te P ro fe sso r
B R A U L IO M U Ñ O Z , A s s is ta n t P ro fe s so r
JO N A T H A N R IE D E R , A s s is ta n t P ro fe sso r
A lthough Sociology and A nthropology arose initially out o f divergent historical
traditions, they are engaged in a com m on task. Studies in the D epartm ent are
directed tow ard the discovery of the general principles which help to explain the
order, meaning, and coherence of hum an social and cultural life. To th a t end, work in
the D epartm ent will emphasize the com parative analysis o f societies and social
institutions; the structure and functioning of hum an communities; the principles of
social organization and disorganization; and the conditions which tend to foster
continuity and change, consensus and conflict. Emphasis will also be laid on the
relevance of Sociology and A nthropology to social problems in the m odern age,
particularly to the question of the nature, conditions, and limits o f hum an freedom.
R equirements and R ecommendations

Courses numbered 1 through 12 as well as 24, may serve as points of entry for
students wishing to begin w ork in the D epartm ent. Students may take more than one
entry course. Enrollm ent in these courses is unrestricted, and com pletion o f one of
them will norm ally be prerequisite to all other w ork in the D epartm ent (the following
courses may, with perm ission of the instructor, be taken w ithout prerequisite. 31,47,
48). A pplicants fo r m ajor will norm ally be expected to have completed at least two
courses in the D epartm ent. Course m ajors will complete a minim um o f eight units of
w ork in the D epartm ent, including a double-credit thesis tutorial to be taken during
the fall and spring semesters o f the senior year, as well as course 50. Course m ajors,
norm ally will be expected to complete course 50 no later th an the spring semester of
the ju n io r year. Prospective m ajors may take the course during the sophom ore year.
A REA S O F S P E C IA L C ON CEN TRA TION IN SOCIOLOGY
A N D A N TH R O PO LO G Y
Teaching and research interests of members of the D epartm ent cluster so as to
create a num ber of subject m atter areas w ithin or between the two disciplines in
which students may take a concentration o f w ork, in course or sem inar form at, or
both. The D epartm ent here identifies these general areas and the faculty members
who w ork within them , and encourages students interested in them to meet with one
or more of the indicated D epartm ent members to explore program of study possibil­
ities.
A) Social Theory and Social Philosophy (M ueller, Bram son, M uñoz, Rieder)
B) Cultural Ecology, H um an A daptation, and H um an Evolution (Legesse, Piker)

X Absent on leave,

1979-80

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SOCIOLOGY AND ANTHROPOLOGY
C)
D)
E)
F)
G)

Post-Industrial Society (Bramson, Keith, Mueller, Rieder)
Cultural and Ethnic Pluralism (Bram son, Keith, Legesse, Rieder)
Psychology and Culture (Legesse, Mueller, Piker and Rieder)
Sociology of A rt and Intellectual Life (Mueller, Munoz, Rieder)
M odernization and Development in the West and non-Western World (Bram­
son, Keith, Legesse, Mueller, Rieder)

1. Modern America: Culture, Society and State. The analysis o f the central patterns
and processes of modern America. Topics include the evolution o f corporate capitalism;
class, power and ethnicity; inequality and meritocracy; political parties, ideology and
participation, mass culture and intellectuals.
F all sem ester. Rieder.
3. Creation o f Community. The process through which both the structures and the
feelings of comm unity are created, the conditions which prom ote or obstruct that
creative process, and the consequences for the individuals who participate in it, will
be examined through com parison o f comm unity form ation in a variety of settings:
utopias, kibbutzim, retirem ent villages, suburbs, mental institutions.
F all sem ester. Keith.
4. Environment, Society, and Culture Change. This is an introductory course dealing
with social and cultural adaptation to natural and m an-m ade environments. The
course examines how simpler societies regulated their population and maintained a
steady state, whereas m odern societies are faced with great social upheavals associated
with rapid population growth, economic development, and unprecedented levels of
urbanization. The central them e is this: Can present rates o f change be sustained? If
not, w hat are the alternatives? Some attention will be paid to the social effects of
crowding and to territoriality, personal space, privacy, and stress as possible ecolog­
ical regulators that are emerging in urban society.
Prim arily for freshmen and sophom ores.
S p rin g sem ester. N o t o ffe re d 1979-80. Legesse.
5. Freshman Seminar: The Meaning o f Work. This sem inar will take up theory and
research pertaining to the social organization of w ork and the meaning of work
experience in m odern societies. A m ong the topics to be discussed are the concept of
career, the nature of work-satisfaction, the process of professionalization, degrees of
com m itm ent to work, the relationship of w ork and leisure, mid-life career change
and retirement, both voluntary and involuntary. Occupational subcultures to be
studied will include several types of industrial workers, law, medicine, education, and
the military. Special attention will be devoted to the relationship o f work and family
life, and the problems associated with the w ork of women.
N o t o ffe re d 1979-80.
6 . Freshman Seminar: Classics in the Study o f American Society and Culture.

Sociologists and anthropologists have made a unique contribution to the study and
interpretation of American society. This course reviews a num ber of classic studies
and places them in historical context. An attem pt will be made to determine whether
or not these studies support a particular interpretation of the character o f American
society and culture. A m ong the studies to be read are: Alexis de Tocqueville, D em o­
cracy in A m erica; Thorstein Veblen, The T heory o f th e Leisure Class; W. Lloyd
Warner, A m e ric a n L ife: D ream a n d R eality; W illiam Foote W hyte, Street C orner
Society; E. Franklin Frazier, B lack B ourgeoisie; C. W right Mills, The P ow er Elite;
David Riesman, The L o n e ly C rowd.
Upper-class students may be adm itted with permission o f the instructor.
F all sem ester. N o t o ffe re d 1979-80.

7. Sex Roles, Power, and Identity. An exploration of the social, political, and
psychological im plications of gender, draw ing on socio-biological, cross-cultural,
and historical materials. The prim ary emphasis will be placed on developments in
contem porary America.
S p rin g sem ester. Rieder.

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SOCIOLOGY AND ANTHROPOLOGY
9. Language, Culture, and Society. The relation of language to culture and society
will be investigated through interdisciplinary perspectives that emphasize both trad i­
tional and contem porary research in Sociology. A nthropology, and Linguistics. The
influence of social and cultural context on language use, the distribution o f linguistic,
social, and cultural borders in speech communities, and the interrelations of the
participants, topics, setting, and com m unication channels will also be examined.
Specific topics will include multilingualism, nonverbal com m unication, language
planning, and the social stratification of dialects.
F all sem ester.

10. Human Evolution. This course emphasizes the hum an condition, or culture, as a
mode of adaptation to be seen in evolutionary perspective. Topics to be treated
include: the relationship o f Hominids to the O rder o f the Primates; stages in the
evolution of hum ankind; and the evolution of distinctively cultural systems of
behavior. Special emphasis will be given to the evolution of language, the evolution
of the family and incest taboos, and bio-evolutionary theses on hum an nature.
S p rin g sem ester. Piker.
11. Sociological Dimensions o f Literature. This course analyzes the relationship
between the literary act and society from a sociological perspective. Topics examined
include: a) social factors m aking for the rise o f literary genres (an extensive analysis
o f the rise of the E uropean novel is undertaken); b) social factors underlying the rise
and fall of literary “schools” o r “movements”; c) effects of the social position of the
writer on his work; d) role of the public in literary production; e) the patterns of
distribution and consum ption o f literary goods. The class also analyzes m ajor con­
tem porary literary products.
Prerequisite: Entry-level course or permission o f the instructor.
F all serriester. Muñoz.
12. Social Origins o f Inequality. Study of the m ajor historical forms of social
inequality such as unequal kinship groups in tribal societies, castes and estates in
peasant societies, and classes and status groups in industrial societies. Emphasis will
be given to their origin in economic, political, and cultural organization of the
societies, as well as to the evolution of inequality from the simplest to the most
complex' societies. The course will culminate with a com parison o f contem porary
capitalist and socialist societies.
F all sem ester. Mueller.
24. Psychological Anthropology. Sometim es called culture and personality, this field
explores the relationship between the individual and his o r her culture. The course
treats the following issues: a) the psychological, or symbolic, capacities presupposed
by culture; b) socialization, or the transm ission of culture from generation to
generation; c) the cultural distribution of personality traits; and d) culture and
mental health. Case m aterials will be principally, b u t n o t exclusively, non-Western,
and the cross-cultural study o f child rearing will receive particular emphasis.
Prerequisites: S&A 1-12, Psychology 3, or perm ission of the instructor.
F all sem ester. Piker.
25a. Cross-cultural Study o f Child Rearing. Survey o f m ethods for the study of child
rearing in both non-W estern and W estern cultures. Emphasis will be given to obser­
vation m ethods and the use o f inform ation so gathered for testing o f hypotheses
relating child-rearing practices to other aspects of cultures.
This course may be taken in conjunction with S&A 24, or independent o f it. No
prerequisites.
N o t o ffe r e d 1979-80.

25h. Sociology through Literature. This half course introduces students to the uses of
literature (novels, plays, poetry, folklore) as a social indicator. The course is divided
into tw o parts. The first half introduces herm eneutics as a sociological m ethod of
research. Rigorous analysis of selected texts is carried out. The second half o f the

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SOCIOLOGY AND ANTHROPOLOGY
course explores a) the uses of narrative (including autobiography, biography confes?°"a
eplsto' f ry’ hist°n c a l, and anthropological novels) as sociological
data, and b) the uses of literature m the elucidation of specific areas of sociological
investigation such as The Family.
s
N o t o ffe re d 1979-80. Munoz.
27 Afro-American Culture and Society. Black culture is examined at several stages
of its developm ent m the twentieth century - as a culture of survival, assimilation
pan-Africanism, prophetism , nationalism , and revolution. The sociology of Black
American comm unities is viewed in terms o f the lifecycle, family structure associational life, religious institutions, and class structure, and how these system’s react to
racism, urban m igration, economic deprivation, and political change
F all sem ester. N o t o ffe re d 1979-80. Legesse.
30. Religion as a Cultural Institution. (Cross-listed as Religion 30.) The focus is
exclusively cross-cultural, and case materials will be draw n from both civilized and
preliterate traditions. The following topics will be taken up: the content of religious
symbolism, religion as a force for both social stability and social change, and the
psychological bases fo r religious belief.
F all sem ester. Piker.
33. Ecology and Society. Exam ination of different types of ecological conditions and
how they influence pastoral, agricultural, peri-urban and urban social systems
Special attention will be given to the world food crisis, to climatic change demo­
graphic pressures, environmental degradation and a wide range of adaptive strategies
th at have developed in response to ecological stress.
F all sem ester. N o t o ffe re d 1979-80. Legesse.
36. Peoples and Cultures o f Africa. An introduction to traditional and modern
A lnca with emphasis on representative societies from East and West Africa. The
course examines pre-colonial political and social institutions, African responses to
colonial dom ination, and the im pact o f urbanization and economic development
during the post-colonial period.
v
a ll sem ester. N o t o ffe re d 1979-80. Legesse.
42. Caribbean Society. A review of the attem pt to develop generalizations ab o u t the
structure of C aribbean society. Theoretical materials will focus on the historical role
of slavery the nature o f plural societies, race, class, ethnicity, and specific institutions
such as the family, the school, the church, and the political structure.
N o t o ffe re d 1979-80. Bramson.
43. Society and Culture in Spanish America. The relationship between society and
culture in Spanish America. Recent and historical developments in social stratifica­
tion and ethnic relations will be considered as crucial factors underlying SpanishA m encan culture. Particular attention will be given to Spanish-American social
thought as evidenced in social sciences research, theology, philosophy, and literature
r a i l sem ester. Munoz.
44. Social Stratification. Comparative study o f structured social inequality, processes
of class form ation, and conditions o f class conflict since the industrial revolution
S p rin g sem ester. N o t o ffe re d 1979-80. Mueller.
4 anthropology to study the ways in which authority is acquired and accepted as
legitimate the ways m which decisions are made or avoided, and the ways in which
conflict is defined, mediated; and resolved o r extended. Subject m atter will include
political communities in various cultural contexts and at various levels of social and
technological complexity.
S p rin g sem ester. Keith.

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SOCIOLOGY AND ANTHROPOLOGY
47. Education and Society. (Also listed as Education 47.) Classical views of education
and society including Dewey and D urkheim . Com parative study of the functions of
schools from the perspective of sociology and anthropology. Among the topics to be
discussed are the relation o f educational institutions to other sectors of society, and
the question of alternatives to schooling in both modernizing and “post-industrial”
societies.
N o t o ffe re d 1979-80. Bramson.
48. Sociology o f Higher Education. (Also listed as Education 48.) This course will
explore the theory and practice of higher education from a sociological point of view.
Students, faculty, curriculum, governance and decision-making, nontraditional ap­
proaches’ and the college and university as key institutions in m odem industrial
society will be the focus o f study. Field observation and interviewing at one of the
many institutions in the G reater Philadelphia area will represent an im portant
com ponent of the course.
N o t o ffered 1979-80. Bramson.
49. The Meaning of Work: Sociology o f Occupations and Professions. This course
will take up theory and research pertaining to the social organization o f w ork and the
meaning of w ork experience in m odern societies. A mong the topics to be discussed
are the concept o f career, the nature of w ork-satisfaction, the process of professional­
ization, degrees of com m itm ent to work, the relationship of work and leisure, mid­
life career change and retirem ent, both voluntary and involuntary. O ccupational
subcultures to be studied will include several types of industrial workers, law,
medicine, education, and the military. Special attention will be devoted to the
relationship of w ork and family life, and to the problems associated with the w ork of
women.
N o t o ffe re d 1979-80. Bramson.
50. Intellectual Foundations of Contemporary Sociology and Anthropology. Exam ­
ination of fundam ental and recurrent theoretical issues in sociology and anthropology
from the perspective o f intellectual history. This course will norm ally b e taken by
Course majors during their junior year. It is open to non-m ajors, though freshman
and sophom ores must have permission of the D epartm ent chairman.
S p rin g sem ester. Staff.
55 Aging in Society. The course will examine aging from a cross-cultural perspective
with the goal of distinguishing universal aspects o f the aging process from the diverse
effects of social and cultural context on the roles of older people and the use o f age as
a principle of group definition. Specific problems will include relations between
generations, political organization o f older people, and the role of older people in the
family and the household.
F all sem ester. Keith.
56. Urban Anthropology. Cross-cultural, com parative study of social life in cities,
with particular emphasis on bases and strategies of group form ation and maintenance,
e.g., kinship, ethnicity, friendship, residential separation, ritual. Readings represent
a wide range of societies both geographically and culturally; and all students in the
course will do a field work project.
N o t o ffe re d 1979-80. Keith.
60. Spanish American Society Through Its Novel. (Also listed as SAL 60 — see
M odern Languages.) This course will explore the relationship between society and
the novel in Spanish America. Selected works by Carlos Fuentes, M ario Vargas
Llosa, Gabriel G arcía M árquez, Miguel Angel A sturias and others will be discussed
in conjunction with sociological patterns in contem porary Spanish America.
S p rin g sem ester. Hassett and Muñoz.

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61. Knowledge and Society. Exploration of the relationship between forms o f social,
economic, and political life on the one hand and forms o f consciousness, theoretical
systems of thought, and knowledge of everyday life on the other. The course will
examine the m ajor approaches to the “sociology of knowledge” and turn to some of
the recent critical theories of contem porary culture th at have come from this socio­
logical tradition.
S p rin g sem ester. Mueller.
62. Political Sociology. Study of political elites, political institutions, normal politics,
and protest movements from the perspective of comparative historical sociolosv ’
N o t o ffe re d 1979-80. Mueller.
63'
65. The Sociology o f Race and Ethnicity. A review of theories and forms of ethnic
attachm ent, employing cross-cultural and historical perspectives, with accent on the
American experience. Topics include: the sources and functions o f communalism;
assimilation, pluralism, and inequality; ethnicity in traditional and advanced societies;
im migration, class, and race in American development; black mobilization and white
reaction; the debate on meritocracy; the limits of liberalism.
F all sem ester. Rieder.
66. Urban Sociology; the Social Life o f Cities. Placing the American metropolis in
developmental and comparative context, this survey of urban life considers: classical
theories of the city; the city and the rise of capitalism; third world urbanization;
cultural production and change; the ideology of private life in America; the politics of
race and ethnicity; regional imbalance, fiscal crisis, and public policy; poverty and
social disorder; the city as metaphor.
F all sem ester. Rieder.
81. Colloquium: The Sociology o f Intellectual Life. Study of the social conditions of
intellectual life in the realms of science, literature, art, and music. Particular attention
will be given to the social aspects of creative process and changes in cultural taste
N o t o ffe re d 1979-80. Mueller.
82. Colloquium: Ethnographic Analysis. An exam ination o f three intellectual tradi­
tions and analytical procedures in anthropology: the French school of structuralist
thought (Lévi-Strauss), the M anchester school of dynamic anthropology (Turner),
and an American school of empiricist research (M urdoch). Third World critique of
these intellectual traditions will receive special attention.
Prerequisite: One of the entry-level courses or permission of the instructor.
N o t o ffe re d 1979-80. Legesse.
83. Colloquium: Art and Society. The course is divided into two parts. The first part
examines the relationship between a rt and society from a sociological perspective.
Works by Lukács, A dorno, Benjamin, G adam er and others will be discussed in this
connection. The second part introduces hermeneutics as a sociological m ethod for
the interpretation of art. Rigorous analysis of selected texts is carried out. This
semester the class will examine selected works by Kafka and Plato.
Prerequisites: Sociological Dimensions of Literature, The Sociology o f Intellectual
Life, senior standing, o r permission o f the instructor.
S p rin g sem ester. Munoz.
91 A. Special Topics: Development and Urbanization in the Third World. An exam ­
ination of the post-colonial social transform ation that occurred in the Third World.
This process will be considered in the context of demographic and ecological change,
the green revolution, and the rural-urban exodus. The problem of urban poverty will
receive special attention. Case material will be draw n from Africa, Asia, and Latin
America.
N o t o ffe re d 1979-80. Legesse.

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SOCIOLOGY AND ANTHROPOLOGY
91C. Special Topics: Age and Social Identity. Age may become an im portant basis of
individual identity or group form ation at various points in the life course, such as
sdolcsccncc or old age. The class will explore the circumstances th at prom ote age
bonds, and their consequences for individuals and societies through cross-cultural
comparison of age groups, their functions, internal organization, inter-relations,
rites of passage. Readings will include studies of East African age grades, U.S.
retirement communities, European student movements.
N o t o ffe re d 1979-80. Keith.
91D . Advanced Urban Research. Students taking this course participate in research
projects a t the H ahnem ann H ospital C om m unity M ental H ealth Center, and also
meet weekly at Swarthmore for a seminar-style discussion of their research experiences.
The course offers an unusual opportunity to combine collaboration in professional
social research (both at the C enterand in various Philadelphia communities) with the
intellectual stim ulation and evaluation of a Sw arthm ore seminar.
F all sem ester a n d spring sem ester. Keith.
93. Directed Reading. Individual or group study in fields of special interest to the
students not dealt with in the regular course offerings. Consent o f the chairm an and
of the instructor is required.
M embers of the D epartm ent.
96-97. Thesis. Theses will be required o f all Course majors. Seniors in the Course
program will norm ally take two consecutive semesters o f thesis tutorial. Studehts are
urged to discuss their thesis proposals with faculty during the spring semester of their
ju n io r year, especially if they are interested in the possibility o f field work.
Members of the Departm ent.
The following courses, with attachm ents, can be taken in preparation for H onors
examinations: S&A 44, 81.
S eminars ?

101. Critical Modern Social Theory. This sem inar will trace the developm ent of
critical m odern social theory from the w orks of M arx to present day social theorists.
Particular attention will be paid to selected works by M arx, Lukacs, A dorno,
H orkheim er, M arcuse, Unger, and Haberm as.
.
Prerequisites: advanced w ork in Sociology/A nthropology, Philosophy, or Political
Science; or perm ission o f the instructor.
S p rin g sem ester. M uñoz.
102. Creation o f Community. The central question for the sem inar is under what
conditions com m unity can successfully be created. U topian experiments, squatter
settlements and institutions such as retirem ent residences and monasteries will be
com pared as examples of intentional and unintentional, planned and unplanned
com m unity creation.
S p rin g sem ester. Keith.
103. Political Anthropology. A cross-cultural perspective on politics: the structures
and’ processes of authority, conflict, and group definition. Specific problem s will
include legitimation o f authority, decision-m aking, agenda-building, expansion,
containm ent and resolution of conflict. P articular emphasis will be placed on sym­
bolic aspects o f politics. Readings will cover a wide range of cultures and degrees of
societal complexity; in addition, each student will work intensively with ethnographic
material from one traditional society.
N o t o ffe re d 1979-80. Keith.

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SOCIOLOGY AND ANTHROPOLOGY
104. Psychological Anthropology. This seminar deals with a growing interdisciplinary
field that draws upon cultural anthropology, hum an evolution and biology, psychol­
ogy (particularly developmental and cognitive), and linguistics. The following specific
topics will be treated: psychobiological foundations of culture, hum an m aturation,
socialization, and culture and mental health.
S p rin g sem ester. Piker.
105. Modern Social Theory. The social and intellectual background of the rise of
social science, with consideration o f selected social theorists and emphasis on the
relation of ideology to theory and research in sociology. Among the thinkers to be
considered are St. Sim on, Comte, M arx, D urkheim , Weber, Simmel, Mannheim,
and Freud.
F all sem ester. Mueller.
107. Religion as a Cultural Institution. The relations between religious belief and
practice, psychological properties o f individuals and society. The following specific
topics will be treated: religious evolution; religion as a force for both social stability
and social change; the psychological bases for religious belief. M ajor theories to be
considered include those of M ax Weber, Emile Durkheim , and Sigmund Freud.
F all sem ester. Piker.
108. Social Stratification. Com parative study o f structured social inequality, proces­
ses of class form ation, and conditions of class conflict since the industrial revolution.
S p rin g sem ester. Mueller.
109. Social and Cultural Change. This sem inar will examine the theories of social
movements, modernization, Westernization, cultural diffusion, and stages of devel­
opm ent as they apply to the process of social change in non-W estem societies. Case
studies will be drawn from China, India, Indonesia, Peru, Brazil, Mexico, Nigeria,
Kenya, and South Africa.
Prerequisites: Entry-level course in Sociology-Anthropology or permission o f the
instructor.
N o t o ffe re d 1979-80. Legesse.
114. Political Sociology. Study of political elites, political institutions, normal politics,
and protest movements from the perspective of com parative historical sociology.
N o t o ffe re d 1979-80. Mueller.
116. Post-Industrial Society: Modern America. A theoretical and historical explora­
tion of continuity, conflict, and change in America’s “exceptional” culture, economy,
and polity in the post-W orld W ar Two era.
S p rin g sem ester. Rieder.
117. Urban Anthropology. Cross-cultural, com parative study of social life in cities,
with particular emphasis on bases and strategies o f group form ation and maintenance,
e.g., kinship, ethnicity, friendship, residential separation, ritual. Readings represent
a wide range of societies both geographically and culturally; and all students in the
sem inar will do a field work project.
N o t o ffe re d 1979-80. Keith.
118. Ecology and Society. Exam ination of different types o f ecological conditions
and how they influence pastoral, agricultural, peri-urban, and urban social systems.
Special attention will be given to the world food crisis, to climatic change, demo­
graphic pressures, environmental degradation, and a wide range of adaptive strategies
that have developed in response to ecological stress.
N o t o ffe re d 1979-80. Legesse.
180. Thesis. H onors candidates 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 ju n io r year.
Members of the Departm ent.

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VI
THE CORPORATION
BOARD OF MANAGERS
ALUMNI OFFICERS and COUNCIL
FACULTY and ADMINISTRATION
VISITING EXAMINERS
DEGREES CONFERRED
AWARDS and DISTINCTIONS
ENROLLMENT STATISTICS

THE CORPORATION
Charles C. Price 111, C hairm an
120 Hilldale R oad, Lansdowne, PA 19050
J. Lawrence Shane, V ice-C hairm an
21 College Avenue, Sw arthm ore, PA 19081
Sue Thom as Turner, Secretary
5595 Cook R oad, Alfred Station, NY 14803
Kendall Landis, A ssista n t Secretary
Sw arthm ore College, Sw arthm ore, PA 19081
A nn Brownell Sloane, Treasurer
145 E. 74th Street, New York, NY 10021
Lawrence L. Landry, A ssista n t Treasurer
Sw arthm ore College, Sw arthm ore, PA 19081

BOARD OF MANAGERS
E x officio

Theodore Friend, President of Sw arthm ore College, Sw arthm ore, PA 19081.
E m eriti

Boyd T. Barnard, 2000 M arket Street, 13th floor, Philadelphia, PA 19103.
Clement M. Biddle, 7 Ox Bow Lane, Summit, N J 07901.
Isabel Jenkins Booth, Kendal at Longwood, Kennett Square, PA 19348.
Eleanor Stabler Clarke, Kendal at Longwood, Kennett Square, PA 19348.
George B. Clothier, 1418 Packard Bldg., Philadelphia, PA 19102.
T hom as B. M cC abe, Scott Plaza, Philadelphia, PA 19113.
Philip T. Sharpies, 251 Royal Palm Way, Palm Beach, F L 33480.
Claude C. Sm ith, 1600 Land Title Building, Philadelphia, PA 19110.
Joseph H. Willits, Box 441A, Bridgetown Pike, R.D. 1, Langhorne, PA 19047.
Helen G aw throp W orth, Box 141, Kendal at Longwood, K ennett Square, PA 19348.
Term E xpires D ecem ber, 1979

G. Luptom Broomell, M anufacturers Association of Delaware Valley, Valley
Forge C orporation Center, N orristow n, PA 19403.
William M. E. Clarkson, G raphic C ontrols C orporation, 189 Van Rensselaer St.,
Buffalo, NY 14210.
Jerom e Kohlberg, Jr., 680 Fifth Avenue, New York, NY 10019.
Charles C. Price, III, 120 Hilldale R oad, Lansdowne, PA 19050.
Richard B. Willis, Willow R oad, Ambler, PA 19002.
♦Thomas B. D arlington, Box 156, New Lisbon, NJ 08064.
♦Janet H art Sylvester, 6648-32nd St., N.W., W ashington, DC 20015.

♦ Nominated by the Alumni Association.

— 228 —

BOARD OF MANAGERS
Term E xpires D ecem ber, 1980

Clark Kerr, 8300 Buckingham Drive, El C errito, CA 94530.
W alter Lam b, Chester Springs, PA 19425.
Winnifred Poland Pierce, 211 M cC otter Drive, A nn A rbor, MI 48103.
W alter T. Skallerup, Jr., Suite 504, 1001 C onnecticut Ave. N.W., W ashington
D C 20036.
* Louis A. Kislik, 1552 Pebble Lane, Hewlett, L.I., NY 11557.
*Jeannette Streit Rohatyn, 1125 P ark Ave., New York, NY 10028.
Term E x p ire s D ecem ber, 1981

M aria K. Aweida, 7184 Spring D r., Boulder, CO 80303.
♦Carol Seabrook Boulanger, 400 P ark Avenue, New York, NY 10022.
D orothy Lucking H agerty, P.O. Box 720596, A tlanta, GA 30328.
H. Thom as Hallowell, Jr., The Benson East, Jenkintow n, PA 19046.
Eugene M. Lang, 912 Fifth Avenue, New York, NY 10021.
Audrey Shields Penn, 5500 Fieldston R oad, Riverdale, NY 10471.
Ellen Ash Peters, 159 Glen Parkw ay, H am den, C T 06517.
. J. Lawrence Shane, 21 College Avenue, Sw arthm ore, PA 19081.
A nn Brownell Sloane, 145 E. 74th Street, New York, NY 10021.
♦A rthur F. F. Snyder, C om m onwealth Bank & Trust C o., 10 Post Office Sauare
Boston, MA 02109.
’
Ira Tensard Wender, 555 P ark Avenue, New York, NY 10021.
Term E xpires D ecem b er 1982

Neil A ustrian, Doyle, Dane and Bernbach, 437 M adison Ave., New York, NY 10022
♦Esther Leeds C ooperm an, 8035 Seminole Ave., Philadelphia, PA 19118.
Julien Cornell, C entral Valley, NY 10917.
Katherine C onner D oughty, 216 W. Gorgas Ln., Philadelphia, PA 19119.
D onald Lloyd-Jones, 633 T hird Ave., New York, NY 10017.
♦William C. H. Prentice, R D 2, Adamsville, RI 02801.
Jo h n W. R oberts, P.O. Box 27211, Richm ond, VA 23261.
M arge Pearlm an Scheuer, 101 C entral P ark West, New York, NY 10023.
Sue Thom as Turner, 5595 Cook R oad, Alfred S tation, NY 14803.
C O M M ITTEES O F T H E BOARD
The C hairm an o f th e B o a rd is e x o ffic io a m e m b e r o f every C o m m ittee
E xe c u tiv e

Charles C. Price, III, C hairm an
J. Lawrence Shane, Vice C hairm an
Julien Cornell
Katherine C onner D oughty
Eugene M. Lang

Ellen Ash Peters
A nn Brownell Sloane
Jan et H art Sylvester
Sue Thom as Turner

F inance a n d Trusts A d m in istra tio n

A nn Brownell Sloane, C hairm an
G. L upton Broomell
George B. Clothier
H. Thom as Hallowell, Jr.
Louis A. Kislik
Walter Lamb

Thom as B. M cC abe
J. Lawrence Shane
Claude C. Smith
Jan et H art Sylvester
Richard B. Willis

♦ Nominated by the Alumni Association.

— 229 —

BOARD OF MANAGERS
In stru ctio n a n d Libraries

W innifred Poland Pierce
William C. H. Prentice
Jeannette Streit R ohatyn
W alter T. Skallerup, Jr.
Sue Thom as Turner
Ira T. Wender
Helen G aw throp W orth

Ellen Ash Peters, Chairm an
M aria Klemperer Aweida
Carol Seabrook Boulanger
Katherine C onner Doughty
Clark Kerr
D onald J. Lloyd-Jones
A udrey Shields Penn

In v e stm e n t

Thom as B. M cC abe
Ann Brownell Sloane
Richard B. Willis

J. Lawrence Shane, C hairm an
Boyd T. Barnard
Richard C. Bond
H. Thom as Hallowell, Jr.

P roperty

H. Thom as Hallowell, Jr.
Jerom e Kohlberg, Jr.
W alter Lamb
M arge Pearlm an Scheuer
A rthur F. F. Snyder
Jan et H art Sylvester

Julien Cornell, C hairm an
Jo h n W. Roberts, Vice C hairm an
Boyd T. Barnard
G. Lupton Broomell
T hom as B. D arlington
D orothy Lucking Hagerty

S tu d e n t L ife

K atherine C onner D oughty, Chairm an
M aria Klemperer Aweida
Clement M. Biddle
William M. E. Clarkson
Esther Leeds Cooperm an
Thom as B. D arlington
Louis A. Kislik
Eugene M. Lang

D onald J. Lloyd-Jones
Audrey Shields Penn
W innifred Poland Pierce
Jeannette Streit R ohatyn
M arge Pearlm an Scheuer
A nn Browneil Sloane
Sue T hom as Turner

N o m in a tin g

Jan et H art Sylvester, Chairm an
G. L upton Broomell
D onald J. Lloyd-Jones

Ellen Ash Peters
M arge Pearlm an Scheuer
W alter T. Skallerup, Jr.
D e velo p m en t

Eugene M. Lang, C hairm an
C arol Seabrook Boulanger
Boyd T. Barnard
Clem ent M. Biddle
William M . E. Clarkson
Stokes Clement, Jr., e x o fficio
Julien Cornell
D orothy Lucking Hagerty
H. T hom as Hallowell, Jr.
Jerom e Kohlberg, Jr.

— 230

D onald J. Lloyd-Jones
Ellen Ash Peters
Jo h n W. Roberts
W alter T. Skallerup, Jr.
A rth u r F. F. Snyder
Jan et H art Sylvester
Sue T hom as Turner
Babette Barbash Weksler, e x o fficio
Ira T. W ender
R ichard B. Willis

ALUMNI OFFICERS AND COUNCIL
P resident, Babette Barbash Weksler ’58, 331 Engle Street, Tenafly, N J 07670
P resident D esignate, M arshall Beil ’67, 8 W. 13th St., New York, NY 10011
Vice President, Samuel Brackeen ’68, 705 Preston R oad, Erdenheim, PA 19118
Vice President, Susan Willis R u ff’60, 3521 Ordway St., NW, W ashington, DC 20016
Secretary, Olwen M. Jones ’43, 28 F ox R un Lane, Greenwich, C T 06830
Term E xpires
M ay

Zone A

New Jersey (A tlantic, Burlington, Cam den, Cape M ay, Cum berland, Gloucester,
H unterdon, M ercer, Ocean, Salem, W arren Counties), Pennsylvania (except
Western Pennsylvania)
1980 George C. Ford ’43, 607 Rosedale R d., Princeton, NJ 08540
Edm und Jones ’39, 227 H averford Ave., Sw arthm ore, PA 19081
1981 Samuel 1. Kalkstein 3 7 , Carriage House, 53 E. Logan St.-Rear,
Philadelphia, PA 19144
Jo h n G. Moxey, Jr. ’35, 1404 Jo h n n y ’s Way, R D 3, West Chester
PA 19380
Richard J. Yeager, M .D . ’67, 310 Plush Mill R d., W allingford, PA 19086
1982 Eugene A. Bentley, Jr. ’54, Llangollen Lane, Newtown Square, PA 19073
Roger J. Youman '53, 752 Mancill R oad, Wayne, PA 19087
1980 K atharine Bode D arlington ’69,26 Sunrise Lane, Poughkeepsie, NY 12603
Beverley Bond P otter ’55, 208 Ivy Lane, H averford, PA 19041
1981 Eleanor Eves Cogshall ’37, 343 Edison-Furlong Rd., Doylestown
PA 18901
Paula Lawrence Wehmiller ’67, 201 H arvard Ave., Sw arthm ore, PA 19081
M ary Lou D utton Wolfe ’46, 337 Barren Hill Rd., Conshohocken,
PA 19424
1982 Esther Howard Allen ' l l , W ildman Arms A partm ents, H arvard Bldg.
1123, Sw arthm ore, PA 19081
B arbara Weber M ather ’65, 3110 W. C oulter St., Philadelphia, PA 19129
Zone B
C onnecticut, New Jersey (Bergen, Essex, H udson, M iddlesex, M onm outh, Morris,
Passaic, Som erset, Sussex, and Union Counties), New York
1980 Ross H. Ogden ’66, 22 Cedarw ood Drive, Greenwich, CT 06830
Daniel J. Wise ’67, 345 W. 88th St., Apt. 4B, New York, NY 10024
1981 Paul G ottlieb ’56, 211 C entral P ark West, Apt. 15K, New York, NY 10024
1982 Randall W. Larrim ore ’69, 98 P artrick Rd., W estport, C T 06880
Robert C. Wallach ’56,430 E. 86th Street, Apt. 17C, New York, NY 10028
1980 Olwen M orfydd Jones ’43, 28 Fox R un Lane, Greenwich, C T 06830
Linda H abas M antel ’60, 61 Jan e St., Apt. 15J, New York, NY 10014
1981 Frances Halsband Kliment ’65, 35 W. 90th St., New York, NY 10024
1982 Beatrice Beach M acLeod ’31, 957 E. State Street, Ithaca, NY 14850
Sally A. W arren ’65, 11 East 63rd St., Apt. 3A, New York, NY 10021
Zone C
Maine, M assachusetts, New H ampshire, Rhode Island, Vermont
1981 R obert G. M urray ’67, 36 Appleby R oad, Wellesley, M A 02181
1981 Jo an Jessop Brewster ’46, RR1, Box 113A, Peterborough, NH 03458

231

ALUMNI OFFICERS AND COUNCIL
Zone D
Delaware, District of Colum bia, M aryland, Virginia
1980 Randy J. H olland ’69, 505 Seabury Ave., M ilford, DE 19963
1982 W alter A. Scheiber ’46, 5316 Sangam ore R oad, Bethesda, M D 20016
1980 Susan Willis Ruff ’60, 3521 Ordway St., N.W., W ashington, DC 20016
1982 Barbara Stubbs Cohen ’67,2617 Woodley PL, NW, W ashington, D C 20008
Zone E
Ohio, Western Pennsylvania (Allegheny, A rm strong, Beaver, Butler, Clarion, Craw ­
ford, Erie, Fayette, Greene, Lawrence, Mercer, Venango, W ashington, Westmoreland
Counties), West Virginia
1981 Nicholas Andrew Beldecos ’43, 1336 Shady Ave., Pittsburgh, PA 15217
1981 Janice Robb Anderson ’42, 895 West R ahn R d„ D ayton, OH 45429
Zone F
A labama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, N orth
Carolina, O klahom a, South Carolina, Tennessee, Texas
1982 Ned B. Williams ’34, 4 Gull Point Rd., H ilton Head Island, SC 29928
1982 Louise Lichtenberg Wilson ’67, 201 E. Wesley Rd., NE, A tlanta, GA 30305
Zone G
Illinois, Indiana, Iowa, Kansas, Michigan, M innesota, Missouri, N ebraska, N orth
D akota, South D akota, Wisconsin
1980 Christopher M. Kennedy ’54, 6561 Clarkston Rd., Clarkston, MI 48016
1982 Fred H. M ontgom ery ’68, 2253 N. Burling St., Chicago, IL 60614
1980 K aren H uston Jacobs ’60, 1212 Long R oad, K alamazoo, MI 49008
1982 M arilyn M athews Bendiksen ’59, 3470 G reenbriar CT, LaCrosse,
WI 54601
Zone H
Alaska, Arizona, California, C olorado, Hawaii, Idaho, M ontana, Nevada, New
Mexico, Oregon, Utah, W ashington, Wyoming, Territories, and foreign countries
1980 R obert C. Stever ’57, 715 37th Ave., Seattle, WA 98122
1981 Paul I. C orddry ’58, 1921 N orth 21st St., Boise, ID 83702
1980 Barbara Ballou ’41, R F D 2, Three M aple Drive, Brewster, NY 10509
1981 Betty Stern Hoffenberg ’43, 1365 M arinette Rd., Pacific Palisades,
CA 90272

THE FACULTY
Theodore Friend, B.A. and L L.D ., W illiams College; M .A. and P h .D ., Yale Univer­
sity, President. 324 C edar Lane.
Harrison M . Wright, B.A, M .A ., P h.D ., H arvard University. P rovost and Professor
of History. 319 C edar Lane.
Thomas H. Blackburn, B.A., Amherst College; B.A. and M. A., University of Oxford;
Ph.D ., Stanford University, D ean and Professor of English. 609 Elm Avenue.
Lawrence L. Landry, B.S.B.A., M.B.A., Clark University, Vice President — Finance,
and Lecturer in Economics. 302 Avondale Road.
Kendall Landis, B.A., Sw arthm ore College; M .A., Wesleyan University, Vice Presi­
dent _ Alumni, Development, Public Relations. 550 Elm Avenue.

— 232 -

FACULTY
Gilmore Stott, B.A. and M.A., University of Cincinnati; B.A. and M.A., University
of Oxford; M.A. and Ph.D ., Princeton University, Associate Provost and Associate
D ean, Lecturer in Philosophy. 318 D artm outh Avenue.
Janet Smith Dickerson, B.A., Western College for Women; M.Ed., Xavier University,
Associate Dean. 515 Elm Avenue.
Robert A. Barr, Jr., B.A., Sw arthm ore College; M.A., University o f Pennsylvania,
Dean of Admissions, 510 S trath Haven Avenue.
Jane H. Mullins, B.A., Sw arthm ore College, Registrar. 11 S. Princeton Avenue.
Michael Durkan, B.A., St. Patrick’s College, M aynooth, Ireland; D iplom a in Library
Training, University College, Dublin, Librarian. 201 West Rose Valley Road, Wal­
lingford, PA 19086.
James A. Hinz, B.A., Concordia Senior College; B.D. and M. Div., Concordia
Seminary; M.A., Stanford University, Humanities Librarian. 566 Ju n iata Avenue.
Edgar R. Mullins, Jr., B.A. Grinnell College; M.A. and Ph.D ., University of Illinois.
D irector of C om puter Education and Activities, and Lecturer in M athematics. 11 S.
Princeton Avenue.
E M ER ITI
Mary Albertson, B.A., M.A. and Ph.D ., Bryn M awr College, Isaac H. Clothier
Professor Emerita of History and International Relations. 505 Ogden Avenue.
Elisa Asensio, M.A., M iddlebury College, Professor Emerita o f Spanish. 510 Panmure R oad, H averford, PA 19041.
Lydia Baer, B.A., Oberlin College; M.A. and Ph.D ., University of Pennsylvania,
Professor Emerita of German, M anatee River Hotel, Bradenton, FL. 33505.
Heinrich Brinkmann, B.A., Stanford University; M.A. and Ph.D ., Harvard Univer­
sity, Albert L. and Edna Pownall Buffington Professor Emeritus of Mathematics.
Wallingford Arms, Wallingford, PA 19086.
Alice Brodhead, B.S. and M .A, University of Pennsylvania, Professor Emerita of
Education. Box 28, Crosslands, Kennett Square, PA 19348.
Hilda D . Cohn, Dr. Phil., University of Heidelberg, Professor Emerita of German.
W ildman Arms.
Martha A. Connor, B.S. and M.A., University o f Pennsylvania; B.S. in L.S., Drexel
University, Librarian Emerita. Apt. 219 Crosslands, Kennett Square, PA 19348.
William C. Elmore, B.S., Lehigh University; Ph.D ., Yale University; M orris L.
Clothier Professor Emeritus of Physics. 288 Paxon Hollow R oad, Media, PA 19063.
Lewis H. Elverson, B.S., University o f Pennsylvania, Professor Emeritus of Physical
Education for Men. Quidnet, N antucket, MA 02554.
Robert K. Enders, B.A. and Ph.D ., University of Michigan, Isaac H. Clothier, Jr.,
Professor Emeritus of Biology. 311 Elm Avenue.
E. J. Faulkner, Professor Emeritus o f Physical Education for Men. 500 Osceola
Avenue, Apt. 210, W inter Park, FL 32789.
Launce J. Flemister, B.A., M.A. and Ph.D ., Duke University, Emeritus Professor of
Zoology, P O . Box F, Swarthm ore, PA 19081.
Milan W. Garrett, B.A. and M.A., Stanford University; B.A. and D. Phil., University
of O xford, Professor Emeritus Physics, 16 Beach R oad, Severna Park, M D 21146.
Everett L. Hunt, B.A., H uron College; M. A., University o f Chicago; D .Litt., H uron
College, Dean Emeritus and Professor Emeritus of English. 221 N. Princeton Avenue.
Fredric Klees, B.A., Bowdoin College, Professor Emeritus of English. 220 South
Chester Road.
Olga Lang, G raduate, University o f Moscow; Ph.D ., Colum bia University, Professor
Em erita o f Russian, 611 W. II 1th St., New York, NY 10025.

— 233

FACULTY
Barbara Pearson Lange, Emerita Dean of Women. W ildman Arms.
Luzerne G. Livingston, B.S., Lawrence College; Ph.D ., University of Wisconsin,
Emeritus Professor of B otany, 15 D artm outh Circle.
Franz H. Mautnër, Dr. Phil., University of Vienna, Professor Emeritus of German.
408 W alnut Lane.
John D . McCrumm, B.A. and M.S., University of Colorado, H oward N. and A da J.
Eaverson Emeritus Professor of Engineering. 606 Ogden Avenue.
Norman A. Meinkoth, B. of Ed., Southern Illinois Teachers College; M .S., and
Ph.D ., University of Illinois, Professor Emeritus of Zoology. 431 West W oodland
Avenue, Springfield, PA. 19064.
Irene Moll, B.S. in Ed., University o f Kansas; M.A., Texas University for Women,
Em erita Associate Professor of Physical Education for W om en, 805 Illinois Street,
Lawrence, KS 66044.
John M. Moore, B.A., Park College; B.D., Union Theological Seminary; M.A.,
H arvard University; Ph.D ., C olum bia University, Professor Emeritus of Philosophy
and Religion. 512 Ogden Avenue.
Bernard Morrill, B.S. in M.E., Massachusetts Institute o f Technology; M .M .É,,
University of Delaware, Ph.D ., University of Michigan, Henry C. and J. Archer
Turner Emeritus, Professor o f Engineering. 21 Oberlin Avenue.
J. Roland Pennock, B.A., Swarthm ore College; M.A. and Ph.D ., Harvard,University,
Richter Professor Emeritus of Political Science. 739 H arvard Avenue,
Edith Philips, B.A., G oucher College; D octeur de l’Université de Paris, Susan W.
Lippincott Professor Em erita o f French. Kendal at Longwood, Kennett Square, PA
19348.
Frank C. Pierson, B.A., Sw arthm ore College; Ph.D ., C olum bia University, Joseph
W harton Professor Emeritus of Political Economy. 740 Ogden Avenue.
Hedley H. Rhys, B.A., Wèst Virginia University; M .A. and Ph.D ., H arvard Univer­
sity, Professor Emeritus of A rt History, Apt. 217, Crosslands, Kennett Square, PA
19348.
James D . Sorber, B.A., Lehigh University; M .A., University of N ebraska, Professor
Emeritus of Spanish, Apt. 211, Kendal at Longwood, K ennett Square, PA 19348.
Willis J. Stetson, B.A., Sw arthm ore College; M.A., University of Pennsylvania,
Professor Emeritus of Physical Education for Men. 144 N orth Highland Road,
Springfield, PA 19064.
Peter van de Kamp, Cand. and Docts., University o f Utrecht; Ph.D ., University of
California; D. Phil., University o f Groningen, Edward Hicks Magill Professor Emer­
itus of A stronom y and D irector Emeritus of the Sproul Observatory. 15 Wellesley
Road.
Robert M. Walker, B.A. and M.F.A., Princeton University; Ph.D ., H arvard Univer­
sity, Professor Emeritus o f A rt History. 212 Elm Avenue.
Hans Wallach, Dr. Phil., University of Berlin, Centennial Professor Emeritus òf
Psychology. 510 Bryn M awr Avenue.
Neal A. Weber, B.A., M.S. and D.Sc., University of N orth D akota; M.A. and Ph.D .,
Harvard University, Professor Emeritus of Zoology. 2606 Mission Road, Tallahassee.
FL 32304.
Howard H. Williams, B.A., Lake Forest College; M.A. in L.S., Colum bia University,
Emeritus Reference Librarian. 144 P ark Avenue.
PR O FE SSO R S
George C. Avery, B.A., M .A., and Ph.D ., University o f Pennsylvania, Professor of
G erm an. 230 H averford Avenue.

m 234 -

FACULTY
{Robert C. Bannister, B.A. and P h.D ., Yale University; B.A. and.M .A., University of
O xford, Professor of History. 606 Elm Avenue.
Carl Barns, B.A., Brown University; M.S. in E.E., M assachusetts Institute o f Tech­
nology, Professor of Engineering. 404 W alnut Lane.
Paul H. Beik, B.A., Union College; M .A. and Ph.D ., C olum bia University; Centen­
nial Professor of History. 603 Ogden Avenue.
{Olexa-Myron Bilaniuk, Cand. 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 19086.
{David L. Bowler, B.S. in E.E., Bucknell University; M.S. in E.E., Massachusetts
Institute of Technology; M.A. and P h .D ., Princeton University, Professor of ElectrL
cal Engineering, 505 Yale Avenue.
{Leon Bramson, B.A. and M .A., University of Chicago; Ph.D ., H arvard University,
Professor of Sociology. 1001 City Line Avenue., Philadelphia, PA 19151.
{D avid Cowden, B.A., Sw arthm ore College; M.A. and Ph.D . H arvard University,
Professor of English. 312 Ogden Avenue.
Gomer H. Davies, B.S., East S troudsburg State College; Ed.M ., Temple University,
Professor of Physical Education. 225 Cornell Avenue.
Lee Devin, B.A., San Jose College; M.A. and P h .D ., Indiana University, Professor
of English Literature and D irector of the Theatre. 511 H arvard Avenue.
H. Searl Dunn, B.S.E. and M .S.E., Princeton University; P h.D ., Brown University,
Professor of Engineering. 603 Elm Avenue.
James W. England, B.A., Kansas State Teachers College; M.A. and Ph.D ., University
of Missouri, Professor of Mathematics, 312 Cornell Avenue.
Edward A. Fehnel, B.S., M .S., and Ph.D ., Lehigh University; Edm und Allen Profes­
sor o f Chemistry. 120 Paxon Hollow Rd., Rose Tree, Media, PA 19063
James A. Field, Jr., B.S., M.A. and Ph.D ., H arvard University, Isaac H. Clothier
Professor of History. 612 Hillborn Avenue.
Kenneth J. Gergen, B.A., Yale University; Ph.D ., Duke University, Professor of
Psychology, 331 Rogers Lane, Wallingford, PA 19086.
Charles E. Gilbert, B.A., Haverford College; Ph.D ., Northw estern University, Rich­
ter Professor of Political Science, 223 Kenyon Avenue.
James H. Hammons, B.A., A mherst College; M.A. and Ph.D ., The Johns Hopkins
University, Professor of Chemistry. 17 Furness Lane, Wallingford, PA 19086.
Mark 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 ,, H arvard University, Professor o f M athe­
matics. Pritchard Lane, Wallingford, PA 19086.
Wulff D . Heintz, Dr. rer. nat., M ünchen University, Professor of Astronomy. 540
Riverview Avenue.
{Patrick Henry, B.A., H arvard University; B.A. and M.A., University of Oxford;
M .A. and Ph.D ., Yale University, Professor of Religion, 915 H arvard Avenue.
* Eleanor K. Hess, B.S. and M .S., University of Pennsylvania, Professor o f Physical
Education. 302 N orth Chester Road.
{Robinson G. Hollister, Jr., B.A., Amherst College; P h.D ., Stanford University,
Professor of Economics. 1 W hittier Place.

* Absent on leave, fall semester, 1979.
t Absent on leave, spring semester, 1980.
{ Absent on leave, 1979-80.

— 235 -

FACULTY
Raymond F. Hopkins, B.A., Ohio Wesleyan University; M.A., Ohio State University;
M.A. and Ph.D ., Yale University, Professor o f Political Science. 308 Ogden Avenue.
Gudmund R. Iversen, M.A., The University o f Michigan; Ph.D ., Harvard University,
Professor of Statistics, and D irector, Center for Social and Policy Studies. 414 Drew
Avenue.
T. Kaori Kitao, B.A. and M.A., University of California, Berkeley; P h.D ., H arvard
University, Professor of A rt History, 8B W hittier Place.
Eugene A . Klotz, B.S., A ntioch College; Ph.D ., Yale University, Professor o f M athe­
matics, 735 Yale Avenue.
*George Krugovoy, B.A., M .A., and Ph.D ., Philosophical Institute, Salzburg, Aus­
tria, Professor of Russian. 562 Ju n iata Avenue.
{James R. Kurth, B.A., S tanford University; M.A. and P h.D ., H arvard University,
Professor of Political Science. W ildman Arms.
{Hugh M. Lacey, B.A. and M.A., University of M elbourne, Ph.D ., Indiana University,
Professor of Philosophy. 4 W hittier Place.
Samuel T. Lachs, Ph.D ., Dropsie University, Visiting Professor of Religion (parttime), Bryn M awr College, Bryn M awr, PA 19010.
{Asmarom Legesse, B.A., University College o f Addis Ababa; Ed.M . and Ph.D .,
H arvard University, Profeissor of A nthropology. 407 Vassar Avenue.
Sarah Lee Lippincott, B. A., University of Pennsylvania; M. A., Sw arthm ore College;
D.Sc., Villanova University, D irector of Sprout Observatory and Professor o f As­
tronom y. 507 C edar Lane.
Paul C. Mangelsdorf, Jr., B.A., Sw arthm ore College; Ph.D ., H arvard University,
M orris L. C lothier Professor o f Physics. 110 Cornell Avenue.
Philip Metzidakis, B.A., D artm outh College; Ph.D ., Yale University, Professor of
Spanish. 513 Elm Avenue.
{Helen F. North, B.A., M.A., and Ph.D ., Cornell University, Centennial Professor of
Classics. 604 Ogden Avenue.
Hans F. Oberdiek, B.S., and Ph.D ., University o f W isconsin, Professor of Philos­
ophy .211 Elm Avenue.
Martin Ostwald, B.A., University of Toronto; M .A., University o f Chicago; Ph.D .,
C olum bia University, William R. Kenan, Jr., Professor o f Classics. 2 W hittier Place.
Howard Pack, B.B.A., City College of New York; Ph.D ., Massachusetts Institute of
Technology, Professor of Economics. 1530 Locust St., Philadelphia, PA 19102.
{Harold E. Pagliaro, A.B., M .A., Ph.D ., Colum bia University, Professor of English
Literature. 536 Ogden Avenue.
Dean Peabody, B.A., Sw arthm ore College; Ph.D ., H arvard University, Professor of
Psychology. 226 D ickinson Avenue.
*Jean Ashmead Perkins, B.A., Sw arthm ore College; M.A. and Ph.D ., Colum bia
University, Susan W. Lippincott Professor o f French. 913 S trath Haven Avenue.
Steven I. Piker, B.A., Reed College; Ph.D ., University o f W ashington, Professor of
A nthropology. 125 Rutgers Avenue.
Frederic L. Pryor, B.A., Oberlin College; M.A. and Ph.D ., Yale University, Professor
of Economics. 740 H arvard Avenue.
David Rosen, B.A., New York University; M.A. and Ph.D ., University of Pennsyl­
vania, Professor of M athem atics, 336 N orth Princeton Avenue.
{Bernard Saffran, B.A., The City College of New York; Ph.D ., University of Minne­
sota, Professor of Economics. 201 G arrett Avenue.
* Absent on leave, fall semester, 1979.
t Absent on leave, spring semester, 1980.
X Absent on leave, 1979-80.

— 236 —

FACULTY
* Robert E. Savage, B.A., Oberlin College; M .S. and Ph.D ., University of Wisconsin,
Professor of Biology. 411 Vassar Avenue.
t Allen M. Schneider, B.S., Trinity College; Ph.D ., Indiana University, Professor of
Psychology. 318 N. Chester Road.
J. Edward Skeath, B.A., Sw arthm ore College; M.A. and Ph.D ., University of
Illinois; Professor o f Mathematics. 11 Benjamin West Avenue.
Bernard S. Smith, B.A. and M.A., University o f Oxford; Ph.D ., H arvard University,
Professor of History. 540 W alnut Lane.
David G. Smith, B.A., and M.A., University of Oklahom a; Ph.D ., The Johns
Hopkins University, Centennial Professor of Political Science. 3 W hittier Place.
Susan Brooke Snyder, B.A., H unter College; M.A. and Ph.D ., Colum bia University,
Professor of English. 403 W alnut Lane.
Donald K. Swearer, B.A., M.A. and Ph.D ., Princeton University; B.D. and S.T.M.,
Yale Divinity School, Professor o f Religion. 109 Colum bia Avenue.
fPeter Gram Swing, B.A. and M.A., Harvard University; Ph.D ., University of Chicago.
Daniel Underhill Professor of Music and D irector o f the Chorus. 614 Hillborn
Avenue.
Francis P. Tafoya, B.A. and M .A., University of Colorado; Ph.D ., Yale University.
Professor of French and Spanish. 635 N orth Chester Road.
Peter T. Thompson, B.A., The Johns Hopkins University; Ph.D ., University of
Pittsburgh, Professor of Chemistry. 925 S trath Haven Avenue.
* Derek Traversi, B.A. and M.A., University o f Oxford, Alexander Griswold Cummins
Professor of English. 401 W alnut Lane.
P. Linwood Urban, Jr., B.A., Princeton University; S.T.B., S.T.M. and Th.D.,
General Theological Seminary, Charles and H arriet Cox M cD owell Professor of
Religion. 20 South Princeton Avenue.
TM. Joseph Willis, B.C.E., University of W ashington; M .S., Cornell University;
Ph.D ., The Johns Hopkins University, Professor of Engineering. 306 Chestnut Lane.
ASSOCIATE P R O FE SSO R S
Margaret Anderson, B.A., Sw arthm ore College; Ph.D ., Brown University, Associate
Professor of History. 214 Rutgers Avenue.
Alfred H. Bloom, B.A., Princeton University; M.A., and Ph.D ., H arvard University,
Associate Professor o f Linguistics and Psychology, and Program D irector of Lin­
guistics. 5 W oodbrook Lane.
*John R. Boccio, B.S., Polytechnic Institute of Brooklyn; Ph.D ., Cornell University,
Associate Professor of Physics. 737 H arvard Avenue.
Patricia Wityk Boyer, B.S., Trenton State College; M.A., New York University,
Associate Professor of Dance and D irector o f the Dance Program . 817 Parkridge
Drive, Media, PA 19063.
Thompson Bradley, B.A., Yale University; M.A., Colum bia University, Associate
Professor of Russian. Price’s Lane, M oylan, PA 19065.
Robert Saint-Cyr DuPlessis, B.A., W illiams College; M.A., Ph.D ., Colum bia Uni­
versity, Associate Professor of History. 211 Rutgers Avenue.
*James D . Freeman, B.A., M.A. and Ph.D ., H arvard University, Associate Professor
of Music and D irector o f the Orchestra. 521 Elm Avenue.*

* Absent on leave, fall semester, 1979.
t Absent on leave, spring semester, 1980.

237 —

FACULTY
J. William Frost, B.A., D eP auw University; M.A. and Ph.D ., University of Wiscon­
sin, D irector of the Friends Historical Library and Associate Professor of Religion.
601 N orth Chester Road.
John L. Hershey, B.A., Eastern M ennonite College; M .A. and Ph.D ., University of
Virginia, Associate Professor of A stronomy. 343 P ark 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. 402 Laurel Lane,
Wallingford, PA 19086.
f John B. Jenkins, B.S. and M .S .,U ta h State University; Ph.D ., University of Califor­
nia, Los Angeles,'Associate Professor of Biology. 558 Rutgers Avenue.
Jennie Keith, B A ., Pom ona College; M.A., and Ph.D ., Northw estern University,
Associate Professor of A nthropology. Sw arthm ore College,
Deborah G. Kemler, B.A., M .A., and Ph.D ., Brown University, Associate Professor
of Psychology. 8 ¿ ru m Ledge.
Edward N . Kresch, B.S. and M S., M assachusetts Institute of Technology; Ph.D .,
University of Pennsylvania, Associate Professor o f Engineering. 1632 M t. Pleasant
R oad, Havertown, PA 19083.
David R. Lachterman, B.A., St. Jo h n ’s College, Ph.D ., H arvard University, Associ­
ate Professor of Philosophy. Sw arthm ore College.
Lillian M. Li, A.B., Radcliffe College; A.M. and Ph.D ,, H arvard University, Asspciate Professor of H istory, 915 H arvard Avenue.
* Kenneth G. Lieberthal, B.A., D artm outh College; M.A. and Ph.D ., C olum bia
Unversity, Associate Professor of Political Science. 406 Cedar Lane.
Nelson A . Macken, B.S., Case Institute of Technology; M .S., Ph.D ., University of
Delaware, Associate Professor of Engineering. 250 H averford Avenue.
Stephen B. Maurer, B.A., Sw arthm ore College, M .A. and P h.D ., Princeton Univer­
sity, Associate Professor of M athematics. 317 N. Chester Road.
**Paul C. Montgomery, Ph.D ., University o f Pennsylvania, Visiting Associate Profes­
sor o f Biology. Sw arthm ore College.
Kathryn L. Morgan, B.A., Virginia State College; M .A ., Howard University; M.A.
and Ph.D ., University of Pennsylvania. Associate Professor o f History. Apt. 728,
W ildman Arms.
.
. ;
1
Hans-Eberhard Mueller, B.A., H unter College; M.A. and Ph.D . University of Cali­
fornia, Berkeley, Associate Professor of Sociology. 519 N. Lem on St., Media. PA
19063.’
Ernest J. Prudente, B.S. and M .S., University o f Pennsylvania, Associate Professor
of Physical Education. 914 Surrey R oad, Media, PA 19063.
Charles Raff, B.A., University of Rochester; M.A. and P h.D ., Brown University,
Associate Professor of Philosophy. 214 Rutgers Avenue.
Gilbert P. Rose, B.A. and Ph.D., University o f California, Berkeley, Associate
Professor of Classics. 600 Elm Avenue.
Alburt M. Rosenberg, B.A., H arvard University; M.S., University of Florida; Ph.D .,
University of Pennsylvania, Associate Professor of N atural Science. 609 Hillborn
Avenue.
Robert Roza, B. A., University of Toronto; M.A- and Ph. D., Princeton University,
Associate Professor o f French, Program C oordinator, Sw arthm ore P rogram in
Grenoble, Spring Semester. 233 Cornell Avenue.

* Absent on leave, fall semester, 1979.
** Fall semester, 1979.
t Absent on leave, spring semester, 1980.

238

FACULTY
Richard L. Rubin, A.B., Brown University; M.A. and Ph.D ., Colum bia University,
Associate Professor of Political Science and Public Policy. Sw arthm ore College.
Richard Schuldenfrei, B.A. and M.A., University of Pennsylvania; Ph.D ., University
of Pittsburgh, Associate Professor of Philosophy. 8 S. Lemon Street, Media PA
19063.
Barry Schwartz, B.A,, New York University; M.A. and Ph.D ., University of Pennsyl­
vania, Associate Professor of Psychology. 539 Riverview Road.
Kenneth E. Sharpe, B.A., D artm outh College; M.S., London School of Economics
and Political Science; Ph.D ., Yale University, Associate Professor of Political Science.
519 W alnut Lane.
Simone V. Smith, Licence es Lettres, University of Grenoble, Associate Professor of
French, Program C oordinator, Sw arthm ore Program in Grenoble, Fall Semester.
125 Forest Lane.
David Brooks Smoyer, B.A., D artm outh College; LL.B., H arvard Law School,
Associate Professor of Physical Education. 335 Park Avenue.
Benjamin W. Snyder, B.A.,, Albion College; M .S., Ph.D ., University o f Michigan,
Associate Professor of Biology. 300 H arvard Avenue.
Kit-Yin Tieng Snyder, B.S., College o f the City of New York; M.A., University of
Michigan; M.F.A. Sculpture U.C.L.A. - C larem ont, Associate Professor of Studio
A rts (part-tim e). 317 N. Chester Road.
*Dwight A, Sweigart, B.A., Franklin and M arshall College; Ph.D ., Northwestern
University, Associate Professor of Chemistry. Sw arthm ore College.
**George Weaver, Ph.D ., University o f Pennsylvania, Visiting Associate Professor of
Philosophy. Bryn M awr College, Bryn M awr, PA 19010.
Eugene Weber, B.A., Williams College; M.A. and Ph.D ., H arvard University, Asso­
ciate Professor of German. 409 S trath Haven Avenue.
Philip M. Weinstein, A.B., Princeton University; A.M . and Ph.D ., H arvard Univer­
sity, Associate Professor of English Literature. 510 Ogden Avenue,
j Timothy C. Williams, B.A., Sw arthm ore College; A .M ., H arvard University; Ph.D .,
Rockefeller University, Associate Professor of Biology. 314 Rutgers Avenue.
|C raig Williamson, B.A., Stanford University; M .A., H arvard University; Ph.D .,
University of Pennsylvania, Associate Professor o f English Literature. 602 Elm
Avenue.
f Jerome H. Wood, Jr., B. A., Howard University; Ph.D ., Brown University, Associate
Professor of History. 103 E. Providence R oad, Alden, PA 19014.
ASSISTANT P R O FE SSO R S
Neal B. Abraham, B.S., D ickinson College; Ph.D ., Bryn M awr College, Assistant
Professor of Physics. 200 South R oberts R oad, C-2, R osem ont, PA
Maurice F. Aburdene, M.S. and Ph.D ., University o f Connecticut, Assistant Profes­
sor of Engineering. 302 N orth Chester R oad.
Michael E. Bacon, B.Sc., University o f N atal; M .S. and Ph.D ., C olorado StateUniversity, Assistant Professor of Physics. 515 Elm Avenue.
Charles A. Balestri, A.B., Princeton University; B.A., Cam bridge University; Ph.D ,,
Yale University, A ssistant Professor of English. 1 Crum Ledge.*

* Absent on leave, fall semester, 1979.
** Fall semester, 1979.
t Absent on leave, spring semester, 1980.
X Absent on leave, 1979-80.

239 r—

FACULTY
{William A. Ball, A.B., H arvard University; A .M ., Ph.D ., University o f M ichigan,
Assistant Professor of Psychology. 7 C rum Ledge.
William H. Batschelet, B. A. Grinnell College; M. A. and Ph.D ., University o f Wash­
ington, Assistant Professor o f Chemistry, Sw arthm ore College.
{Charles R. Beitz, B.A., Colgate University; M .A ., University of Michigan; M .A. and
Ph.D ., Princeton University, Assistant Professor o f Political Science, Sw arthm ore
College.
Eric A . G. Binnie, B.A., Strathclyde University, Scotland; M .A ., M cM aster Univer­
sity; Ph.D ., University o f Toronto, Assistant Professor of English and Technical
D irector for the Theatre. 915 H arvard Avenue.
Allan S. Blaer, A.B., M .A ., P h .D ., C olum bia University, A ssistant Professor of
Physics."Tunbridge A pt. A-305, 274 Glen Riddle R oad, Glen Riddle, PA 19037.
Tatiana M. Cosman, B. A., M .A., M iddlebury College; M .A ., Colum bia University;
Ph.D ., New York University, Assistant Professor of Russian (part-time) and Director
of the Language Laboratory. 306 S. Chester Road.
Michael W. Cothren, B.A., Vanderbilt University; M .A. and Ph.D ., C olum bia Uni­
versity, Assistant Professor of A rt History. 404 Elm Avenue.
Susan P. Davis, B.S., Springfield College; M .S., Smith College, Assistant Professor
of Physical Education. Sw arthm ore College.
Rosemary M. R. Desjardins, B.A. and M .A., University of M elbourne; Ph.D .,
University of Pennsylvania, Assistant Professor of Philosophy. Sw arthm ore College.
Stephen L. Esquith, A.B., H arvard College; M.A. and Ph.D ., Princeton University.
Assistant Professor of Political Science. 317 N. Chester Road.
Marion J. Faber, B.A., M .A., University of California, Berkeley; Ph.D ., Harvard
University, Assistant Professor of German. #1 C rum Ledge Lane.
{Gregory L. Florant, B.S., Cornell University, P h .D ., Stanford University, Assistant
Professor of Biology. Sw arthm ore College.
Barry Gradman, B.A., W illiams College; Ph.D ., Brandeis University, Assistant
Professor of English Literature. 115A Ogden Avenue.
Robert J. Gross, B.A., Sw arthm ore College; M.A.T., E d.D ., H arvard University,
Assistant Professor in the Program in Education. 214 H arvard Avenue.
John J. Hassett, B.A., St. Francis College; M .A., University o f Iowa; Ph.D ., Univer­
sity of Wisconsin, Assistant Professor o f Spanish. 6 Crum Ledge.
Judith C. Hempel, B.S., M .A., P h.D ., University of Texas, Assistant Professor of
Chemistry. 317 N. Chester Rd.
John J. Hinchey, B.A., Georgetown University; Ph.D ., H arvard University, Assistant
Professor of English. 317 N. Chester Road.
U. William Huck, B.S. and M .S., SUNY College o f Environm ental Science and
Forestry; Ph.D ., University of Illinois, U rbana, Assistant Professor o f Biology.
Sw arthm ore College.
Constance Cain Hungerford, B.A., Wellesley College; M .A., Ph.D ., University of
California, Berkeley, Assistant Professor of A rt History. 318 N. Chester Road.
{Mark Jacobs, B.A., H arvard University; Ph.D ., Stanford University, Assistant
Professor o f Biology. 8 W hittier Place.
Alison M. Kettering, B.A., Oberlin College; M.A. and Ph.D ., University of California,
Berkeley, Assistant Professor of A rt History. 915 H arvard Avenue.
Michael Knutson, B.F.A., University o f W ashington; M.F.A., Yale University, Assis­
tant Professor of Studio Arts. 510 Elm Avenue.

{ Absent on leave, 1979-80.

— 240 —

FACULTY
Mark Kuperberg, B.A., Amherst College; M .A., Ph.D ., Massachusetts Institute o f
Technology, Assistant Professor o f Economics. 317 N. Chester Road.
Thomas Oboe Lee,B.A„ University of Pittsburgh; M .M ., New England Conservatory
of Music; A .M ., H arvard University, Assistant Professor o f Music. Sw arthm ore
College.
¿Gerald Levinson, B.A, University o f Pennsylvania; M .A. and Ph.D ., University of
Chicago, Assistant Professor of Music. #2 Crum Ledge.
Linda Yuen-Ching Lim, B.A., University of Cambridge; M .A., Yale University;
Ph.D ., University of Michigan, Assistant Professor of Economics. 404 Elm Avenue.
¿Jeanne A. Marecek, B.S., Loyola University; P h.D ., Yale University, Assistant
Professor of Psychology. 519 W alnut Lane.
Lucy S. McDiarmid, B.A., Sw arthm ore College; M .A., Ph.D ., H arvard University,
Assistant Professor of English Literature. 318 N. Chester Road.
Arthur E. McGarity, B.A., Trinity University; M .S.E., Ph.D . The Johns Hopkins
University. Assistant Professor of Engineering. 525 Elm Avenue.
Margaret L. Miovic, A.B., Radcliffe College; Ph.D ., University o f Pennsylvania,
Assistant Professor of Biology. 235 P ark Avenue.
¿George M oskos,B.A „ Davidson College; M.A. and Ph.D ., University of Wisconsin,
M adison, Assistant Professor of French. Sw arthm ore College.
Braulio Munoz, B.A., University of Rhode Island; Ph.D ., University of Pennsylvania,
Assistant Professor of Sociology/A nthropology. 517 Elm Avenue.
Frederick L. Orthlieb, B.S. and M .S., Massachusetts Institute o f Technology; Ph.D .,
Carnegie-M ellon University, Assistant Professor of Engineering. 13 Green Valley
R oad, Wallingford, PA 19086.
Jonathan Rieder, B.A., H arvard College; Ph.D ., Yale University, Assistant Profes­
sor o f Sociology/A nthropology. 515 Elm Avenue.
Gail Russell, B.A., Wellesley College; M.A. Princeton University, Assistant Professor
of Political Science. 404 Elm Avenue.
Mary Beth Saffo, B.A., University of California at S anta Cruz; Ph.D ., Stanford
University, Assistant Professor of Biology. 4 C rum Ledge.
Richard P. Sailer, B.A., University o f Illinois; Ph.D ., Jesus College, Cambridge,
Assistant Professor of Classics. 512 Elm Avenue.
Laurence S. Seidman, A.B., H arvard University; Ph.D ., University o f California,
Berkeley, Visiting Assistant Professor of Economics, Sw arthm ore College.
Richard H. Spady, B.A., Haverford College; Ph.D ., Massachusetts Institute of
Technology, Assistant Professor o f Economics. #8 C rum Ledge.
Charles F. Stone, III, B. A„ Sw arthm ore College; Assistant Professor of Economics.
515 Elm Avenue.
Eva F. Travers, B.A., Connecticut College; M .A., H arvard University; E d .D., H ar­
vard University, Assistant Professor of Education and Director of Education Program.
409
Elm Avenue.
Judith G. Voet, B.S., Antioch College; Ph.D ., Brandeis University, Assistant Profes­
sor of Chemistry. 368 Trevor Lane, Bala Cynwyd, PA
Jacob Weiner, B.A., Antioch College; Ph.D ., University o f Oregon, Assistant Pro­
fessor of Biology. 405 E. Rose Valley R oad, W allingford, PA 19086.
***David F. Weiman, A.B., Brown University; M .A ., Yale University, Assistant Profes­
sor o f Economics. Sw arthm ore College.
Douglas M. Weiss, A.T.C., Assistant Professor of Physical Education. 117 S. Chester
Road. *

¡1

* Spring semester, 1980.
$ Absent on leave, 1979-80.

241

FACULTY
IN STRU C TO R S
Suzanne Benack, B.A., Sw arthm ore College, In stru cto rin Psychology. Sw arthm ore
College.
Stephen A. Jaffe, A.B. and A .M ., University of Pennsylvania, Instructor in Music,
Sw arthm ore College.
Brian A. Muenier, B.F.A., University of M assachusetts, Amherst; M .F.A ., Tyler
School of A rt, Temple University, Instructor of Studio Arts, Sw arthm ore College.
David L. Muething, B.A., M.A., Boston College, Instructor in Economics, 317 N.
Chester Road.
Michael L. Mullan, B. A., University of California, Instructor of Physical Education
and Athletics. Sw arthm ore College.
Elizabeth D . Watts, B.S., University o f Delaware, Instructor of Physical Education
and Athletics. Sw arthm ore College.
L EC T U R E R S, A SSISTANTS, A N D ASSOCIATES
**Dennis Allan Ahlburg, B.A., University o f Sydney, A ustralia; M .A., A ustralian
N ational University, Lecturer in Economics, Sw arthm ore College.
John E. Baker, M .A., B.S., University of M aryland, Assistant in Physical Education
and Athletics. 110 E; Jefferson Street, Media, PA 19063.
|C ynthia Bourgeault, B.A., O hio S tate University; M.A. and Ph.D ., University of
Pennsylvania, Lecturer in English. Sw arthm ore College.
**Ivan Caine, B.A., University of Pennsylvania; M.H.L., R abbinical School, Jewish
Theological Seminary, Visiting Lecturer in Religion. Sw arthm ore College.
Ursula M. Davis, B.A., M T (A D C P) Colby Ju n io r College, Assistant in Chemistry.
11 R am part West, Media, PA 19063.
John A. DiGregorio, Jr., B.S., Temple University, Assistant in Physical Education
and Athletics, 220 Lynn R oad, Ridley Park, PA 19078.
**JeanT. Farley, B.A., Wellesley College; M .A., Yale University, Lecturer in French.
214 Poplar, Wayne, PA 19087.
Dorothy K. Freeman, B.M., M .M ., Boston University, Concert M anager and Cham­
ber Music C oordinator. 521 Elm Avenue.
**Charles Stephen Hallisey, A.B., Colgate University; M. Div., Harvard Divinity School,
Lecturer in Religion. Sw arthm ore College.
Lee W. Jenkins, Assistant in Physical Education and Athletics. 413 H averford Place.
Gena Katsenelinboigen, M oscow Polygraphic Institute, Lecturer in Russian. 211
M ortroy Lane, W allihgford, PA 19086.
Mary K. Kenney, A.B., Chestnut Hill College; M .A., Villanova University, Lecturer
in Spanish. 48 N. Hillcrest R oad, Springfield, PA 19064.
Thomas F. Lapinski, B.A., University o f Delaware; M .S., Villanova University,
Assistant in Physical Education and Athletics. 2217 Fairfax Boulevard, W ilmington,
DE 19083.
Cecilia Chin Lee, B. A., N ational Taiwan University; M.A., The University of Michi­
gan, Lecturer in Chinese. 211 College Avenue.
Margaret M. Lehman, B.A., Sw arthm ore College, Assistant in Chemistry. 105
U pper Gulph R oad, Wayne, PA 19087.

* Absent on leave, fall semester, 1979.
** Fall semester, 1979.
I Absent on leave, 1979-80.

— 242 m

FACULTY
Joseph F. Leitner, Assistant in Physical Education and Athletics, 1390 Ship Road,
West Chester, PA 19380.
Joel Marcus, B.E.E., City College of New York; M .B.A., City University o f New
York. Assistant in Physical Education and Athletics. 207 F ox Lane, W allingford, PA
19086.
Karen Meyers, Associate in Performance (Music). 735 Yale Avenue.
James W. Noyes, B.A., Amherst College, Assistant in Physical Education and
Athletics. M eadow Lane.
Elke Plaxton, B.A., Brigham Young University; M.A., University of C olorado,
Lecturer in German. 2022 Brandywine Street, Philadelphia, PA 19103.
Carolyn Reichek, B.S., C olum bia University, Associate in Perform ance (Dance).
435 Ogden Avenue.
Claude C. Richou, M aitrise de linguistique, University of Grenoble, Assistant in
French. 302 N. Chester Road.
Gloria U. Rosen, B.A., H unter College; M .A., Mt. Holyoke College, Assistant in
Biology. 336 N. Princeton Avenue.
Daniel Schnabel, B.S., Villanova University, Assistant in Physical Education and
Athletics. 811 Earlington R oad, Havertown, PA 19083.
Paula Sepinuck, B.A., Bennington College, Associate in Performance (Dance). 2
Lantoga Square, Wayne, PA 19087
Robert M. Smart, B.A., Curtis Institute o f Music; M .A., Westminster C hoir College,
College Organist and Associate in Perform ance (Music). 18 Oberlin Avenue.
C. Joseph Stefanowicz, B.A., Lafayette College, Assistant in Physical Education and
Athletics. 921 Flora Lane, Boothwyn, PA 19061.
Barbara Yost Stewart, B.A., Sw arthm ore College; M .A., and Ph.D ., Bryn Mawr
College, Lecturer in Biology. 543 M arietta Avenue.
Jean L. Tomezsko, B.A., Pennsylvania State University, Assistant in Biology. 4
Prince Eugene Lane, Media, PA 19063.
***Demaris Wehr, B.A. Earlham College, M .A., University of Pennsylvania; M.A.,
Temple University, Lecturer in Religion. Sw arthm ore College.
Dennis C. West, M.A., Purdue University; M .Ed., Temple University, Assistant in
Physical Education and Athletics. 313 Barry Lane, W allingford, PA 19086,
***D. John Woodcock, B.A., Temple University; S.T.B., Philadelphia Divinity School,
Lecturer in Religion. 1066 S. New Street, West Chester, PA 19380.

Standing Committees of the Faculty 1979-80
A c a d e m ic a n d C ultural S u p p o rt

Oberdiek, Barus, Boyer, Davies, Dickerson, Klotz, S tott; Travers
A ca d e m ic R eq u irem en ts

Blackburn, A nderson, Avery, Blaer, Bloom, Dickerson, Heintz, Mullins, J.,
Rieder, Roza, Stott
A d m issio n s a n d Scholarships

Barr, Aburdene, Anderson, Blackburn, Davis, Dickerson, M cD iarm id, Skeath,
Smoyer, Swearer, Weber*

*** Spring semester, 1980.

243 -

FACULTY
A sia n S tu d ie s

Bloom, Lee, Li, Lim, Piker, Swearer
B lack S tu d ies

James, Beik, Lim, M etzidakis, Wood
C enter f o r S o c ia l a n d P olicy S tu d ies

Iversen, D unn, H opkins, Klotz, M cG arity, Mullins, E., Pack, Piker, Rubin
C o m m itte e o n F aculty Procedures

Friend, Hungerford, M angelsdorf, Rose, Sharpe, Swearer, Thom pson, W right
C o m p u te r C o m m itte e

Mullins, E., Boccio, C ook, D unn, D urkan, England, H opkins, Landry, Spady,
W right
C ooper F o u n d a tio n

Swing/Bradley, A braham , Desjardins, Devin, D urkan, Hinchey, Kitao, Landis,
Li, M cD iarm id, M organ
C o u n cil o n E d u ca tio n a l P olicy

Wright, Bradley, DuPlessis, England, Friend, Heald, Savage, Weinstein
C urriculum C o m m ittee

Wright, Keith, Mullins, J., N o rth/P erkins, S tott, Thom pson
F aculty E qual O p p o rtu n ity A d v iso r y C o m m itte e

Snyder, S., H ungerford, Jam es
F aculty a n d S t a f f B enefits

Landry, A aron, Cook, Foulke, Klotz, Miller, Pack, Raff, Shero, W right
F aculty R ep resen ta tive to the B o o ksto re

Hinz
F ellow ships a n d Prizes

Rosen, Dickerson, Du Plessis, G radm an, Kemler, Mueller, Rosenberg Smith
S„ Stott.
H ealth Sciences A d v iso r y C o m m ittte e

Lieberthal, J., Blaer, Clark, Gergen, Hammons, Hempel, Jenkins/Savage, Saffo,
S tott
L ibrary C o m m ittee

Durkan, A aron, Blaer, Frost, Hassett, Kettering, Kuperberg, M unoz, Ostwald,
Schuldenfrei, W right
P hysical E d ucation a n d A th le tic s

Blackburn, A braham , Davies, Davis, S., Devin, Lippincott, Miovic, Smoyer
P ro m o tio n a n d Tenure

Friend, England, Gilbert, Snyder, S., T hom pson, W right
R esearch E thics C o m m itte e

Field, Lim, Lippincott, Mangelsdorf, Oberdiek, Peabody
R esearch S u p p o rt C o m m ittee

Hammons, Eisler, Kettering, M acken, Raff, Saffö, Schuldenfrei, Schwartz
S c h e d u le o f Classes

Mullins, J., Beik, Boccio, Dickerson, Fehnel, H opkins, Mangelsdorf, Smoyer,
Stone, Swing
S p ace Use a n d E nergy C onservation

Spafford, D unn, Gergen, Heald, Mullins, J., O rthlieb, Raymond, Stanton,
Urban, Weiner

244 —

FACULTY
Teacher E ducation C o m m ittee

Travers, Balestri, Gross, Hempel, Jenkins/Savage, Kemler, Piker, Rosen, Ta­
foya, W right
Teaching Technology

Hinz, Barus, Cosman, C othren, Gross, Mullins, E., Rosenberg
Secretary to th e F aculty

Gilbert Rose
P arliam entarian

Standing Committees of the College
Advisory Com m ittee on Resource Use
Faculty members: Keith, N orth/Perkins, Thompson, M iovic,Sm ith, D.; Chair­
men of the Board Committees on Development, Finance, Instruction and
Libraries, Investment, Property, and Student Life; the two Vice Presidents,
Provost, and D ean; three students; chaired by the President of the College, with
the Assistant to the President as Recording Secretary.
Equal O pportunity Advisory Committee
Faculty members: H ungerford, Jam es, Snyder; three staff members, and two
students; chaired by the Equal O pportunity Officer.

Divisions and Departments
I. DIVISION OF THE HUMANITIES
Helen N o rth /Je a n Ashmead Perkins, C hairm an
A rt, T. Kaori Kitao, C hairperson.
Classics, Helen F. N orth, C hairm an.
M artin Ostwald, A c tin g C hairm an, S p rin g Sem ester.
English Literature, Susan B. Snyder, C hairm an.
H istory, Jam es A. Field, Jr., A c tin g C hairm an.
Linguistics, Alfred H. Bloom, P rogram D irector.
M athem atics, Jam es England, C hairm an.
M odern Languages, George C. Avery, C hairm an.
Music, Jam es D. Freem an, C hairm an.
Peter G ram Swing, Acting C hairm an, F all S e m e ste r
Philosophy, Hans Oberdiek, A c tin g C hairm an.
Psychology, Barry Schwartz, D ep a rtm en t H ead.
Religion, D onald K. Swearer, A c tin g C hairperson.

II DIVISION OF THE SOCIAL SCIENCES
Jennie Keith, Chairm an.
Economics, Frederic L Pryor, A c tin g C hairm an.
Engineering, H. Searl D unn, C hairm an.
H istory, Jam es A. Field, Jr., A c tin g C hairm an.
Linguistics, Alfred H. Bloom, P rogram D irector.
M athematics, Jam es England, C hairm an.

— 245 —

FACULTY
Philosophy, Hans Oberdiek, A c tin g C hairm an.
Political Science, D avid G. Sm ith, C hairm an.
Psychology, Barry Schwartz, D ep a rtm en t H ead.
Sociology and A nthropology, Steven Piker, C hairm an.

III. DIVISION OF THE NATURAL SCIENCES
AND ENGINEERING
Peter T. T hom pson, C hairm an.
A stronom y, W ulff D. Heintz, C hairm an.
Biology, R obert Savage, C hairm an.
Jo h n B. Jenkins, Acting C hairm an, Fall Sem ester.
Chemistry, Jam es H. H am m ons, C hairm an .
Engineering, H. Searl D unn, C hairm an.
M athematics, Jam es England, C hairm an.
Philosophy, Hans Oberdiek, A c tin g C hairm an.
Physics, Paul C. M angelsdorf, Jr., C hairm an.
Psychology, Barry Schwartz, D ep a rtm en t H ead.

— 246

ADMINISTRATION
P R E S ID E N T ’S O F F IC E
Theodore Friend, B.A. and L L.D ., Williams College; M .A , and Ph.D ., Yale Univer­
sity, President.
Phyllis M. Teitelbaum, B.A., Sw arthm ore College; M.A. and Ph.D ., H arvard
University, A ssistant to the President.
Shellie Wilensky Camp, B.A.,, Sw arthm ore College; M .M ., Eastm an School of
Music; Jane F. James, B.S., State University of New York at New Paltz; Secretaries.
VICE P R E S ID E N T S ’ O FFIC E
Kendall Landis, B.A., Sw arthm ore College; M.A. Wesleyan University, Vice Presi­
dent t?! Alumni, Development, Public Relations.
Lawrence L. Landry, B.S.B.A., M.B.A., Clark University, Vice President — Finance.
Pauline M. Carroll, Mary C. Kasper, Secretaries.
PR O V O S T S O FFIC E
Harrison M. Wright, B.A., M .A., Ph.D ., H arvard University, Provost.
Jacqueline Robinson, Secretary.
Gilmore Stott, B.A. and M. A., University o f Cincinnati; B.A. and M .A., University
of O xford; M.A. and Ph.D ., Princeton University, Associate Provost and Associate
Dean.
Mary Etta Zwell, Secretary.
D EA N ’S O FFIC E
Thomas H. Blackburn, B.A., Amherst College; B.A. and M.A., University of
O xford; Ph.D ., Stanford University, Dean.
Janet Smith Dickerson, B.A., Western College for Women; M .Ed., Xavier University,
Associate D ean and D irector o f S upport Programs.
Gilmore Stott, B.A. and M. A., University o f Cincinnati; B.A. and M.A. University
of Oxford; M.A. and Ph.D ., Princeton University, Associate Provost and Associate
Dean.
Nancy Anne Orr, B.A. and M .S., Indiana University, Assistant Dean.
Laura T. Alperin, B.A., W heaton College, D irector of Financial Aid.
Gloria Carey Evans, B.A., Western W ashington College of Education; M.S., Univer­
sity of Washington; Ph.D ., Stanford University, C onsultant for Testing and Guidance
and Adviser to Foreign Students.
Jane Lindsay Lieberthal, B.A., Douglass College; M.A., Colum bia University,
Health Sciences Advisor.
D . Gretchen Bowen, T u to r C oordinator for S upport Programs.
William J. Pichardo, B.A., Sw arthm ore College, Head Resident, Willets Dorm itory.
D . Gretchen Bowen, Alma E. Stewart, Vera B. Morrison, Norma Boyle, Philomena
M. Campo, B.A., Rosem ont College, Secretaries.

— 247 -

ADMINISTRATION
A D M ISSIO N S O FFIC E
Robert A. Barr, Jr., B.A., Sw arthm ore College; M.A., University o f Pennsylvania,
Dean of Admissions.
David A. Walter, B.S., Sw arthm ore College; M. Div., Princeton Theological Semin­
ary, Associate D ean of Admissions.
Wallace Ann Ayres, B.A., Sw arthm ore College; Ed.M ., H arvard University, Assis­
tan t D ean of Admissions.
Phyllis Hall Raymond, B.A., Indiana University; M.A., Sw arthm ore College, Assis­
tant D ean of Admissions.
Joanne Barracliff, Catherine Boccio, Barbara A. Hadly, Sara-Page White, B.A.,
Sw arthm ore College, Secretaries.
R E G IS T R A R ’S O FFIC E
Jane H. Mullins, B.A., Sw arthm ore College, Registrar.
Nancy C. Bech, Nancy Bell, Natalie Kruczaj, Secretaries.
EQU AL O PPO R T U N IT Y O FFIC E
Phyllis M . Teitelbaum, B.A., Sw arthm ore College; M.A. and P h.D ., H arvard Uni­
versity, Equal O pportunity Officer.
Jane F. James, B.S., State University o f New York at New Paltz, Secretary.
CEN TER FO R SO CIA L A ND PO LICY STU D IES
Charles E, Gilbert, Director.
Hazel Rapp, Secretary.
A LU M N I RELATIONS
AND IN FO R M A TIO N SERVICES
Maralyn Orbison Gillespie, B.A., Sw arthm ore College, Associate Vice President —
D irector of A lumni Relations and Inform ation Services.
William J. Pichardo, B.A., Sw arthm ore College,''Assistant D irector, Alumni Rela­
tions.
Ruth Malone, B.S., Temple University; A. A., Charles M orris Price School, Assistant
D irector, Inform ation Services.
Susan Milius, B.A., Sw arthm ore College, Assistant, Inform ation Services.
Nancy R. Smith, A.B., Radcliffe, Assistant D irector — Publications, and M anaging
E ditor of The Alumni Magazine.
Kathryn Bassett, Alumni E ditor (part time).
Ann D . Geer, B.A., R andolph-M acon W om an’s College, Assistant.
Mimi Geiss, Secretary.
ANNUAL FU N D S A N D R EC O R D S O F F IC E
Robin B. M oll, B.A., Bucknell University, D irector, A nnual Funds.
Joan Smith, B.A., Sw arthm ore College, Asst. D irector, Annual Funds.
Elizabeth Campbell; Elizabeth Dickey, B.A., Pennsylvania State University; Rose­
mary Phillippi, Assistants.
Elizabeth Johns, B.A., Sw arthm ore College, Assistant Alumni Recorder.
Jane Beach, B.A., C onnecticut College, Secretary.

248 —

ADMINISTRATION
D EV ELO PM EN T
G. Holger Hansen, B.A., Earlham College; B.D., S.T.M ., Yale University Divinity
School, Associate Vice President — Development.
Betty Nathan Eisler, B.A., Sw arthm ore College; M .S., Drexel University, Director
of Foundation and G overnment Support.
David C. Rowley, B.A., Sw arthm ore College; M.B.A., H arvard University, Develop­
ment Associate.
Mary S. Harwood, B.A., Douglass College, Development Assistant.
Celia Crowley, B.A., Florida Bible College; Margaret Nikelly, B.A., Upsala College;
Clare Victorius; Secretaries.
C O M PU T E R CENTER
Edgar R. Mullins, Jr., B.A., Grinnell College; M.A. and Ph.D ., University of Illinois,
D irector of C om puter Education and Activities.
W. Marshall Northcott, B.S., Lock Haven State College, Program m er, Adm inistra­
tive Systems.
William C. Ryan, B.A., Sw arthm ore College, Assistant for Academic Systems.
Mary M . England, B.S., University of M issouri, P rogram m er/O perator, Adminis­
trative Systems.
Thomas E. Forrest, Jr., B.S., Drexel Univeristy, P rogram m er/A nalyst, Adminis­
trative Systems.
Saundra K. Grabania, Agnes Kennedy, Hazel Rapp.
LIBRA RY STAFF
College Library
Michael J. Durkan, B.A., St. Patrick’s College, M aynooth, Ireland; D iplom a in
Library Training, University College, Dublin, Librarian.
Jane H. Aaron, B.A., Birmingham-Southern College; M.S. in L.S., Drexel University;
Associate Librarian, and H ead, Acquisitions Departm ent.
Christine D . Zook, Secretary to the Librarian.
Richard Daly, B.A. and M .S. in L.S., University of California, Berkeley, Head,
Cataloging D epartm ent.
Barbara H. Schleyer, B.S., Sim mons College; Anne M . Swann, B.A., Swarthm ore
College; Anne J. Perkins; Netta Shinbaum, B.A., SUNY, Oswego; Editors.
Doris Pitman Moist, Processing Supervisor. Elizabeth Tolies, A.B., Radcliffe College,
Assistant.
Elizabeth Amann, B.A., Sw arthm ore College; M.S. in L.S., Drexel University,
Assistant O rder/P ublic Services Librarian.
Monique Constantino, Records & Purchasing.
Pauline Marshall, B.S., Simmons College, C ontinuations.
Shirley F. Kirby, B.A., W ashington University, Periodicals.
James A. Hinz, B.A., Concordia Senior College; B.D., M. Div., Concordia Seminary;
M .A ., Stanford University, Humanities Librarian, and Head of Reference.
Lois G. Peterson, B.A., Oberlin College, Interlibrary Loan.
Elizabeth H. Phillips, B.A., Sw arthm ore College, Documents.
Catherine J. Smith, B.A., Sw arthm ore College; B.S. in L.S., Drexel University,
Head, C irculation D epartm ent.
Jean Pfeiffer, Circulation Assistant. Anna Fisher; Edward Fuller, B.A., W idener
College; Pauline E. Hallman; Felicia Heyman; Martha Scott; Diane Van Roden;
Assistants.

— 249 —

ADMINISTRATION
Emi K. Horikawa, B.E., University o f Nevada; M .A., University o f Utah, Acting
Science Librarian. Carmella M. Kice, B.S., Kutztown State College, Assistant.
George K. Huber, B. A., University of Pennsylvania; M.S. in L.S., D rexel Univeristy,
Librarian, Underhill Music Library.
Friends Historical Library
J. William Frost, B.A., D eP auw University; M.A. and Ph.D ., University ofW isconsin, D irector.
Albert W. Fowler, B.A., H averford College; M .S. in L.S., Syracuse University,
Assistant Director.
Claire B. Shetter, Cataloging Assistant. Patricia L. Neiley; Nancy P. Speers; Jane M.
Tborson, B.A., G oddard College; Assistants.
Kazue Oye, Conservation Assistant.
Sw arthm ore College Peace Collection
Bernice Berry Nichols, B.A., University o f M issouri, C urator.
Barbara E. Addison, B.S., University of Wisconsin (Milwaukee); M.S. in Librarianship, University of Wisconsin (M adison), C ataloging Assistant, Eleanor M. Barr,
B.A., M ount Holyoke College, M .L.S., University of Pittsburgh, Archivist Mary
Ellen Clark, B. M us., West Virginia University, Assistant.
H onorary C urators o f the Friends Historical Library
Margaret Hope Bacon, Judith C. Breault, Frances Williams Browin, John Edwin
Brush, Harriet Frorer Durham, David C. Elkinton, La Verne Forbush, James R.
Frorer, Caroline Biddle Malin, John M. Moore, Lyman W. Riley, Catherine Morris
Wright, Ellis T. Williams.
Advisory Council o f the Sw arthm ore College Peace Collection
Irwin Abrams, Helen M. Carroll, E. Charles Chatfield, Julien Cornell, Hilary Conroy,
Merle Curti, Alfred A. Fraser III, Larry Gara, Robert Wallace Gilmore, Alfred
Hassler, Phebe R. Jacobsen, Kendall Landis, Ernst Posner, E. Raymond Wilson.
BUSINESS O FFIC E
Caroline Shero, B.A., Sw arthm ore College; M.B.A., University of Pennsylvania,
Controller.
Harold L. Frederick, Jr., B.S., Ju n ia ta College, Accountant.
Margaret A. Thompson, Ellen R . Augsberger, Laura B. McLaughlin, Diana K.
Wittig, Patricia J. Hemphill, Assistants.
Lewis T. Cook, Jr., B.A., St. Lawrence University; M .S. Pennsylvania State Univer­
sity, Associate Vice President — Business Affairs.
Elizabeth Stegner, B.A., University of Pennsylvania, Personnel Assistant.
Ruth B. Walker, Secretary.
Anthony Blasi, B.B.A., University of H ouston, M anager of Bookstore.
Helen DiFeliciantonio, Joann Massary, Edith Woodland, Stenographic Staff.
Judy Grace Feiy, Helen Burgoyne, Dorothy H. Olson, Switchboard O perators.
Arlene Deiozier, Postmistress.
BUILD IN GS AND G R O U N D S D EPA R TM EN T
William M. Stanton, B.A., University of Wisconsin, D irector o f Physical Plant.
Joseph E. Spafford, B.S., University o f Missouri; A dministrative Engineer — Facil­
ities Planning and Utilization.

250 —

ADMINISTRATION
Franklin H. Briggs, B.A., Earlham College; George Fisher; David Melrose; Harold
Hofman; Assistant Directors of Physical Plant.
June Carnall, Facilities C oordinator
Alice Balbierer, Esther Kelley, Loretta Palmer, Adelaide Young, Secretaries; Jacqueline
Batker, Purchasing Assistant.
Joseph J. Delozier, Harry F. Foulke, William G. Grohol, Abbie Jones, Leila Dennis
Me Duffy, Caroline Robinson, Rachel Williams, Phyllis Woodcock, Supervisors.
John C. Wister, B.A., H arvard University; D.Sc., Sw arthm ore College, Director
Emeritus of the A rthur Hoyt Scott H orticultural Foundation.
Joseph W. Oppe, B.S., M arietta College; M.S., University of Idaho, D irector of the
A rthur Hoyt Scott Horticultural Foundation and Swarthmore College Horticulturist.
Judith D. Zuk, B.S., Rutgers University; M .S., University of Delaware, Educational
Coordinator.
David Melrose, Assistant Director.
Josephine Hopkins, Secretary.
Mara Baird, B.A., Sw arthm ore College, Intern.
FO O D SERVICE
Bert Kauffeld, A.S., Hotel R estaurant Adfn., H.V.S., The Hague, Netherlands,
Director.
Stephen Finch, B.S., West Virginia Wesleyan University, Food Service Manager.
Elizabeth Davis, Secretary.
C A R E ER PLA N N IN G A ND PLA C EM EN T
Judith Kapustin Katz, B.A., Temple University; M.A., University of Michigan;
Ed.D ., University of Pennsylvania, Director.
Julia Lemon, Secretary.
HEALTH SCIENCE ADV ISORY PR O G R A M
Jane Lindsay Lieberthal, B.A. Douglass College; M.A. Colum bia University, H ealth
Sciences Advisor.
Bonnie Harvey, B.A., Sw arthm ore College, Secretary.
HEALTH AND PSY CH O LO G IC A L SERV ICES
James E. Clark, B.A., West Virginia University; M .D ., Jefferson Medical College,
D irector of Medical Services.
Lawrence Wallach, B.A., Queens College; M .D ., H ahnem ann M edical College,
College Physician.
G. Randolph Westby, B.S., Union College; M .D ., A lbany Medical College; College
Physician.
Arthur T. Laver, B.A., Sw arthm ore College; M .D ., H ahnem ann Medical College,
Consulting Gynecologist.
Erwin R. Schmidt, Jr., B.S., Yale University; M .D., University of Wisconsin, C on­
sulting O rthopedic Surgeon.
Consulting Psychiatrist:
Silas L. Warner, B.A., Princeton University; M .D ., N orthw estern University.
Consulting Psychologist:
Anita G. Bell, B.A., Antioch College; M .S., H ahnem ann M edical College.

— 251

ADMINISTRATION
Consulting Social Worker:
Paula S. Bell, B.A., University o f Rochester; M .A., University of Pennsylvania;
M .S.S., Bryn M awr College G raduate School o f Social W ork and Social Research.
Nurses:
E. Elizabeth McGeary, R .N., Head Nurse, Eleanor Battin, B.A., Sm ith College;
M .N ., Yale School of Nursing, Constance C. Jones, R.N., Joan Morton, R.N.,
Barbara Smetana, R .N ., College Health N urse Practitioner, Brigham Young Univer­
sity.
Janet B. Hazzard, R .N., Secretary.
D EPA RTM EN TA L SECR ETA R IES,
ASSISTANTS A N D T EC H N IC IA N S
Art: Teresa Klingler.
A stronom y: Mary M acD . Jackson, B.A., Sw arthm ore College; Ruth Kennedy,
B.A., University of Pennsylvania; Michael D . Worth, A.A., Keystone Ju n io r
College. Barbara C. Niebruegge, B.A., Radcliffe College, Secretary.
Audio-visual Technician: Stephen L. Mann.
Biology: Henrietta P. Ewing, B.A., Swarthm ore College; Crispin Miller, B.A., Sw arth­
more College; Harry J. Smith.
Chemistry: Janice W. Bright, B.A., University o f California, Davis.
Classics: Sarah S. Fought, B.A. and M.A., University of Wisconsin.
Economics: Eleanor Greitzer, Mary E. Renneisen.
Education:
Electronics Technician: John J. Dougherty.
Engineering: Frances Shero, B.A., Sw arthm ore College; Grant Lee Smith.
English Literature and Division of the Humanities: Thelma M . Miller.
History: Eleanor W. Bennett.
Linguistics: Winifred Vaules.
M athematics: Joyce A. Glackin.
M odern Languages: Wilma M. Jahnke.
Music: Judy Lord, A.A., Wesley College.
Philosophy: Alta K. Schmidt.
Physical E ducation and Athletics: Patricia E. Trinder, Esther R. Gosser, Octavius
Holland, David Lester, Geoffrey M. Miller.
Physics: John R. Andrews, Freda Oppe.
Political Science: Eleanor Greitzer, Mary E. Renneisen.
Psychology: Dorothea Beebe, B.A., G ettysburg College; Sue Santa Maria; Harry J.
Smith; Julia L. Welbon, B.A., W illiam Sm ith College.
Religion: Ruth Boyle.
Sociology and Anthropology: Pauline B. Federman.
U PW A R D BOUND
Edwin A. Collins, B.A., Lincoln University; B.S., Cheyney State College, D irector.
D eLois M. Collins, B.A., Temple University, Associate Director.

252 —

VISITING EXAMINERS 1979
ART: Professor Kathleen A. Foster, Temple University; Professor Sandra Hindman,
The J o h n s H o p k in s U niversity; Professor Susan D onahue Kuretsky, Vassar
College; Professor M arilyn Me Cully, P rinceton University.
ASTRONOM Y: D r. A rthur Upgren, W esleyan U niversity; Dr. W alter Upson,
P rinceton U niversity.

C HEM ISTRY : Professor Jo h n Chesick, H a verfo rd College.
CLASSICS: Professor Michael C. Alexander, U niversity o f Illinois at Chicago
Circle; Professor Floyd L. M oreland, C ity U niversity o f N ew York; Professor
M artha C. Nussbaum, H a rva rd U niversity.
ECO N OM ICS: Professor Jeffrey Frankel, U niversity o f M ichigan; Professor Eric
H anushek, U niversity o f R ochester; Mr. Stephen McNees, F ederal R eserve B ank o f
Boston; Professor Robert Moffitt, R utgers University; Professor Louka Papaefstratiou,
P rinceton U niversity; Professor Geoffrey Shepherd, U niversity o f M ichigan; Mr!
David Weiman, S ta n fo r d U niversity; Professor Thom as Weisskopf, U niversity o f
M ichigan; Professor F rank Westhoff, A m h e r st College.
EN G IN EER IN G : Dr. Joel I. A brams, U niversity o f P ittsburgh; Dr. R aouf F. H.
Farag, R C A - S o lid S ta te Technology Center; Dr. Frederick D. Ketterer, U niversity
o f P ennsylvania; Professor Jo h n Tichy, R ensselaer P o lytechnic Institute.
ENG LISH LITERATURE: Professor Leonard Barkan, N o rth w estern U niversity;
Professor Richard H. Brodhead, Yale U niversity; Professor Lawrence Graver,
W illiam s College; Professor R obert W. H anning, C o lu m b ia U niversity; P rolessor
Richard A. Johnson, M t. H o ly o k e College; Professor Barbara K. Lewalski, B row n
U niversity; Professor A. Walton Litz, P rinceton U niversity; Professor M artin
M ueller, N o rth w estern U niversity.
HISTORY: Professor Allen F. Davis, Temple U niversity; Professor Richard H.
Elphick, Wesleyan U niversity; Professor Waldo H. Heinrichs, Jr., Temple University;
Professor M argaret L. King, B ro o k ly n College; Professor Jonathan Ocko, H arvard
L aw S chool; Professor N orm an Rich, B row n U niversity; Professor D onald G. Rohr,
B row n U niversity; Professor J. W. Smit, C olum bia University.
LIN GU ISTICS: Professor Shel Feldm an, B ro o klyn College o f th e C ity Univ. o f
N ew York; Professor D onald Freem an, Tem ple U niversity.
MATHEM ATICS: Professor Clifford J. Earle, Jr., C ornell U niversity; Professor
Stephen B. M aurer, P rinceton U niversity; Professor Francisco J. N avarro, W idener
College; Professor R obert Powers, U niversity o f P ennsylvania; Professor Charles
Weibel, U niversity o f P ennsylvania; Professor H erbert S. Wilf, U niversity o f
Pennsylvania.

M O D ER N LANGUAGES: Professor Peter Earle, U niversity o f P ennsylvania;
Professor H erm an Ermolaev, P rinceton U niversity; Dr. Michel Guggenheim, B ryn
M a w r College; Professor Germ an Gullon, U niversity o f P ennsylvania; Professor
Jeffrey L. Samm ons, Yale U niversity; Professor Albert Sonnenfeld, P rinceton
U niversity.

PH ILO SO PH Y : Professor John Cooper, U niversity o f P ittsburgh; Professor
Charles Dyke, Tem ple U niversity; Professor Paul Fitzgerald, F ordham U niversity;
Professor M ark Sagoff, C ornell U niversity.
PH YSICS: Professor Cheng-M ing Fou, U niversity o f D elaware; Professor Melvin
Lax, C ity College o f th e C ity U niversity o f N ew York; Professor Gregory N abors,
P ennsylvania S ta te U niversity; Professor Stephen R. Smith; B ryn M a w r College;
Professor Paul Soven, U niversity o f Pennsylvania.
PO LITIC A L SCIENCE: Professor Brian Barry, U niversity o f Chicago, Professor
M atthew A. Crenson, The J o h n s H o p k in s U niversity; Professor Frank G oodm an,

— 253

V ISITIN G E X A M IN ER S
University o f Pennsylvania; Professor Nancy Hartsock, The J o h n H o p kin s University;
Professor Jo h n E. Jackson, U niversity o f P ennsylvania; Professor R obert Kaufman,
R utgers U niversity; Professor Michael M andelbaum , H arvard U niversity; Professor
Thom as Robinson, The N ational War College.
PSYCHOLOGY: Dr. Douglas Davis, H a verfo rd College; Professor Shel Feldman,
B ro o klyn College o f th e C ity Univ. o f N ew York; Dr. Louise Kidder, Temple
U niversity; Dr. George Levinger, U niversity o f M assachusetts; Dr. William M.
Sherm an, A lb e rtu s M a g n u s College; Dr. Alan Silberberg, A m erica n U niversity; Dr.
M arsha Weinraub, Temple U niversity; Professor M ark Sagoff, C ornell University.
R ELIG IO N: Professor Ashok Gangadean, H a v e rfo rd College; Professor R onald F.
Thiem ann, H a v e rfo rd College.
SOCIOLOGY and A NTH RO PO LO G Y : Professor Michael M. Horowitz, S ta te
U niversity o f N ew York; Dr. Daniel Rose; U niversity o f P e n n sy lv a n ia ; Professor
Stephen Warner, U niversity o f Illinois at C hicago Circle.

DEGREES CONFERRED
M ay 28, 1979
BACH ELO R O F A RTS
T hom as G. A bernathy, M a th em a tics
C harla A bu Rish, A r t H istory
Jose H ernan A guilar Cruz, A r t H isto ry
K athryn L. Aiken, B iology
M ark George Alburger, M u sic
Jo h n R ichardson Alison*, E nglish
Literature

Danny J. Allen, E conom ics
Jo h n H. Allison, Jr., E conom ics
Meryl A ltm an, E nglish L iterature
Jo n ath an Paul Andrews, P olitical
Science

W alter Joseph Andrews, E conom ics
A lan H ow ard Angell, B iology
Sam uel Assefa, P h ilo so p h y &
E conom ics

Hilda Alice Awon, E conom ics
M ara Lee Baird, E nglish Literature
Jo h n H artridge Banzhaf, Biology
Madeline K aren Barillo, E nglish
L iterature & P sychology

T hom as W ebster Bartenstein,
M a th e m a tic s

Jo h n R obert Philip Bartle, E co n o m ics
Sohail Bengali, E conom ics
D ebra Pearl D orothea Bennett, A r t

Ellen Sabina Brady, H isto ry
Carl Andrew Brodkin, B iology .
Gilbert L. Brooks, Jr., P olitical Science
Brian Paul Brosnahan, E conom ics
Claire Frances Brown*, H isto ry &
P olitical ScienceIn te rn a tio n a l R ela tio n s

M ichael G ardner Brown, P h ilo so p h y
Stephanie Elisa Brown, H istory
Tracey M anette Brown, B iology
W illiam A lexander Calder, B iology
S ara Irene Cate, B iology
R obert C arl Cerbin, H isto ry
Felicia Lynette Cham bers, E conom ics &
P sychology

P eter Samuel C ohan, A r t H isto ry
Dan C ohenf, C h em istry & P hysics
M eryl Ray Cohen, S p ecia l M ajor
Paul M errill Cohen, P olitical Science
Tim C ohn, M a th em a tics
Julia S m artt Coley, M ed ieva l S tu d ie s
Toni Elaine Coombs, B iology
Karen Cordero, S panish & A r t H istory
Maggie Burdette Covington,
P sychology

Anne Cowett, E nglish L iterature w ith
C oncentration in T heatre

H isto ry

R obert Peter Blankfield, B iology
Stephen Richard Blough, E conom ics
Denise Lynn Boneau, M usic
* And with the Concentration in Asian Studies,
i Secondary School Teaching Certificate.

254

D eborah W alker Cowing, B iology
D eborah Lynn Crawley, E nglish
Literature

DEGREES CONFERRED
M indy Cress, P sychology
Amy Elizabeth Cronister, B iology
D ara D annenbergJ, H isto ry
Steven Gert Davis, C hem istry
Leslie A nn Delong, E nglish L iterature
Peter Russel D eutschJ, P sychology
Richard G abriel Di Feliciantonio,
B iology

Tim othy De Kanicky Dodge, H istory
Kenneth Patrick Doyle, E nglish
Literature

Jane Dreeben, P olitical Science
Yoshihisa Endo, P olitical ScienceIn te rn a tio n a l R elations

R obert Alfred Eppley, B iology
Stephen G ardner Eubank, Physics
Caroline Winslow F arr, B iology
Langdon Lynne Faust, P h ilo so p h y
Hydee Feldstein Soto, P olitical S cience
Jack Russell Ferrell, E nglish L iterature
Karen C hristiana Figueres Olsen,
S o c io lo g y & A n th ro p o lo g y

Paul Eliot Filson, H isto ry
Allen Forbes Fisher, P olitical Science
David Erich Fisher, B iology &
C hem istry

William W yman Fiske, C hem istry
Alan M iller Ford, Sp ecia l M ajor
Reginald Foster IV, H isto ry
Kathleen M aria Fox, A r t H istory
Lois Olga Fox, B iology
Karen Louise Francis, P olitical ScienceIn te rn a tio n a l R elations
R uth Inglis Francisco, H isto ry
Valerie Sim one Frazier, B iology
Fung, Kwok C hiu E conom ics
A rthur S. G abinet, P h ilo so p h y
Lowell Joseph Gallin, S p ecia l M a jo r
Wiley D uncan Ganey, Jr., S o cio lo g y &
A n th ro p o lo g y
Michael Kenneth Gavin, E conom ics
A rthur A. Geary II, P olitical Science
Leslie Victoria G elbard, R eligion
G rant M arshall G oodm an, E nglish
L iterature
Charlene G ordon, M a th em a tics
M arcy Jan e G ordon, P sychology
D arryl Lam ont G ore, P olitical Science
Paula Fern G oulden, E nglish L iterature
R ichard R oger G raber, B iology
Peter H. G rambs, P olitical Science
C assandra L aN el Green, P sychology
Julie Allan Greenberg, S p ecia l M a jo r

Carl R. Gwinn, Physics
Jeanne M. Hall, R elig io n
Ellen Elizabeth H anak, H isto ry
G ina Ann Hardy, S o c io lo g y &
A n th ro p o lo g y

Michelle Denise H arris, P sychology
Lisa Karen H augaard, English
Literature

Alan Reid Hay, B iology & French
David M ontgomery Heath, P h ilo so p h y
D eborah Beth Henken, P sychology
Lisa Rachel Herrick, Literature
Michael Eric Herz, E nglish L iterature
Laurie Jean Hesselgrave, P h ilo so p h y
Jo h n Spencer Heywood, E conom ics
Jam es Carl Hoffman, E conom ics &
B iology

Linda Carol Holmes, C hem istry
Jam es Perry Howell, P hilosophy
Alison K. Huettner, Special M ajor
Alice M ae Hughey, E conom ics &
M a th em a tics

S arah Sherm an Humphrey, H isto ry
Kenneth Lewis Jackson, P sychology
Keith Jahoda, Physics
Emanuel Jinich C harneyJ, M a th em a tics
D arcy Johnson, A r t H istory
Molly D are Johnson, B iology
Elizabeth Madelle Jones, B iology
Pam ela Ju ram , M usic
Arlene Emily Kaelber, B iology &
E nglish L iterature

Padm a Kaimal, A r t H istory
M artha Lucille Kane, Physics
Julie A. Kauer, P sychology
Thom as Earl Keegan, Jr., B iology
Karen Keene, E conom ics
Patricia Kelly, P olitical ScienceIn te rn a tio n a l R elations

David W illiam M cLeod Kerrigan,
P sychology

Jo h n Brady Kiesling, G reek
Lawrence Dennis Klay, P sychology
Richard David Kohl, E conom ics
Mimi Kramer, G reek
Alan Krauss, E nglish Literature
M iranda Kreisberg, H isto ry
David Payne Kuhn, E conom ics
Lorin David Kusmin, E co n o m ics
Stephen Labrum , E nglish L iterature
Barbara Edith Lachenbruch, B iology
Jo sh u a Mead Landis, H isto ry
Stephen Paul Langhans, E conom ics

i Secondary School Teaching Certifícate.

— 255 —

DEGREES CONFERRED
William M ark Lashner, E co n o m ics
Lisa Christine Lauer, A r t H isto ry
M arsha M eyon Lee, C hem istry
Jo nathon B. LeiserJ, B iology
Joel H oward Leitner, Sp ecia l M a jo r
Petra Lent, E nglish Literature
Reid J. Lifset, P h ilo so p h y
Egon Joseph Lindm ayer, B iology &

Ellen M acD onald M utari, P olitical
Science

Jam es Pryce Naber, P olitical ScienceIn te rn a tio n a l R ela tio n s & S panish

D ana W alter Nance, M a th em a tics
Tim othy Jam es O’Shaughnessy, English
L iterature

George Benedict O ’H anlon, H istory
Neild Kitteridge O ldham , Specia l M a jo r
M arjorie A nn O lmstead, P hysics i
Christine Louise Om an, C hem istry
Carl George O sterm an, E conom ics
Freem an Lorenzo Palm er, E co n o m ics
Roy Lawrence Parvin, H isto ry
Cheryl Elizabeth Peek, B iology
S tu art Andrew Perala, E nglish

E conom ics

Jaisri R ao Lingappa, B iology
Eric Linton, H isto ry
Keith Gregory Little, M a th e m a tic s
Sytonia Littlejohn, P sychology
Anne Rutledge Lloyd-Jones, H isto ry &
A r t H isto ry

Sally Anne Locksley, P sychology
David Michael Lockwood, A n c ie n t

L iterature

H isto ry

Douglas A lan Perednia, E conom ics
Brenda Elizabeth Perkins, B iology
K athleen Anne Perry, E nglish

Douglas Leroy Long, M a th em a tics
Jam es Lovelace, P h ilo so p h y
Elizabeth Lufburrow, C hem istry
Andrew Steven Lustbader, E nglish

L iterature

G. Brooke Phillips, M u sic
Susan C hapin Phillips, E nglish

L iterature

Anne Douglas M ac Lachlan, Special

Literature

M a jo r

Tobee Lane Phipps, E c o n o m ics
Elizabeth R uth Pianta, P sychology
Jam es Clark P ic a rd |, H isto ry
Julie Anne Pickering*, H isto ry
Peter Jay Plocki, P olitical Science
M argaret Bishop Pohe, P olitical Science
Elizabeth A. Post, F rench
Jill Suzanne Price, Physics &

Richard M ann, E nglish L iterature
R obin A nn M anners, E conom ics
Neal M arlens, P olitical Science
Nancy Gail M asters, E nglish L iterature
Jam es William M cG uire, P olitical
Science

Terence Vaughn M cIntosh, H isto ry
Elizabeth Romig M cK instry, B iology &
C hem istry

R obert Wade M cLaughlin, Special
M a jo r

William Z. Messer, R eligion &
E conom ics

K atharine M arguerite M etropolis,
E nglish L iterature

Josephine Ann Michener, S p ecia l M ajor
Cynthia Sara Miller, E nglish L iterature
G retchen Elizabeth M illerf, English
L iterature

Suzanne Miller, B iology
Jeffrey A lan M iron, E conom ics
Christine Lorraine M oe, B iology
Lynne A nn M olter, M a th em a tics
G arland G ray M oon, E co n o m ics
David Steven M oss, H isto ry
Ja n R obert M ostov, H istory
Jam es A lbert M untz, E conom ics

* And

A s tr o n o m y

Steven M ark Prosak, E co n o m ics
Peter B. Pyle, B iology
W illiam Lee Q uinbyJ, P sychology
R obert M ichlin R akita, C hem istry
Susan Anita Rech, B iology
L aura J. Regan, B iology
Bruce W. Renken, P sychology
Emily Lumsden Reusche, P sychology
D avid Blake Richter, H istory
C atherine Amy Rivlin, E co n o m ics
Philip Seth Robbins, P sychology
Pam ela Anne Rose, B iology
R ichard Joseph Rosen, M a th em a tics
A nn K athryn Rosenthal, B iology
Valerie Regina Ross, P olitical Science
D iana Elizabeth R oth, E conom ics
M ary Ellen Rubin, H isto ry
Wendy S. R uopp, E nglish L iterature

with the Concentration in Asian Studies.
{ Secondary School Teaching Certificate.

256 —

DEGREES CONFERRED
Jam es Clayton R upert, II, P olitical
Science

David Victor Sahagian, B iology
Anne Francoise Saisselin, L iterature
M artha Alison Salzmann, B iology
A ntoinette M onsio Sayeh, E conom ics
David Lindow Schaffer, E conom ics
Susan C. Scheuer, H isto ry
David Jacob Schopick, B iology
■ Paul Kevin Schreiber, P olitical Science
Andrew G ordon Schultz, H istory
Anne Emily Schuster, A r t H isto ry
Kenneth R obert Andrew Schuster,
H isto ry

Andrew H arrison Schw artz, E conom ics
Daniel Lewis Schwartz, P h ilo so p h y
Peter H am m ond Schwartz, H isto ry
M atthew Jam es Sheedy, E conom ics
M ark Yoshito Shibuya, English
L iterature

Jam es R obert Shinkle, B iology
Gary Jo n ath an Simon, P olitical Science
Philip Furst Sim on, E conom ics
Emily Hope Simson, A r t H istory
R obert L. Sloan, H isto ry
M ark Louis Smiley, R eligion
Linda A nn Smoker, Sp a n ish
Rebecca Lynn Stam m , H isto ry
C atherine M uir Starkw eather, B iology
Laurie Elizabeth StearnsJ, P sychology
& P olitical Science

H oward Steven Stern, M a th em a tics
Jean Renee Sternlight, E conom ics
Ian G. Stew art, H isto ry
Philip K raft Stoddard, B iology
David Ja y Stone, B iology
M ichael Thom as Sweeney, E co n o m ics

W illiam H erbert Sweet, E conom ics
Laurence Howard Tecott, B iology &
P sychology

Linda Jean Thorsen, E nglish Literature
Thum Chee Yip, E conom ics
Jan et Tognettii, S o c io lo g y &
A n th ro p o lo g y

Penelope Ero Tompkins, B iology
Jeffrey Edward Toner, E conom ics
S haron A nita Turnerf, S o c io lo g y &
A n th ro p o lo g y

A nton Lewis Usala, B iology & P olitical
Science

Stephen Eric Van H oldei, P hilosophy
Jane-A nne Carolyn Vanderhoff,
P olitical Science

Edward Charles Henry Varin,
E conom ics

Deryn Phillips Verity, Sp ecia l M a jo r
Keith Elliott Villmow, E conom ics
Virginia Kay Waddell, E conom ics
Eric M. Wassermann, Specia l M a jo r
Catherine Suzanne Waters, P sychology
Allen T. Webb, Jr., E nglish L iterature
Jo h n Frederick Weiland, Jr.,
M a th em a tics

Wendy Sue W einbergJ, H isto ry
Edward A rth u r Weiss, H istory
Tim othy G arrett Welch, P sychology
Joseph Douglas Wilson, H isto ry
M ark W inther, So cio lo g y &
A n th ro p o lo g y

Lesley C arol W right, A r t H istory
S haron M arguerite W right, Spanish
Elizabeth J. Youse, E nglish L iterature
Jeffret Edward Zabel, M a th em a tics
M atthew E. Zencey, E conom ics

BACH ELO R O F SCIENCE
Dwayne Steven Breger, E ngineering
Michael G ardner Brown, E ngineering
Jay Sam uel Clark, E ngineering
M argaret A. Collins, E ngineering
Jam es Peter Downey, E ngineering
Jo h n Karl Etter, E ngineering
Sandra Adele Gilson, E ngineering
Gail M. Grubelich, E ngineering
Laurie Jean Hesselgrave, E ngineering
Jeffrey Blake Karfunkle, E ngineering
Jam es W. M cC orm ick, E ngineering
Crispin M ount Miller, E ngineering
Scott A lan Miller, E ngineering
Lynne A nn M olter, E ngineering
Jam es A lbert M untz, E ngineering

Andrew Stew art O rr, III, E ngineering
Carl George O sterm an, E ngineering
Steven M ark Prosak, E ngineering
Eric Merle Schatzberg, E ngineering
Carol Louise Shapley, E ngineering
Jo h n Batterson Stetson, Jr.,
E ngineering

Ian G. Stew art, E ngineering
Jo h n Logan Stone, E ngineering
T hum Chee Yip, E ngineering
Alfred Phillip Trescott,, Jr. E ngineering
Glenn R obert Wallberg, E ngineering
Jo h n Frederick Weiland, Jr.,
E ngineering

{ Secondary School Teaching Certificate.

— 257

DEGREES CONFERRED
M A STER O F A RTS
C harlotte A nn Feierm an, P sychology
R obert Jo h n M acD ow all, A str o n o m y

Felice D uaine Yeskel, P sychology

H ON ORARY D EG REES
Sadie Tanner Mosell A lexander
Stephen Cary
N. Bruce H annay
William H ardy M cNeill

D O C TO R
D O C TO R
DOCTOR
D O C TO R

of
of
of
of

LAWS
LAWS
SCIENCE
H UM A NE LETTERS

AWARDS AND DISTINCTIONS
M ay 28, 1979
H O N O R S AW ARDED BY T H E V ISITIN G E X A M IN ER S — 19 MAY 1979
H IG H E ST HONORS:
M arjorie O lmstead, D ana Nance, Kathleen Perry, M atthew Zencey.
HIGH HON ORS:
Meryl A ltm an, Stephen Blough, Brian Brosnahan, Paul Cohen, Kathleen Fox,
Michael Gavin, Paula G oulden, Peter G rambs, C arl Gwinn, Lisa H augaard,
Jo h n Heywood, Richard Kohl, Petra Lent, Jeffrey M iron, George O ’H anlon,
Anne Saisselin, Peter Schwartz, Gary Simon, H ow ard Stern, Jean Sternlight,
Joseph Wilson.
HON ORS:
Jo n ath an Andrews, W alter Andrews, M ara Baird, Jo h n Bartle, Sohail Bengali,
Ellen Brady, D ara D annenberg, Peter Deutsch, Kenneth Doyle, Jane Dreeben,
Stephen E ubank, Allen Fisher, Reginald Foster, R uth Francisco, Kwok-Chiu
Fung, A rthur G abinet, David H eath, Lisa Herrick, Michael Herz, M artha Kane,
Mimi Kramer, Alan Krauss, M iranda Kreisberg, Stephen Labrum, Joshua Landis,
W illiam Lashner, Reid Lifset, Keith Little, Douglas ' Long, Jam es Lovelace,
Nancy M asters, Terence M cIntosh, Katharine M etropolis, Ellen M utari, Susan
Phillips, Peter Plocki, C atherine Rivlin, Philip Robbins, Richard Rosen, Valerie
Ross, D iana R oth, Wendy Ruopp, Jam es R upert, A ntoinette Sayeh, Andrew
Schultz, Andrew Schwartz, M ark Shibuya, Thum Chee-Yip, Stephen Van Holde,
Keith Villmow, Allen Webb.
D ISTIN C TIO N IN C O U R SE AW ARDED BY FACULTY
John R. Alison, Alan Angell, Samuel Assefa, Thom as Bartenstein, Tracey Brown,
Karen Cordero, Anne Cowett, D eborah Cowing, David Fisher, W illiam Fiske,
G rant G oodm an, Jeanne Hall, Ellen H anak, Alan Hay, Molly Johnson, Julie
Kauer, J. Brady Kiesling, Lorin Kusmin, Stephen Langhans, Jaisri Lingappa,
Elizabeth Lufburrow, Richard M ann, Jam es McGuire, William Messer, Kitteridge
Oldham , Roy Parvin, W illiam Quinby, Bruce Renken, A nn Rosenthal, Catherine
Starkweather, Laurence Tecott, Elizabeth Youse, Jam es Downey, Jam es M cC or­
mick, Eric Schatzberg.
ELECTION S TO H ON ORARY SO CIETIES
PH I BETA KAPPA:
Meryl Altm an, Alan H oward Angell, Samuel Assefa, Sohail Bengali, Brian Paul
Brosnahan, Paul Merrill Cohen, Karen C ordero, D eborah W alker Cowing, Peter
Russell Deutsch, Jam es Peter Downey, David Erich Fisher, Michael Kenneth
Gavin, C arl R. Gwinn, Jeanne M. Hall, Ellen Elizabeth H anak, Lisa Karen

258 —

AW ARDS A N D D ISTINCTIO NS
H augaard, Alan Reid Hay, Michael Eric Herz, Jo h n Spencer Heywood, M artha
Lucille Kane, John Brady Kiesling, Lorin David Kusmin, Petra Lent, Jaisri R ao
Lingappa, Douglas Leroy Long, Elizabeth Lufburrow, Richard Mann, Terence
Vaughn M cIntosh, W illiam Z. Messer, Jeffrey Alan M iron, D ana Walter Nance,
George Benedict O ’H anlon, Neild Kitteridge Oldham, Marjorie A nn Olmsteadi
Roy Lawrence Parvin, Kathleen A nne Perry, Bruce W. Renken, Ann Kathryn
Rosenthal, Anne Francoise Saisselin, Catherine M uir Starkweather, Howard
Steven Stern, Jean Renee Sternlight, Laurence H oward Tecott, Keith Elliott
Villmow, Elizabeth J. Youse, M atthew E. Zencey.
SIG M A XI:
Alan Angell, Thom as Bartenstein, Dwayne Breger, Michael G. Brown, William
Calder, Jam es Downey, David Fisher, Carl Gwinn, A lan Hay, Keith Jahoda,
Molly Johnson, Elizabeth Jones, Arlene Kaelber, M artha Kane, Barbara Lachenbruch, Jaisri Lingappa, Douglas Long, Elizabeth Lufburrow, Crispin Miller,
Lynne Molter, James Muntz, Dana Nance, Marjorie Olmstead, Douglas Perednia,
Philip Robbins, Carol Shapley, Peter Simson, Catherine Starkweather, Philip
Stoddard, Laurence Tecott, A nton Usala.
TAU BETA PI:
Michael G. Brown, Jam es P. Downey, Lynne A. M olter, Eric M. Schatzberg, Ian
G. Stew art, Jo h n L. Stone.
SW A RTH M O R E COLLEGE F E LL O W SH IP AWARDS
The
The
The
The

P hi B eta K appa F ellow ship to Meryl Altman.
H annah A . L eed o m F ellow ship to Stephen M ink 77.
J o sh u a L ip p in c o tt F ellow ship to Jeffrey Miron.
J o h n L o c k w o o d M e m o ria l F ellow ship to R obert M cVaugh 74, Alice Hughey,

Brenda Perkins.
The Thom as B. M cC abe, Jr. and Yvonne Motley M cC abe M em orial Fellowship to
Richard Beatty, 71.
The Lucretia M o tt Fellow ship to A ntoinette Sayeh.
The M a rth a E. Tyson F ellow ship to Elizabeth Devlin 77, Leslie Gelbard.
The Sarah K aighn C ooper Scholarship to Eric Eichenwald.
The S u sa n P. C obbs Prize F ellow ship to J. Brady Kiesling.
SPE C IA L AWARDS
The
The
The
The
The

Ivy A w a r d to George O ’Hanlon.
O ak L e a f A w a r d to Lesley Wright.
M c C a b e E ngineering A w a r d to Jam es P. Downey.
B ra n d B lanshard Prize to K atharine M etropolis, M atthew Zencey.
A . E d w a rd N ew to n L ibrary Prize to Richard Slattery, David Lockwood, Jose­

phine Michener.
The L o is M o rrell P oetry Prize to Jo h n Alison.
The J o h n R u ssell H ayes P oetry Prize: Anne Schuchat, Paula Smith.
The A c a d e m y o f A m erica n P oets A w a rd to R uth Bardon, Carrie Cornsweet, Anne

Schuchat.
The W illiam P lum er P o tter S h o rt S to ry Prize to Elizabeth Cole, L aura Kelsey, M ark

Shibuya.
The P hilip M . H icks Prizes f o r L iterary C riticism to Eben M oglen, Kathleen Perry.
The A lic e L. C rossley Prize in A sia n S tu d ie s to Julie Pickering.

259 -

E N R O LL M E N T O F STU D EN TS BY CLA SSES 1978-79
MEN W OM EN TOTAL
Seniors
174
137
311
Juniors
155
110
265
Sophom ores
169
176
345
Freshmen
210
138
348
708
561
1269
G raduate Students
3
1
4
Special Students
9
11
20
TOTALS
720
573
1293**
G E O G R A PH IC A L D ISTRIBU TIO N O F STU D EN TS 1978-79
Pennsylvania
273
Alaska
1
New York
206
Idaho
1
New Jersey
127
Mississippi
1
M aryland
77
M ontana
1
California
54
Puerto Rico
1
54
Massachusetts
Utah
___ 1
Connecticut
48
Total USA
1233
Ohio
47
Virginia
40
England
5
Delaware
35
Hong Kong
5
District o f Colum bia 34
M alaysia
5
Illinois
28
G hana
4
N orth Carolina
14
Jap an
4
Texas
13
Canada
3
C olorado
12
France
3
O regon
12
Iran
3
New Ham pshire
11
Ethiopia
2
Indiana
10
Italy
2
Georgia
9
Switzerland
2
Michigan
9
West G ermany
2
Missouri
9
Barbados
1
Washington
9
Bangladesh
1
M aine
8
Bolivia
1
New M exico
8
Canal Zone
1
A rizona
7
Colom bia
1
Florida
7
Greece
I
Vermont
7
Jo rd an
1
South C arolina
6
Lebanon
1
Tennessee
6
Liberia
1
Wisconsin
6
Libya
1
A labam a
5
Mexico
1
Louisiana
5
Netherlands
I
M innesota
5
Nigeria
I
Hawaii
4
Pakistan
1
Iowa
4
Peru
1
Kansas
4
Philippines
1
Kentucky
4
Sweden
___ L
O klahom a
3
Total from Abroad 57
R hode Island
3
Arkansas
2
G R A N D TOTAL 1290*
West Virginia
2
*As of Septem ber, 1978
**As of Novem ber, 1978

260

INDEX
Absence from examinations, 78
Academic honesty, 78
Addams, Jane, Peace Collection, 14
Administration and staff, 247
ADMISSION PROCEDURE, 21-25
Application dates, 23
Scholastic Aptitude and
Achievement Tests, 23
School subjects recommended, 22
Advanced Degrees, 81
Advanced Placement, 25
Advanced Standing, 25
Advisors, 50, 61, 62
Alumni Association Officers, 231
Alumni Council, 231
Alumni Office, 51
Ancient History and Civilization, 114
Arthur Hoyt Scott Horticultural
Foundation, 15
Art History, 91
Art, Studio, 54, 95
Arts Center, 12
Asian Studies, 97
Astronomy, 99
Athletic fields, see map
Athletics, 55, 191
Attachments to Courses, 68
Attendance at Classes, 76
Automobiles, regulations, 52
Awards and Prizes, 83, 258
Bachelor of Arts Degree, 81
Bachelor of Science Degree, 81
Barnard Music Fund, 16
Benjamin West House, 17
Benjamin West Lecture, 16
Bequests, 11
Biology, 101
Black Cultural Center, 48
Black Studies, 107
Board of Managers, 228
Committees of, 229
Botany, see Biology
Calendar, College, 5
Career Planning, 51
Center for Social and
Policy Studies, 12, 210
Chemistry, 108
Chinese, 171
Classics, 112
College Entrance Examinations, 23
College jobs, 32
Comprehensive Examinations, 63, 81
Computer Center, 12

Cooper (William J.) Foundation, 15
Cooperation with neighboring
institutions, 72
Corporation, officers of, 228
Courses of Instruction, 89-225
Course Program, 60, 63-4
Creative Arts, 72
Curriculum, 59-75
Dance, 55, 184
Degrees offered, 81
Degrees conferred, 254
Dining Hall, 48
Directed Reading, 68
Directions for Correspondence, 2
Directions for reaching the College,
back cover
Distinction in Course, 64
Distribution requirements, 61, 62
Divisions and Departments, 245
Dormitories, 47
Drama, 55
D uPont (Pierre S.) Science Building, 12
Economics, 118
Education, 124
Emeritus Professors, 233
Endowment, 11
Engineering, 127
Engineering, degrees in, 81
English Literature, 136
Enrollment statistics, 260
Equal Opportunity Office, 248
Equal Opportunity Statement, 2
Examination regulations, 78
Exclusion from College, 53, 80
Expenses, 26
External Examination (Honors)
Program, 60, 64-66
Extra-curricular activities, 54
Faculty advisors, 50, 61, 62
Faculty, committees of, 243
Faculty members, 232
Faculty Regulations, 76
Fees (tuition, residence, etc.) 26, 82
Fellowships, 86
Financial Aid, 29
Fine Arts, see Art History
Foreign students, 260
Foreign study, 72
Fraternities, 56
French, 171
Friends Historical Library, 13
Friends Meeting, 49
C ontinued on page 264

261

Key to the Map
. Parrish Hall and Annex
Wilcox Gallery
. 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
. Papazian Hall
. Friends Meeting House
. Whittier House
. Scott Horticultural Foundation Office
a. Lilac collection
b. Peony collection
c. Magnolias
d. Crabapples
e. Pinetum

17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.

f. Rhododendrons and azaleas
g. Dean Bond Rose Garden
h. Scott Foundation Nursery and
Frorer Holly Collection
McCabe Library
TarMe Social Center
Worth Health Center
Benjamin West House
Bond Memorial and Lodges
Robinson House—Black Cultural Center
Tennis Courts
Cunningham Field
Clothier Fields
Barn
Lamb-Miller Field House
Squash Courts
Service Building
Heating Plant
Fraternity Lodges
Sharpies Dining Hall
Clothier Memorial
Sproul Observatory
Scott Outdoor Auditorium
Crum Creek
Physical Activities Building

Dormitories and Residences
A. Dana Dormitory
B. Hallowell Dormitory
C. Wharton Hall
D. Willets Dormitory
E. Worth Dormitory
F. Palmer Hall
G. Pittenger Hall
H. Roberts Hall
J. Mary Lyon Buildings
K. Ashton House
L. Woolman House
M. Professors’ Houses
N. Employees’ Houses
O. Cunningham House
P. President’s House

INDEX

Geographical distribution of Students, 260
German, 173
Gifts, 11
Grades, 76
Graduate study, 81
Graduation requirements, 81
(see also Distribution requirements)
Greek, 113
Grenoble Program, 73
Handicapped Student
Services, 47, 49, 51, 67
Health care, 49
Health Sciences Advising Program, 71
History, 146
Honors Program, 60, 64-66
Honors Examiners, 66, 253
Housing, 47
Information Services Office, 51
Insurance, 50
Interdisciplinary work, 70
International Relations, 154
Judicial Bodies, 53
Lang Music Building, 12, 54
Language Laboratory, 12
Latin, 114
Leaves of Absence, 67, 79
Libraries, 12
Linguistics, 155
Literature Program, 157
Loans to students, 31
Madrid Program, 74
Map of College grounds, 262-263
Martin Biological Laboratory, 11
Master’s degrees, 81
Mathematics, 158
McCabe Library, 12
Medieval Studies, 165
Modern Languages and Literatures, 167
Music, 54, 180
Music, performance, 54, 181
Observatory, 11, 99
Overstreet Fund, 16

Political Science, 198
Potter Collection of Recorded
Literature, 14
Practical work, 69
Pre-Medical Program, 71
Prizes, 83
PROGRAM O F STUDY, 59-75
Freshmen and Sophomores, 61
Juniors and Seniors, 63
External Examination (Honors)
Program, 64
Psychology, 204
Public Policy, 210
Registration, 78
Religion, 212
Religious life, 10, 49
Requirements for Admission, 21
Requirements for Graduation, 81
(see also Distribution requirements)
Residence, regulations, 47
Russian, 176
Scholarships, 32-44
Scholastic Aptitude Test, 23
Scott Horticultural Foundation, 15
Sharpies Dining Hall, 48
Sigma Xi Lecture Series, 17
Social Committee, 53
Sociology and Anthropology, 218
Spanish, 177
Special Major, 63
Spock Memorial Fund, 15
Sproul Observatory, 11, 99
Student-run courses, 68
Student Council, 53
Student employment, 32
Student Exchange Programs, 72
Study Abroad, 72
Summer school work, 79
Swarthmore College Peace Collection, 14
Tarble Social Center, 48
Theatre, Courses in 142
Transfer, application for, 25
Tuition and other fees, 26, 82
Tutorials, 68
Upward Bound, 56

Papazian Hall, 12
Peaslee (Amos) Scholarships, 75
Philosophy, 186
Physical Education and Athletics, 191
Physical Education requirements, 80, 192
Physics, 193
Plan of College grounds, 262-263

264

Visiting Examiners, 253
Vocational Advising, 51
Women’s Center, 48
Worth Health Center, 49